The Changing Earth, Grade 8 : STEM Road Map for Middle School [1 ed.] 9781681404691, 9781681404684

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The Changing Earth STEM Road Map for Middle School Grade

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Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404684

The Changing Earth STEM Road Map for Middle School Grade

8

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404684

Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404684

The Changing Earth Grade

8

STEM Road Map for Middle School Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

Arlington, Virginia Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404684

Claire Reinburg, Director Rachel Ledbetter, Managing Editor Jennifer Merrill, Associate Editor Andrea Silen, Associate Editor Donna Yudkin, Book Acquisitions Manager

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Will Thomas Jr., Director, cover and   interior design Himabindu Bichali, Graphic Designer, interior  design

Printing and Production Catherine Lorrain, Director

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CONTENTS About the Editors and Authors

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Acknowledgments

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Part 1: The STEM Road Map: Background, Theory, and Practice

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Overview of the STEM Road Map Curriculum Series

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Standards-Based Approach

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Themes in the STEM Road Map Curriculum Series

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The Need for an Integrated STEM Approach

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Framework for STEM Integration in the Classroom

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The Need for the STEM Road Map Curriculum Series

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References

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Strategies Used in the STEM Road Map Curriculum Series

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Project- and Problem-Based Learning

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Engineering Design Process

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Learning Cycle

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STEM Research Notebook

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The Role of Assessment in the STEM Road Map Curriculum Series

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Self-Regulated Learning Theory in the STEM Road Map Modules

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Safety in STEM

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References

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Part 2: The Changing Earth: STEM Road Map Module

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The Changing Earth Module Overview

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Module Summary

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Established Goals and Objectives

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Challenge or Problem for Students to Solve: Geology and the Community Challenge

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CONTENTS

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Content Standards Addressed in This STEM Road Map Module

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STEM Research Notebook

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Module Launch

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Prerequisite Skills for the Module

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Potential STEM Misconceptions

30

SRL Process Components

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Strategies for Differentiating Instruction Within This Module

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Strategies for English Language Learners

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Safety Considerations for the Activities in This Module

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Desired Outcomes and Monitoring Success

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Assessment Plan Overview and Map

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Module Timeline

42

Resources

45

References

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The Changing Earth Lesson Plans

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Lesson Plan 1: Rocks and Topography

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Lesson Plan 2: Igneous Rock Formation

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Lesson Plan 3: Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation

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Lesson Plan 4: Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities

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Lesson Plan 5: Continental Drift and the Rock Cycle

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Lesson Plan 6: Putting It All Together

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Transforming Learning With The Changing Earth and the STEM Road Map Curriculum Series

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Appendix: Content Standards Addressed in This Module

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Index

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ABOUT THE EDITORS AND AUTHORS

Dr. Carla C. Johnson is a professor of science education in the College of Education and Office of Research and Innovation Faculty Research Fellow at North Carolina State University in Raleigh. She was most recently an associate dean, provost fellow, and professor of science education at Purdue University in West Lafayette, Indiana. Dr. Johnson serves as the director of research and evaluation for the Department of Defense–funded Army Educational Outreach Program (AEOP), a global portfolio of STEM education programs, competitions, and apprenticeships. She has been a leader in STEM education for the past decade, serving as the director of STEM Centers, editor of the School Science and Mathematics journal, and lead researcher for the evaluation of Tennessee’s Race to the Top–funded STEM portfolio. Dr. Johnson has published over 100 articles, books, book chapters, and curriculum books focused on STEM education. She is a former science and social studies teacher and was the recipient of the 2013 Outstanding Science Teacher Educator of the Year award from the Association for Science Teacher Education (ASTE), the 2012 Award for Excellence in Integrating Science and Mathematics from the School Science and Mathematics Association (SSMA), the 2014 award for best paper on Implications of Research for Educational Practice from ASTE, and the 2006 Outstanding Early Career Scholar Award from SSMA. Her research focuses on STEM education policy implementation, effective science teaching, and integrated STEM approaches. Dr. Janet B. Walton is a senior research scholar and the assistant director of evaluation for AEOP in the College of Education at North Carolina State University. She merges her economic development and education backgrounds to develop K–12 curricular materials that integrate real-life issues with sound cross-curricular content. Her research focuses on mixed methods research methodologies and collaboration between schools and community stakeholders for STEM education and problem- and project-based learning pedagogies. With this research agenda, she works to bring contextual STEM experiences into the classroom and provide students and educators with innovative resources and curricular materials. Dr. Erin Peters-Burton is the Donna R. and David E. Sterling endowed professor in science education at George Mason University in Fairfax, Virginia. She uses her experiences from 15 years as an engineer and secondary science, engineering, and mathematics teacher to develop research projects that directly inform classroom practice in science

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ABOUT THE EDITORS AND AUTHORS

and engineering. Her research agenda is based on the idea that all students should build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learning theory in science and engineering, as well as how inclusive STEM schools can help students succeed. During her tenure as a secondary teacher, she had a National Board Certification in Early Adolescent Science and was an Albert Einstein Distinguished Educator Fellow for NASA. As a researcher, Dr. Peters-Burton has published over 100 articles, books, book chapters, and curriculum books focused on STEM education and educational psychology. She received the Outstanding Science Teacher Educator of the Year award from ASTE in 2016 and a Teacher of Distinction Award and a Scholarly Achievement Award from George Mason University in 2012, and in 2010 she was named University Science Educator of the Year by the Virginia Association of Science Teachers. Dr. Stephen Burton is the science outreach teacher for Loudoun County Public Schools in Virginia. In this role, he is responsible for assisting teachers in providing more authentic science experiences to their students. Dr. Burton received his doctorate of arts from Idaho State University in 2001. Dr. Tamara J. Moore is an associate professor of engineering education in the College of Engineering at Purdue University. Dr. Moore’s research focuses on defining STEM integration through the use of engineering as the connection and investigating its power for student learning. Dr. Toni A. Sondergeld is an associate professor of assessment, research, and statistics in the School of Education at Drexel University in Philadelphia. Dr. Sondergeld’s research concentrates on assessment and evaluation in education, with a focus on K–12 STEM. Michael Wagner is the GIS lead teacher for Loudoun County Public Schools. In this role, he is responsible for integrating geospatial technology into the K–12 curriculum. Wagner has been teaching for 14 years and is professionally certified in geographic information systems (GIS).

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ACKNOWLEDGMENTS This module was developed as a part of the STEM Road Map project (Carla C. Johnson, principal investigator). The Purdue University College of Education, General Motors, and other sources provided funding for this project. Copyright © 2015 from STEM Road Map: A Framework for Integrated STEM Education, edited by C. C. Johnson, E. E. Peters-Burton, and T. J. Moore. Reproduced by permission of Taylor and Francis Group, LLC, a division of Informa plc. See www.routledge.com/products/9781138804234 for more information about STEM Road Map: A Framework for Integrated STEM Education.

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PART 1

THE STEM ROAD MAP BACKGROUND, THEORY, AND PRACTICE

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1 OVERVIEW OF THE STEM ROAD MAP CURRICULUM SERIES Carla C. Johnson, Erin Peters-Burton, and Tamara J. Moore

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he STEM Road Map Curriculum Series was conceptualized and developed by a team of STEM educators from across the United States in response to a growing need to infuse real-world learning contexts, delivered through authentic problemsolving pedagogy, into K–12 classrooms. The curriculum series is grounded in integrated STEM, which focuses on the integration of the STEM disciplines—science, technology, engineering, and mathematics—delivered across content areas, incorporating the Framework for 21st Century Learning along with grade-level-appropriate academic standards. The curriculum series begins in kindergarten, with a five-week instructional sequence that introduces students to the STEM themes and gives them grade-level-appropriate topics and real-world challenges or problems to solve. The series uses project-based and problem-based learning, presenting students with the problem or challenge during the first lesson, and then teaching them science, social studies, English language arts, mathematics, and other content, as they apply what they learn to the challenge or problem at hand. Authentic assessment and differentiation are embedded throughout the modules. Each STEM Road Map Curriculum Series module has a lead discipline, which may be science, social studies, English language arts, or mathematics. All disciplines are integrated into each module, along with ties to engineering. Another key component is the use of STEM Research Notebooks to allow students to track their own learning progress. The modules are designed with a scaffolded approach, with increasingly complex concepts and skills introduced as students progress through grade levels. The developers of this work view the curriculum as a resource that is intended to be used either as a whole or in part to meet the needs of districts, schools, and teachers who are implementing an integrated STEM approach. A variety of implementation formats are possible, from using one stand-alone module at a given grade level to using all five modules to provide 25 weeks of instruction. Also, within each grade band (K–2, 3–5, 6–8, 9–12), the modules can be sequenced in various ways to suit specific needs.

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Overview of the STEM Road Map Curriculum Series

STANDARDS-BASED APPROACH The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards (NGSS), the Common Core State Standards for Mathematics (CCSS Mathematics), the Common Core State Standards for English Language Arts (CCSS ELA), and the Framework for 21st Century Learning. Each module includes a detailed curriculum map that incorporates the associated standards from the particular area correlated to lesson plans. The STEM Road Map has very clear and strong connections to these academic standards, and each of the grade-level topics was derived from the mapping of the standards to ensure alignment among topics, challenges or problems, and the required academic standards for students. Therefore, the curriculum series takes a standards-based approach and is designed to provide authentic contexts for application of required knowledge and skills.

THEMES IN THE STEM ROAD MAP CURRICULUM SERIES The K–12 STEM Road Map is organized around five real-world STEM themes that were generated through an examination of the big ideas and challenges for society included in STEM standards and those that are persistent dilemmas for current and future generations: • Cause and Effect • Innovation and Progress • The Represented World • Sustainable Systems • Optimizing the Human Experience These themes are designed as springboards for launching students into an exploration of real-world learning situated within big ideas. Most important, the five STEM Road Map themes serve as a framework for scaffolding STEM learning across the K–12 continuum. The themes are distributed across the STEM disciplines so that they represent the big ideas in science (Cause and Effect; Sustainable Systems), technology (Innovation and Progress; Optimizing the Human Experience), engineering (Innovation and Progress; Sustainable Systems; Optimizing the Human Experience), and mathematics (The Represented World), as well as concepts and challenges in social studies and 21st century skills that are also excellent contexts for learning in English language arts. The process of developing themes began with the clustering of the NGSS performance expectations and the National Academy of Engineering’s grand challenges for engineering, which led to the development of the challenge in each module and connections of the module activities to the CCSS Mathematics and CCSS ELA standards. We performed these

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Overview of the STEM Road Map Curriculum Series

mapping processes with large teams of experts and found that these five themes provided breadth, depth, and coherence to frame a high-quality STEM learning experience from kindergarten through 12th grade.

Cause and Effect The concept of cause and effect is a powerful and pervasive notion in the STEM fields. It is the foundation of understanding how and why things happen as they do. Humans spend considerable effort and resources trying to understand the causes and effects of natural and designed phenomena to gain better control over events and the environment and to be prepared to react appropriately. Equipped with the knowledge of a specific cause-and-effect relationship, we can lead better lives or contribute to the community by altering the cause, leading to a different effect. For example, if a person recognizes that irresponsible energy consumption leads to global climate change, that person can act to remedy his or her contribution to the situation. Although cause and effect is a core idea in the STEM fields, it can actually be difficult to determine. Students should be capable of understanding not only when evidence points to cause and effect but also when evidence points to relationships but not direct causality. The major goal of education is to foster students to be empowered, analytic thinkers, capable of thinking through complex processes to make important decisions. Understanding causality, as well as when it cannot be determined, will help students become better consumers, global citizens, and community members.

Innovation and Progress One of the most important factors in determining whether humans will have a positive future is innovation. Innovation is the driving force behind progress, which helps create possibilities that did not exist before. Innovation and progress are creative entities, but in the STEM fields, they are anchored by evidence and logic, and they use established concepts to move the STEM fields forward. In creating something new, students must consider what is already known in the STEM fields and apply this knowledge appropriately. When we innovate, we create value that was not there previously and create new conditions and possibilities for even more innovations. Students should consider how their innovations might affect progress and use their STEM thinking to change current human burdens to benefits. For example, if we develop more efficient cars that use byproducts from another manufacturing industry, such as food processing, then we have used waste productively and reduced the need for the waste to be hauled away, an indirect benefit of the innovation.

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The Represented World When we communicate about the world we live in, how the world works, and how we can meet the needs of humans, sometimes we can use the actual phenomena to explain a concept. Sometimes, however, the concept is too big, too slow, too small, too fast, or too complex for us to explain using the actual phenomena, and we must use a representation or a model to help communicate the important features. We need representations and models such as graphs, tables, mathematical expressions, and diagrams because it makes our thinking visible. For example, when examining geologic time, we cannot actually observe the passage of such large chunks of time, so we create a timeline or a model that uses a proportional scale to visually illustrate how much time has passed for different eras. Another example may be something too complex for students at a particular grade level, such as explaining the p subshell orbitals of electrons to fifth graders. Instead, we use the Bohr model, which more closely represents the orbiting of planets and is accessible to fifth graders. When we create models, they are helpful because they point out the most important features of a phenomenon. We also create representations of the world with mathematical functions, which help us change parameters to suit the situation. Creating representations of a phenomenon engages students because they are able to identify the important features of that phenomenon and communicate them directly. But because models are estimates of a phenomenon, they leave out some of the details, so it is important for students to evaluate their usefulness as well as their shortcomings.

Sustainable Systems From an engineering perspective, the term system refers to the use of “concepts of component need, component interaction, systems interaction, and feedback. The interaction of subcomponents to produce a functional system is a common lens used by all engineering disciplines for understanding, analysis, and design” (Koehler, Bloom, and Binns 2013, p. 8). Systems can be either open (e.g., an ecosystem) or closed (e.g., a car battery). Ideally, a system should be sustainable, able to maintain equilibrium without much energy from outside the structure. Looking at a garden, we see flowers blooming, weeds sprouting, insects buzzing, and various forms of life living within its boundaries. This is an example of an ecosystem, a collection of living organisms that survive together, functioning as a system. The interaction of the organisms within the system and the influences of the environment (e.g., water, sunlight) can maintain the system for a period of time, thus demonstrating its ability to endure. Sustainability is a desirable feature of a system because it allows for existence of the entity in the long term. In the STEM Road Map project, we identified different standards that we consider to be oriented toward systems that students should know and understand in the K–12 setting. These include ecosystems, the rock cycle, Earth processes (such as erosion,

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Overview of the STEM Road Map Curriculum Series

tectonics, ocean currents, weather phenomena), Earth-Sun-Moon cycles, heat transfer, and the interaction among the geosphere, biosphere, hydrosphere, and atmosphere. Students and teachers should understand that we live in a world of systems that are not independent of each other, but rather are intrinsically linked such that a disruption in one part of a system will have reverberating effects on other parts of the system.

Optimizing the Human Experience Science, technology, engineering, and mathematics as disciplines have the capacity to continuously improve the ways humans live, interact, and find meaning in the world, thus working to optimize the human experience. This idea has two components: being more suited to our environment and being more fully human. For example, the progression of STEM ideas can help humans create solutions to complex problems, such as improving ways to access water sources, designing energy sources with minimal impact on our environment, developing new ways of communication and expression, and building efficient shelters. STEM ideas can also provide access to the secrets and wonders of nature. Learning in STEM requires students to think logically and systematically, which is a way of knowing the world that is markedly different from knowing the world as an artist. When students can employ various ways of knowing and understand when it is appropriate to use a different way of knowing or integrate ways of knowing, they are fully experiencing the best of what it is to be human. The problembased learning scenarios provided in the STEM Road Map help students develop ways of thinking like STEM professionals as they ask questions and design solutions. They learn to optimize the human experience by innovating improvements in the designed world in which they live.

THE NEED FOR AN INTEGRATED STEM APPROACH At a basic level, STEM stands for science, technology, engineering, and mathematics. Over the past decade, however, STEM has evolved to have a much broader scope and broader implications. Now, educators and policy makers refer to STEM as not only a concentrated area for investing in the future of the United States and other nations but also as a domain and mechanism for educational reform. The good intentions of the recent decade-plus of focus on accountability and increased testing has resulted in significant decreases not only in instructional time for teaching science and social studies but also in the flexibility of teachers to promote authentic, problem solving–focused classroom environments. The shift has had a detrimental impact on student acquisition of vitally important skills, which many refer to as 21st century skills, and often the ability of students to “think.” Further, schooling has become increasingly siloed into compartments of mathematics, science, English language arts, and social studies, lacking any of the connections that are overwhelmingly present in

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the real world around children. Students have experienced school as content provided in boxes that must be memorized, devoid of any real-world context, and often have little understanding of why they are learning these things. STEM-focused projects, curriculum, activities, and schools have emerged as a means to address these challenges. However, most of these efforts have continued to focus on the individual STEM disciplines (predominantly science and engineering) through more STEM classes and after-school programs in a “STEM enhanced” approach (Breiner et al. 2012). But in traditional and STEM enhanced approaches, there is little to no focus on other disciplines that are integral to the context of STEM in the real world. Integrated STEM education, on the other hand, infuses the learning of important STEM content and concepts with a much-needed emphasis on 21st century skills and a problem- and project-based pedagogy that more closely mirrors the real-world setting for society’s challenges. It incorporates social studies, English language arts, and the arts as pivotal and necessary (Johnson 2013; Rennie, Venville, and Wallace 2012; Roehrig et al. 2012).

FRAMEWORK FOR STEM INTEGRATION IN THE CLASSROOM The STEM Road Map Curriculum Series is grounded in the Framework for STEM Integration in the Classroom as conceptualized by Moore, Guzey, and Brown (2014) and Moore et al. (2014). The framework has six elements, described in the context of how they are used in the STEM Road Map Curriculum Series as follows: 1. The STEM Road Map contexts are meaningful to students and provide motivation to engage with the content. Together, these allow students to have different ways to enter into the challenge. 2. The STEM Road Map modules include engineering design that allows students to design technologies (i.e., products that are part of the designed world) for a compelling purpose. 3. The STEM Road Map modules provide students with the opportunities to learn from failure and redesign based on the lessons learned. 4. The STEM Road Map modules include standards-based disciplinary content as the learning objectives. 5. The STEM Road Map modules include student-centered pedagogies that allow students to grapple with the content, tie their ideas to the context, and learn to think for themselves as they deepen their conceptual knowledge. 6. The STEM Road Map modules emphasize 21st century skills and, in particular, highlight communication and teamwork.

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All of the STEM Road Map modules incorporate these six elements; however, the level of emphasis on each of these elements varies based on the challenge or problem in each module.

THE NEED FOR THE STEM ROAD MAP CURRICULUM SERIES As focus is increasing on integrated STEM, and additional schools and programs decide to move their curriculum and instruction in this direction, there is a need for highquality, research-based curriculum designed with integrated STEM at the core. Several good resources are available to help teachers infuse engineering or more STEM enhanced approaches, but no curriculum exists that spans K–12 with an integrated STEM focus. The next chapter provides detailed information about the specific pedagogy, instructional strategies, and learning theory on which the STEM Road Map Curriculum Series is grounded.

REFERENCES Breiner, J., M. Harkness, C. C. Johnson, and C. Koehler. 2012. What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics 112 (1): 3–11. Johnson, C. C. 2013. Conceptualizing integrated STEM education: Editorial. School Science and Mathematics 113 (8): 367–368. Koehler, C. M., M. A. Bloom, and I. C. Binns. 2013. Lights, camera, action: Developing a methodology to document mainstream films’ portrayal of nature of science and scientific inquiry. Electronic Journal of Science Education 17 (2). Moore, T. J., S. S. Guzey, and A. Brown. 2014. Greenhouse design to increase habitable land: An engineering unit. Science Scope 37 (7): 51–57. Moore, T. J., M. S. Stohlmann, H. H. Wang, K. M. Tank, A. W. Glancy, and G. H. Roehrig. 2014. Implementation and integration of engineering in K–12 STEM education. In Engineering in pre-college settings: Synthesizing research, policy, and practices, ed. S. Purzer, J. Strobel, and M. Cardella, 35–60. West Lafayette, IN: Purdue Press. Rennie, L., G. Venville, and J. Wallace. 2012. Integrating science, technology, engineering, and mathematics: Issues, reflections, and ways forward. New York: Routledge. Roehrig, G. H., T. J. Moore, H. H. Wang, and M. S. Park. 2012. Is adding the E enough? Investigating the impact of K–12 engineering standards on the implementation of STEM integration. School Science and Mathematics 112 (1): 31–44.

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2 STRATEGIES USED IN THE STEM ROAD MAP CURRICULUM SERIES Erin Peters-Burton, Carla C. Johnson, Toni A. Sondergeld, and Tamara J. Moore

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he STEM Road Map Curriculum Series uses what has been identified through research as best-practice pedagogy, including embedded formative assessment strategies throughout each module. This chapter briefly describes the key strategies that are employed in the series.

PROJECT- AND PROBLEM-BASED LEARNING Each module in the STEM Road Map Curriculum Series uses either project-based learning or problem-based learning to drive the instruction. Project-based learning begins with a driving question to guide student teams in addressing a contextualized local or community problem or issue. The outcome of project-based instruction is a product that is conceptualized, designed, and tested through a series of scaffolded learning experiences (Blumenfeld et al. 1991; Krajcik and Blumenfeld 2006). Problem-based learning is often grounded in a fictitious scenario, challenge, or problem (Barell 2006; Lambros 2004). On the first day of instruction within the unit, student teams are provided with the context of the problem. Teams work through a series of activities and use open-ended research to develop their potential solution to the problem or challenge, which need not be a tangible product (Johnson 2003).

ENGINEERING DESIGN PROCESS The STEM Road Map Curriculum Series uses engineering design as a way to facilitate integrated STEM within the modules. The engineering design process (EDP) used in the STEM Road Map series is depicted in Figure 2.1 (p. 10). It highlights two major aspects of engineering design—problem scoping and solution generation—and six specific components of working toward a design: define the problem, learn about the problem, plan a solution, try the solution, test the solution, decide whether the solution is good enough. It

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©2015 PICTURESTEM, PURDUE UNIVERSITY RESEARCH FOUNDATION.

Figure 2.1. Engineering Design Process

also shows that communication and teamwork are involved throughout the entire process. As the arrows in the figure indicate, the order in which the components of engineering design are addressed depends on what becomes needed as designers progress through this EDP. Designers must communicate and work in teams throughout the process. An EDP is iterative, meaning that components of the process can be repeated as needed until the design is good enough to present to the client as a potential solution to the problem. Problem scoping is the process of gathering and analyzing information to deeply understand the engineering design problem. It includes defining the problem and learning about the problem. Defining the problem includes identifying the problem, the client, and the end user of the design. The client is the person (or people) who hired the designers to do the work, and the end user is the person (or people) who will use the final design. The designers must also identify the criteria and the constraints of the problem. The criteria are the things the client wants from the solution, and the constraints are the things that limit the possible solutions. The designers must spend significant time learning about the problem, which can include activities such as the following:

• Reading informational texts and researching about relevant concepts or contexts • Identifying and learning about needed mathematical and scientific skills, knowledge, and tools • Learning about things done previously to solve similar problems • Experimenting with possible materials that could be used in the design Problem scoping also allows designers to consider how to measure the success of the design in addressing specific criteria and staying within the constraints over multiple iterations of solution generation. Solution generation includes planning a solution, trying the solution, testing the solution, and deciding whether the solution is good enough. Planning the solution includes generating many design ideas that both address the criteria and meet the constraints. Here the designers must consider what was learned about the problem during problem scoping. Design plans include clear communication of design ideas through media such as notebooks, blueprints, schematics, or storyboards. They also include details about the

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design, such as measurements, materials, colors, costs of materials, instructions for how things fit together, and sets of directions. Making the decision about which design idea to move forward involves considering the trade-offs of each design idea. Once a clear design plan is in place, the designers must try the solution. Trying the solution includes developing a prototype (a testable model) based on the plan generated. The prototype might be something physical or a process to accomplish a goal. This component of design requires that the designers consider the risk involved in implementing the design. The prototype developed must be tested. Testing the solution includes conducting fair tests that verify whether the plan is a solution that is good enough to meet the client and end user needs and wants. Data need to be collected about the results of the tests of the prototype, and these data should be used to make evidence-based decisions regarding the design choices made in the plan. Here, the designers must again consider the criteria and constraints for the problem. Using the data gathered from the testing, the designers must decide whether the solution is good enough to meet the client and end user needs and wants by assessment based on the criteria and constraints. Here, the designers must justify or reject design decisions based on the background research gathered while learning about the problem and on the evidence gathered during the testing of the solution. The designers must now decide whether to present the current solution to the client as a possibility or to do more iterations of design on the solution. If they decide that improvements need to be made to the solution, the designers must decide if there is more that needs to be understood about the problem, client, or end user; if another design idea should be tried; or if more planning needs to be conducted on the same design. One way or another, more work needs to be done. Throughout the process of designing a solution to meet a client’s needs and wants, designers work in teams and must communicate to each other, the client, and likely the end user. Teamwork is important in engineering design because multiple perspectives and differing skills and knowledge are valuable when working to solve problems. Communication is key to the success of the designed solution. Designers must communicate their ideas clearly using many different representations, such as text in an engineering notebook, diagrams, flowcharts, technical briefs, or memos to the client.

LEARNING CYCLE The same format for the learning cycle is used in all grade levels throughout the STEM Road Map, so that students engage in a variety of activities to learn about phenomena in the modules thoroughly and have consistent experiences in the problem- and projectbased learning modules. Expectations for learning by younger students are not as high as for older students, but the format of the progression of learning is the same. Students who have learned with curriculum from the STEM Road Map in early grades know

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what to expect in later grades. The learning cycle consists of five parts—Introductory Activity/Engagement, Activity/Exploration, Explanation, Elaboration/Application of Knowledge, and Evaluation/Assessment—and is based on the empirically tested 5E model from BSCS (Bybee et al. 2006). In the Introductory Activity/Engagement phase, teachers introduce the module challenge and use a unique approach designed to pique students’ curiosity. This phase gets students to start thinking about what they already know about the topic and begin wondering about key ideas. The Introductory Activity/Engagement phase positions students to be confident about what they are about to learn, because they have prior knowledge, and clues them into what they don’t yet know. In the Activity/Exploration phase, the teacher sets up activities in which students experience a deeper look at the topics that were introduced earlier. Students engage in the activities and generate new questions or consider possibilities using preliminary investigations. Students work independently, in small groups, and in whole-group settings to conduct investigations, resulting in common experiences about the topic and skills involved in the real-world activities. Teachers can assess students’ development of concepts and skills based on the common experiences during this phase. During the Explanation phase, teachers direct students’ attention to concepts they need to understand and skills they need to possess to accomplish the challenge. Students participate in activities to demonstrate their knowledge and skills to this point, and teachers can pinpoint gaps in student knowledge during this phase. In the Elaboration/Application of Knowledge phase, teachers present students with activities that engage the students in higher-order thinking to create depth and breadth of student knowledge, while connecting ideas across topics within and across STEM. Students apply what they have learned thus far in the module to a new context or elaborate on what they have learned about the topic to a deeper level of detail. In the last phase, Evaluation/Assessment, teachers give students summative feedback on their knowledge and skills as demonstrated through the challenge. This is not the only point of assessment (as discussed in the section on Embedded Formative Assessments), but it is an assessment of the culmination of the knowledge and skills for the module. Students demonstrate their cognitive growth at this point and reflect on how far they have come since the beginning of the module. The challenges are designed to be multidimensional in the ways students must collaborate and communicate their new knowledge.

STEM RESEARCH NOTEBOOK One of the main components of the STEM Road Map Curriculum Series is the STEM Research Notebook, a place for students to capture their ideas, questions, observations, reflections, evidence of progress, and other items associated with their daily work. At the beginning of each module, the teacher walks students through the setup of the STEM

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Research Notebook, which could be a three-ring binder, composition book, or spiral notebook. You may wish to have students create divided sections so that they can easily access work from various disciplines during the module. Electronic notebooks kept on student devices are also acceptable and encouraged. Students will develop their own table of contents and create chapters in the notebook for each module. Each lesson in the STEM Road Map Curriculum Series includes one or more prompts that are designed for inclusion in the STEM Research Notebook and appear as questions or statements that the teacher assigns to students. These prompts require students to apply what they have learned across the lesson to solve the big problem or challenge for that module. Each lesson is designed to meaningfully refer students to the larger problem or challenge they have been assigned to solve with their teams. The STEM Research Notebook is designed to be a key formative assessment tool, as students’ daily entries provide evidence of what they are learning. The notebook can be used as a mechanism for dialogue between the teacher and students, as well as for peer and self-evaluation. The use of the STEM Research Notebook is designed to scaffold student notebooking skills across the grade bands in the STEM Road Map Curriculum Series. In the early grades, children learn how to organize their daily work in the notebook as a way to collect their products for future reference. In elementary school, students structure their notebooks to integrate background research along with their daily work and lesson prompts. In the upper grades (middle and high school), students expand their use of research and data gathering through team discussions to more closely mirror the work of STEM experts in the real world.

THE ROLE OF ASSESSMENT IN THE STEM ROAD MAP CURRICULUM SERIES Starting in the middle years and continuing into secondary education, the word assessment typically brings grades to mind. These grades may take the form of a letter or a percentage, but they typically are used as a representation of a student’s content mastery. If well thought out and implemented, however, classroom assessment can offer teachers, parents, and students valuable information about student learning and misconceptions that does not necessarily come in the form of a grade (Popham 2013). The STEM Road Map Curriculum Series provides a set of assessments for each module. Teachers are encouraged to use assessment information for more than just assigning grades to students. Instead, assessments of activities requiring students to actively engage in their learning, such as student journaling in STEM Research Notebooks, collaborative presentations, and constructing graphic organizers, should be used to move student learning forward. Whereas other curriculum with assessments may include objective-type (multiplechoice or matching) tests, quizzes, or worksheets, we have intentionally avoided these forms of assessments to better align assessment strategies with teacher instruction and

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student learning techniques. Since the focus of this book is on project- or problem-based STEM curriculum and instruction that focuses on higher-level thinking skills, appropriate and authentic performance assessments were developed to elicit the most reliable and valid indication of growth in student abilities (Brookhart and Nitko 2008).

Comprehensive Assessment System Assessment throughout all STEM Road Map curriculum modules acts as a comprehensive system in which formative and summative assessments work together to provide teachers with high-quality information on student learning. Formative assessment occurs when the teacher finds out formally or informally what a student knows about a smaller, defined concept or skill and provides timely feedback to the student about his or her level of proficiency. Summative assessments occur when students have performed all activities in the module and are given a cumulative performance evaluation in which they demonstrate their growth in learning. A comprehensive assessment system can be thought of as akin to a sporting event. Formative assessments are the practices: It is important to accomplish them consistently, they provide feedback to help students improve their learning, and making mistakes can be worthwhile if students are given an opportunity to learn from them. Summative assessments are the competitions: Students need to be prepared to perform at the best of their ability. Without multiple opportunities to practice skills along the way through formative assessments, students will not have the best chance of demonstrating growth in abilities through summative assessments (Black and Wiliam 1998).

Embedded Formative Assessments Formative assessments in this module serve two main purposes: to provide feedback to students about their learning and to provide important information for the teacher to inform immediate instructional needs. Providing feedback to students is particularly important when conducting problem- or project-based learning because students take on much of the responsibility for learning, and teachers must facilitate student learning in an informed way. For example, if students are required to conduct research for the Activity/Exploration phase but are not familiar with what constitutes a reliable resource, they may develop misconceptions based on poor information. When a teacher monitors this learning through formative assessments and provides specific feedback related to the instructional goals, students are less likely to develop incomplete or incorrect conceptions in their independent investigations. By using formative assessment to detect problems in student learning and then acting on this information, teachers help move student learning forward through these teachable moments. Formative assessments come in a variety of formats. They can be informal, such as asking students probing questions related to student knowledge or tasks or simply

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observing students engaged in an activity to gather information about student skills. Formative assessments can also be formal, such as a written quiz or a laboratory practical. Regardless of the type, three key steps must be completed when using formative assessments (Sondergeld, Bell, and Leusner 2010). First, the assessment is delivered to students so that teachers can collect data. Next, teachers analyze the data (student responses) to determine student strengths and areas that need additional support. Finally, teachers use the results from information collected to modify lessons and create learning environments that reinforce weak points in student learning. If student learning information is not used to modify instruction, the assessment cannot be considered formative in nature. Formative assessments can be about content, science process skills, or even learning skills. When a formative assessment focuses on content, it assesses student knowledge about the disciplinary core ideas from the Next Generation Science Standards (NGSS) or content objectives from Common Core State Standards for Mathematics (CCSS Mathematics) or Common Core State Standards for English Language Arts (CCSS ELA). Content-focused formative assessments ask students questions about declarative knowledge regarding the concepts they have been learning. Process skills formative assessments examine the extent to which a student can perform science and engineering practices from the NGSS or process objectives from CCSS Mathematics or CCSS ELA, such as constructing an argument. Learning skills can also be assessed formatively by asking students to reflect on the ways they learn best during a module and identify ways they could have learned more.

Assessment Maps Assessment maps or blueprints can be used to ensure alignment between classroom instruction and assessment. If what students are learning in the classroom is not the same as the content on which they are assessed, the resultant judgment made on student learning will be invalid (Brookhart and Nitko 2008). Therefore, the issue of instruction and assessment alignment is critical. The assessment map for this book (found in Chapter 3) indicates by lesson whether the assessment should be completed as a group or on an individual basis, identifies the assessment as formative or summative in nature, and aligns the assessment with its corresponding learning objectives. Note that the module includes far more formative assessments than summative assessments. This is done intentionally to provide students with multiple opportunities to practice their learning of new skills before completing a summative assessment. Note also that formative assessments are used to collect information on only one or two learning objectives at a time so that potential relearning or instructional modifications can focus on smaller and more manageable chunks of information. Conversely, summative assessments in the module cover many more learning objectives, as they are traditionally used as final markers of student learning. This is not to say that information collected from summative assessments cannot or should not be used formatively. If teachers find that gaps in student

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learning persist after a summative assessment is completed, it is important to revisit these existing misconceptions or areas of weakness before moving on (Black et al. 2003).

SELF-REGULATED LEARNING THEORY IN THE STEM ROAD MAP MODULES Many learning theories are compatible with the STEM Road Map modules, such as constructivism, situated cognition, and meaningful learning. However, we feel that the self-regulated learning theory (SRL) aligns most appropriately (Zimmerman 2000). SRL requires students to understand that thinking needs to be motivated and managed (Ritchhart, Church, and Morrison 2011). The STEM Road Map modules are student centered and are designed to provide students with choices, concrete hands-on experiences, and opportunities to see and make connections, especially across subjects (Eliason and Jenkins 2012; NAEYC 2016). Additionally, SRL is compatible with the modules because it fosters a learning environment that supports students’ motivation, enables students to become aware of their own learning strategies, and requires reflection on learning while experiencing the module (Peters and Kitsantas 2010). The theory behind SRL (see Figure 2.2) explains the different processes that students engage in before, during, and after a learning task. Because SRL is a cyclical learning process, the accomplishment of one Figure 2.2. SRL Theory cycle develops strategies for the next learning cycle. This cyclic way of learning aligns with the various sections in the STEM Road Map lesDuring Learning son plans on Introductory Activity/ • Monitoring progress Engagement, Activity/Explo­ra­tion, • Paying attention to the important features Explanation, Elaboration/Applica­ tion of Knowledge, and Evaluation/Assessment. Since the students engaged in a module take on much of the responsibility for learning, STEM Road Map this theory also provides guidance Curriculum Module for teachers to keep students on the Before Learning After Learning right track. • Being aware of comfort • Checking and reacting to The remainder of this section level with challenge learning performance • Activating what is • Being able to change explains how SRL theory is embedalready known about tactics that didn’t work the topic ded within the five sections of each module and points out ways to Source: Adapted from Zimmerman 2000.

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support students in becoming independent learners of STEM while productively functioning in collaborative teams.

Before Learning: Setting the Stage Before attempting a learning task such as the STEM Road Map modules, teachers should develop an understanding of their students’ level of comfort with the process of accomplishing the learning and determine what they already know about the topic. When students are comfortable with attempting a learning task, they tend to take more risks in learning and as a result achieve deeper learning (Bandura 1986). The STEM Road Map curriculum modules are designed to foster excitement from the very beginning. Each module has an Introductory Activity/Engagement section that introduces the overall topic from a unique and exciting perspective, engaging the students to learn more so that they can accomplish the challenge. The Introductory Activity also has a design component that helps teachers assess what students already know about the topic of the module. In addition to the deliberate designs in the lesson plans to support SRL, teachers can support a high level of student comfort with the learning challenge by finding out if students have ever accomplished the same kind of task and, if so, asking them to share what worked well for them.

During Learning: Staying the Course Some students fear inquiry learning because they aren’t sure what to do to be successful (Peters 2010). However, the STEM Road Map curriculum modules are embedded with tools to help students pay attention to knowledge and skills that are important for the learning task and to check student understanding along the way. One of the most important processes for learning is the ability for learners to monitor their own progress while performing a learning task (Peters 2012). The modules allow students to monitor their progress with tools such as the STEM Research Notebooks, in which they record what they know and can check whether they have acquired a complete set of knowledge and skills. The STEM Road Map modules support inquiry strategies that include previewing, questioning, predicting, clarifying, observing, discussing, and journaling (Morrison and Milner 2014). Through the use of technology throughout the modules, inquiry is supported by providing students access to resources and data while enabling them to process information, report the findings, collaborate, and develop 21st century skills. It is important for teachers to encourage students to have an open mind about alternative solutions and procedures (Milner and Sondergeld 2015) when working through the STEM Road Map curriculum modules. Novice learners can have difficulty knowing what to pay attention to and tend to treat each possible avenue for information as equal (Benner 1984). Teachers are the mentors in a classroom and can point out ways for students to approach learning during the Activity/Exploration, Explanation, and

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Elaboration/Application of Knowledge portions of the lesson plans to ensure that students pay attention to the important concepts and skills throughout the module. For example, if a student is to demonstrate conceptual awareness of motion when working on roller coaster research, but the student has misconceptions about motion, the teacher can step in and redirect student learning.

After Learning: Knowing What Works The classroom is a busy place, and it may often seem that there is no time for self-reflection on learning. Although skipping this reflective process may save time in the short term, it reduces the ability to take into account things that worked well and things that didn’t so that teaching the module may be improved next time. In the long run, SRL skills are critical for students to become independent learners who can adapt to new situations. By investing the time it takes to teach students SRL skills, teachers can save time later, because students will be able to apply methods and approaches for learning that they have found effective to new situations. In the Evaluation/Assessment portion of the STEM Road Map curriculum modules, as well as in the formative assessments throughout the modules, two processes in the after-learning phase are supported: evaluating one’s own performance and accounting for ways to adapt tactics that didn’t work well. Students have many opportunities to self-assess in formative assessments, both in groups and individually, using the rubrics provided in the modules. The designs of the NGSS and CCSS allow for students to learn in diverse ways, and the STEM Road Map curriculum modules emphasize that students can use a variety of tactics to complete the learning process. For example, students can use STEM Research Notebooks to record what they have learned during the various research activities. Notebook entries might include putting objectives in students’ own words, compiling their prior learning on the topic, documenting new learning, providing proof of what they learned, and reflecting on what they felt successful doing and what they felt they still needed to work on. Perhaps students didn’t realize that they were supposed to connect what they already knew with what they learned. They could record this and would be prepared in the next learning task to begin connecting prior learning with new learning.

SAFETY IN STEM Student safety is a primary consideration in all subjects but is an area of particular concern in science, where students may interact with unfamiliar tools and materials that may pose additional safety risks. It is important to implement safety practices within the context of STEM investigations, whether in a classroom laboratory or in the field. When you keep safety in mind as a teacher, you avoid many potential issues with the lesson while also protecting your students. STEM safety practices encompass things considered in the typical science classroom. Ensure that students are familiar with basic safety considerations, such as wearing

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protective equipment (e.g., safety glasses or goggles and latex-free gloves) and taking care with sharp objects, and know emergency exit procedures. Teachers should learn beforehand the locations of the safety eyewash, fume hood, fire extinguishers, and emergency shut-off switch in the classroom and how to use them. Also be aware of any school or district safety policies that are in place and apply those that align with the work being conducted in the lesson. It is important to review all safety procedures annually. STEM investigations should always be supervised. Each lesson in the modules includes teacher guidelines for applicable safety procedures that should be followed. Before each investigation, teachers should go over these safety procedures with the student teams. Some STEM focus areas such as engineering require that students can demonstrate how to properly use equipment in the maker space before the teacher allows them to proceed with the lesson. The National Science Teaching Association (NSTA) provides a list of science rules and regulations, including standard operating procedures for lab safety, and a safety acknowledgment form for students and parents or guardians to sign. You can access these resources at http://static.nsta.org/pdfs/SafetyInTheScienceClassroom.pdf. In addition, NSTA’s Safety in the Science Classroom web page (www.nsta.org/safety) has numerous links to safety resources, including papers written by the NSTA Safety Advisory Board. Disclaimer: The safety precautions for each activity are based on use of the recommended materials and instructions, legal safety standards, and better professional practices. Using alternative materials or procedures for these activities may jeopardize the level of safety and therefore is at the user’s own risk.

REFERENCES Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Barell, J. 2006. Problem-based learning: An inquiry approach. Thousand Oaks, CA: Corwin Press. Benner, P. 1984. From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley. Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2003. Assessment for learning: Putting it into practice. Berkshire, UK: Open University Press. Black, P., and D. Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80 (2): 139–148. Blumenfeld, P., E. Soloway, R. Marx, J. Krajcik, M. Guzdial, and A. Palincsar. 1991. Motivating project-based learning: Sustaining the doing, supporting learning. Educational Psychologist 26 (3): 369–398. Brookhart, S. M., and A. J. Nitko. 2008. Assessment and grading in classrooms. Upper Saddle River, NJ: Pearson.

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Bybee, R., J. Taylor, A. Gardner, P. Van Scotter, J. Carlson Powell, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS. Eliason, C. F., and L. T. Jenkins. 2012. A practical guide to early childhood curriculum. 9th ed. New York: Merrill. Johnson, C. 2003. Bioterrorism is real-world science: Inquiry-based simulation mirrors real life. Science Scope 27 (3): 19–23. Krajcik, J., and P. Blumenfeld. 2006. Project-based learning. In The Cambridge handbook of the learning sciences, ed. R. Keith Sawyer, 317–334. New York: Cambridge University Press. Lambros, A. 2004. Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press. Milner, A. R., and T. Sondergeld. 2015. Gifted urban middle school students: The inquiry continuum and the nature of science. National Journal of Urban Education and Practice 8 (3): 442–461. Morrison, V., and A. R. Milner. 2014. Literacy in support of science: A closer look at crosscurricular instructional practice. Michigan Reading Journal 46 (2): 42–56. National Association for the Education of Young Children (NAEYC). 2016. Developmentally appropriate practice position statements. www.naeyc.org/positionstatements/dap. Peters, E. E. 2010. Shifting to a student-centered science classroom: An exploration of teacher and student changes in perceptions and practices. Journal of Science Teacher Education 21 (3): 329–349. Peters, E. E. 2012. Developing content knowledge in students through explicit teaching of the nature of science: Influences of goal setting and self-monitoring. Science and Education 21 (6): 881–898. Peters, E. E., and A. Kitsantas. 2010. The effect of nature of science metacognitive prompts on science students’ content and nature of science knowledge, metacognition, and self-regulatory efficacy. School Science and Mathematics 110: 382–396. Popham, W. J. 2013. Classroom assessment: What teachers need to know. 7th ed. Upper Saddle River, NJ: Pearson. Ritchhart, R., M. Church, and K. Morrison. 2011. Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass. Sondergeld, T. A., C. A. Bell, and D. M. Leusner. 2010. Understanding how teachers engage in formative assessment. Teaching and Learning 24 (2): 72–86. Zimmerman, B. J. 2000. Attaining self-regulation: A social-cognitive perspective. In Handbook of self-regulation, ed. M. Boekaerts, P. Pintrich, and M. Zeidner, 13–39. San Diego: Academic Press.

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PART 2

THE CHANGING EARTH STEM ROAD MAP MODULE

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3 THE CHANGING EARTH MODULE OVERVIEW Stephen Burton, Michael Wagner, Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

THEME: Cause and Effect LEAD DISCIPLINE: Science MODULE SUMMARY The idea that Earth is shaped by dynamic and ongoing geologic processes is a powerful one for a scientifically literate society to understand. This module focuses on helping students understand more about this idea: Knowing that flooding, earthquakes, and volcanoes can alter the landscape in a short amount of time will help students recognize the inherent risks of living in specific locations around the globe. Understanding the impact that the geology of an area plays on the establishment of a community will help students better appreciate the challenges communities face and the diversity in culture that arises as a result of the geology. And recognizing that some short-term events (e.g., earthquakes and volcanoes) have underlying causes that are modifying Earth on a much longer time scale is critical for students to better understand our place on this planet. From a geologic perspective, this module also offers an opportunity for students to more fully appreciate the nature and process of science. Students often have a naïve view that the only way to know what happened in the past is to look at human recorded history. This module is intended to address this misconception and help students develop the understanding that the rock record is a valid account of history. Through this unit, they will gain a better understanding of how scientific knowledge changes as new ideas, technology, and evidence emerge. Students also will recognize that geologists can examine current processes and use that knowledge to retrodict about Earth’s past (to retrodict is to make conclusions about the past based on the condition of the Earth in the present). Furthermore, students will gain a deeper understanding of the role of evidence, conjecture, and modeling in developing scientific knowledge.

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In this module, students have the opportunity to explore the historical scientific debates regarding the geologic history of the Earth. These complex scientific debates are simplified here so that students can understand the basic principles of how science progresses without requiring the extensive background knowledge necessary to appreciate the full complexity of the original arguments. Students also have the opportunity to appreciate that scientists, by being skeptical, add to the scientific knowledge already determined by others. As an assessment in the module, students develop a museum display to explore the geology of an assigned area in the Northern Hemisphere (primarily in North America but also including Great Britain). Within the museum displays, students present a poster that focuses on the geology of their assigned areas. This poster will include models of rock formation for the three types of rocks students studied during the module, a set of images showing the types of rocks found within their assigned areas, and timelines showing the major rock-forming events that occurred within their study areas. Along with this poster, students present two scale models of their study areas—one model that shows the major topographic features and the major groups of rocks found in the bedrock and a second that shows the major topographic features and the ages of the different regions. Finally, students create a second poster that focuses on the impact of geology on culture and communities within their study areas. This poster will also describe the importance that geology and the resulting topography has played in the location of major cities and towns in the region (adapted from Johnson et al. 2015).

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this module, students will be able to do the following: • Understand that Earth is a dynamic system, shaped by many geological processes that are driven by energy from the Sun and internally from Earth • Understand that scientific knowledge is built on empirical evidence • Explain the actions of the rock cycle that form and break down the different types of rocks • Explain how the Sun’s energy and heat from Earth’s core drive the rock cycle • Build a model that include a textual explanation as well as visual representations of processes, based on evidence, to explain the evidence suggesting that Earth’s surface has changed in the past and will continue to change in the future • Evaluate claims based on the evidence provided • Use mathematical content and skills to collect and analyze data to support or refute a claim • Use appropriate graphical or tabular representations to summarize data

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CHALLENGE OR PROBLEM FOR STUDENTS TO SOLVE: GEOLOGY AND THE COMMUNITY CHALLENGE Students are challenged to work in teams to create a museum display that relates multiple geologic ideas about an area. Each group’s display should include a poster that describes a model of the rock cycle the students will develop over the course of the module and a timeline of geologic events that occurred within the region. In addition, they will provide a narrative explaining how geologists use different rock types and knowledge of the rock cycle to determine the geologic past of an area. The museum display should also include a second poster that describes the geologic threats from volcanoes and earthquakes that a particular region might face and a narrative that describes how communities can prepare for and diminish the potential impacts if such a disaster occurs. Finally, the display should include a physical model of the topography of the assigned region. Students first share their displays with each other and other members of their school community (plan on having a space such as a hallway with tables, an auditorium, or gym for the displays) and then have the opportunity to share these displays with local elementary schools. The displays are intended to not to be manned, so students should build them in a way that communicates information effectively. Driving Question: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community?

CONTENT STANDARDS ADDRESSED IN THIS STEM ROAD MAP MODULE A full listing with descriptions of the standards this module addresses can be found in the appendix. Listings of the particular standards addressed within lessons are provided in a table for each lesson in Chapter 4.

STEM RESEARCH NOTEBOOK Each student should maintain a STEM Research Notebook, which will serve as a place for students to organize their work throughout the module (see p. 12 for more general discussion on setup and use of this notebook). All written work in the module should be included in the notebook, including records of students’ thoughts and ideas, fictional accounts based on the concepts in the module, and records of student progress through the engineering design process that is used in this module. The notebooks may be maintained across subject areas, giving students the opportunity to see that although their classes may be separated during the school day, the knowledge they gain is connected. Lessons in this module include student handouts that should be kept in the STEM Research Notebooks after completion, as well as prompts to which students should

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respond in their notebooks. You may also wish to have students include the STEM Research Notebook Guidelines student handout in their notebooks. Emphasize to students the importance of organizing all information in a Research Notebook. Explain to them that scientists and other researchers maintain detailed Research Notebooks in their work. These notebooks, which are crucial to researchers’ work because they contain critical information and track the researchers’ progress, are often considered legal documents for scientists who are pursuing patents or who wish to provide proof of their discovery process.

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STUDENT HANDOUT

STEM RESEARCH NOTEBOOK GUIDELINES STEM professionals record their ideas, inventions, experiments, questions, observations, and other work details in notebooks so that they can use these notebooks to help them think about their projects and the problems they are trying to solve. You will each keep a STEM Research Notebook during this module that is like the notebooks that STEM professionals use. In this notebook, you will include all your work and notes about ideas you have. The notebook will help you connect your daily work with the big problem or challenge you are working to solve. It is important that you organize your notebook entries under the following headings: 1. Chapter Topic or Title of Problem or Challenge: You will start a new chapter in your STEM Research Notebook for each new module. This heading is the topic or title of the big problem or challenge that your team is working to solve in this module. 2. Date and Topic of Lesson Activity for the Day: Each day, you will begin your daily entry by writing the date and the day’s lesson topic at the top of a new page. Write the page number both on the page and in the table of contents. 3. Information Gathered From Research: This is information you find from outside resources such as websites or books. 4. Information Gained From Class or Discussions With Team Members: This information includes any notes you take in class and notes about things your team discusses. You can include drawings of your ideas here, too. 5. New Data Collected From Investigations: This includes data gathered from experiments, investigations, and activities in class. 6. Documents: These are handouts and other resources you may receive in class that will help you solve your big problem or challenge. Paste or staple these documents in your STEM Research Notebook for safekeeping and easy access later. 7. Personal Reflections: Here, you record your own thoughts and ideas on what you are learning. 8. Lesson Prompts: These are questions or statements that your teacher assigns you within each lesson to help you solve your big problem or challenge. You will respond to the prompts in your notebook. 9. Other Items: This section includes any other items your teacher gives you or other ideas or questions you may have.

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MODULE LAUNCH Begin the module by showing students images from various geologically interesting locations. Then, present students with the following discussion prompt: “If you have ever paid attention to the landscape as you were riding in a car, you may have noticed lots of different and interesting rock formations. Geologists looking at that same landscape are often perplexed with the following questions: What kind of rocks are they? How did they get there?” Finally, introduce to students the following dilemma: How we can figure out what has happened to Earth in the past when there was no human-recorded history? Introduce the module challenge by informing the students that they will be helping a local museum produce an exhibit that helps elementary school students explore the geologic past of the local region, North America, and the world. Explain that they will be learning a variety of concepts to help them create the museum exhibit. In science, students learn how to look at Earth like a geologist and describe Earth’s history using a theoretical model that explains how changes could have occurred. In social studies, students explore how to represent information through maps, with an emphasis on topographic maps, and consider how geologic features might determine the historical location of community settlements. They also explore the impact that geology has on communities, including examining how communities prepare and respond to earthquakes, floods, and volcanoes. In mathematics, students explore mathematical concepts that are useful in summarizing, analyzing, and communicating data. Finally, in English language arts (ELA), students examine ways to identify and evaluate the sources they will use as resources to create their exhibit. They will also learn to evaluate and communicate a scientific argument. Each museum display will focus on a particular location. Assign groups of students one of the following areas • Study Area 1: Great Britain • Study Area 2: Virginia • Study Area 3: Wyoming • Study Area 4: Washington state • Study Area 5: Western British Columbia • Study Area 6: Eastern British Columbia

PREREQUISITE SKILLS FOR THE MODULE Students enter this module with a wide range of preexisting skills, information, and knowledge. Table 3.1 provides an overview of prerequisite skills and knowledge that students are expected to apply in this module, along with examples of how they apply this

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knowledge throughout the module. Differentiation strategies are also provided for students who may need additional support in acquiring or applying this knowledge.

Table 3.1. Prerequisite Key Knowledge and Examples of Applications and Differentiation Strategies Prerequisite Key Knowledge

Application of Knowledge by Students

Differentiation for Students Needing Additional Support

Science Science • Analyze and interpret data • Understand that from maps to describe topography is a result of patterns of Earth’s weathering and tectonic features. activity and recognize that topographical differences provide clues to past geologic events.

Science • Model interpreting topography using aerial photos and topographic maps and provide exercises where students do the same.

Mathematics • Understand basic graph types.

Mathematics • Communicate and interpret rate flow by creating graphs.

Mathematics • Have one-on-one discussions with students as they are exploring the communication of rate data.

English Language Arts • Know the basic mechanics of grammar, syntax, and punctuation.

English Language Arts • Create several narratives and arguments using appropriate grammar, syntax, punctuation, and organization.

English Language Arts • Provide worksheets and resources for students to work on grammar, syntax, punctuation, and organization as homework.

Social Studies • Apply the concept of orientation in relation to the north in learning about maps and provide an orientation of their assigned locations.

Social Studies • Review directions of north, south, east, and west during Lesson 1. Spend one-on-one time with students to help them understand that directions are in relation to orientation on the globe and the poles.

• Understand organization and flow of narrative.

Social Studies • Understand directionality (north, south, east, west)

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POTENTIAL STEM MISCONCEPTIONS Students enter the classroom with a wide variety of prior knowledge and ideas, so it is important to be alert to misconceptions, or inappropriate understandings of foundational knowledge. These misconceptions can be classified as one of several types: “preconceived notions,” opinions based on popular beliefs or understandings; “nonscientific beliefs,” knowledge students have gained about science from sources outside the scientific community; “conceptual misunderstandings,” incorrect conceptual models based on incomplete understanding of concepts; “vernacular misconceptions,” misunderstandings of words based on their common use versus their scientific use; and “factual misconceptions,” incorrect or imprecise knowledge learned in early life that remains unchallenged (NRC 1997, p. 28). Misconceptions must be addressed and dismantled in order for students to reconstruct their knowledge, and therefore teachers should be prepared to take the following steps: • Identify students’ misconceptions. • Provide a forum for students to confront their misconceptions. • Help students reconstruct and internalize their knowledge, based on scientific models. (NRC 1997, p. 29) Keeley and Harrington (2010) recommend using diagnostic tools such as probes and formative assessment to identify and confront student misconceptions and begin the process of reconstructing student knowledge. Keeley’s Uncovering Student Ideas in Science series contains probes targeted toward uncovering student misconceptions in a variety of areas and may be useful resources for addressing student misconceptions in this module. Students will have various types of prior knowledge about the science concepts presented and used in this module. Table 3.2 outlines some common misconceptions students may have concerning these concepts. Because of the breadth of students’ experiences, it is not possible to anticipate every misconception that students may bring as they approach the lessons. Incorrect or inaccurate prior understanding of concepts can influence student learning in the future, however, so it is important to be alert to misconceptions such as those presented in the table. The American Association for the Advancement of Science has also identified misconceptions that students frequently hold regarding science concepts (see the links at http://assessment.aaas.org/topics).

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Table 3.2. Common Misconceptions About the Concepts in This Module Topic

Student Misconception

Explanation

Engineering design process (EDP)

Engineers use only a scientific process to solve problems in their work.

A scientific process is used to test predictions and explanations about the world. An EDP, on the other hand, is used to create a solution to a problem. In reality, engineers use both kinds of processes.

Sedimentary rocks (rocks formed by cementing together materials from the Earth)

Layered rocks are always sedimentary.

Many metamorphic rocks are layered, and even a few igneous rocks can have layers.

Rock cycle (the processes by which rocks change among the three types: igneous, metamorphic, and sedimentary)

One type of rock can only change to another type.

All three rock types can change into another.

Metamorphic rocks are a “little melted.”

If there is melting, then the process is igneous.

Metamorphic rocks require both heat and pressure.

There are cases of metamorphism that are just heat or predominantly pressure.

SRL PROCESS COMPONENTS Table 3.3 (p. 32) illustrates some of the activities in The Changing Earth module and how they align with the self-regulated learning (SRL) process before, during, and after learning.

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Table 3.3. SRL Process Components Learning Process Components

Example From The Changing Earth Module

Lesson Number and Learning Component

BEFORE LEARNING Motivates students

Students engage with a flyover video of the Grand Canyon and are then challenged to think about how much they pay attention to the geology around their own community.

Lesson 1, Introductory Activity/ Engagement

Evokes prior learning

Students participate in a discussion, “What do you know about rocks?” Students also have an opportunity to describe any experiences they have had with maps.

Lesson 1, Introductory Activity/Engagement

DURING LEARNING Focuses on important features

Students discuss their findings from the rock cycle activities. This discussion should focus on the key knowledge: • Sedimentary rocks form from the compaction and cementation process.

Lesson 1, Explanation

• Cementation process is a result of minerals forming in the spaces between grains that “glue” the particles together. • The type of minerals that form can influence the strength of the “glue.” • Sedimentary rocks form in layers as materials are deposited. Helps students Students create a conceptual model for how sedimentary rocks form. Lesson 1, Explanation monitor their progress Students are encouraged to consider if their model provides them a way to think about rocks in the location they were assigned. If it does not, then students revise the conceptual model.

AFTER LEARNING Evaluates learning

Students create a museum display that relates multiple geologic ideas about an area, including posters about the relevant rock cycle, timeline of geologic events that occurred in the region, and how communities are affected by geologic events. First students share these products with their classmates and school community, and then they share them with local elementary schools.

Lesson 6, Explanation

Takes account of what worked and what did not work

Students reflect on the feedback they receive when they present to their school community.

Lesson 6, Elaboration, Application of Knowledge

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STRATEGIES FOR DIFFERENTIATING INSTRUCTION WITHIN THIS MODULE For the purposes of this curriculum module, differentiated instruction is conceptualized as a way to tailor instruction—including process, content, and product—to various student needs in your class. A number of differentiation strategies are integrated into lessons across the module. The problem- and project-based learning approach used in the lessons is designed to address students’ multiple intelligences by providing a variety of entry points and methods to investigate the key concepts in the module (e.g., when creating a museum display, students are given choices in the ways they can communicate their knowledge). Differentiation strategies for students needing support in prerequisite knowledge can be found in Table 3.1 (p. 29). You are encouraged to use information gained about student prior knowledge during introductory activities and discussions to inform your instructional differentiation. Strategies incorporated into this lesson include flexible grouping, varied environmental learning contexts, assessments, compacting, and tiered assignments and scaffolding. Flexible Grouping. Students work collaboratively in a variety of activities throughout this module. Grouping strategies you might employ include student-led grouping, grouping students according to ability level or common interests, grouping students randomly, or grouping them so that students in each group have complementary strengths (for instance, one student might be strong in mathematics, another in art, and another in writing). Varied Environmental Learning Contexts. Students have the opportunity to learn in various contexts throughout the module, including alone, in groups, in quiet reading and research-oriented activities, and in active learning in inquiry and design activities. In addition, students learn in a variety of ways, including through doing inquiry activities, journaling, reading texts, watching videos, participating in class discussion, and conducting web-based research. Assessments. Students are assessed in a variety of ways throughout the module, including individual and collaborative formative and summative assessments. Students have the opportunity to produce work via written text, oral and media presentations, and modeling. You may choose to provide students with additional choices of media for their products (e.g., slide presentations, posters, or student-created websites or blogs). Compacting. Based on student prior knowledge, you may wish to adjust instructional activities for students who exhibit prior mastery of a learning objective. For instance, if some students exhibit mastery with maps in Lesson 1, you may wish to limit the amount of time they spend practicing these skills and instead introduce associated activities. Tiered Assignments and Scaffolding: Based on your awareness of student ability, understanding of concepts, and mastery of skills, you may wish to provide students with variations on activities by adding complexity to assignments or providing more or fewer

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learning supports for activities throughout the module. For instance, some students may need additional support in identifying key search words and phrases for web-based research or may benefit from cloze sentence handouts to enhance vocabulary understanding. Other students may benefit from expanded reading selections and additional reflective writing or from working with manipulatives and other visual representations of mathematical concepts. You may also work with your school librarian to compile a set of topical resources at a variety of reading levels.

STRATEGIES FOR ENGLISH LANGUAGE LEARNERS Students who are developing proficiency in English language skills require additional supports to simultaneously learn academic content and the specialized language associated with specific content areas. WIDA (2012) has created a framework for providing support to these students and makes available rubrics and guidance on differentiating instructional materials for English language learners (ELLs). In particular, ELL students may benefit from additional sensory supports such as images, physical modeling, and graphic representations of module content, as well as interactive support through collaborative work. This module incorporates a variety of sensory supports and offers ongoing opportunities for ELL students to work with collaboratively. The focus in this module on understanding the geology of a specific area provides opportunities to access the culturally diverse experiences of ELL students in the classroom. When differentiating instruction for ELL students, you should carefully consider the needs of these students as they introduce and use academic language in various language domains (listening, speaking, reading, and writing) throughout this module. To adequately differentiate instruction for ELL students, you should have an understanding of the proficiency level of each student. The following five overarching WIDA learning standards are relevant to this module: • Standard 1: Social and Instructional Language. Focus on social behavior in group work and class discussions. • Standard 2: The Language of Language Arts. Focus on forms of print, elements of text, picture books, comprehension strategies, main ideas and details, persuasive language, creation of informational text, and editing and revision. • Standard 3: The Language of Mathematics. Focus on numbers and operations, patterns, number sense, measurement, and strategies for problem solving. • Standard 4: The Language of Science. Focus on safety practices, scientific process, and scientific inquiry. • Standard 5: The Language of Social Studies. Focus on change from past to present, historical events, resources, map reading, and location of objects and places.

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SAFETY CONSIDERATIONS FOR THE ACTIVITIES IN THIS MODULE The safety precautions associated with each investigation are based in part on the use of the recommended materials and instructions, legal safety standards, and better professional safety practices. Selection of alternative materials or procedures for these investigations may jeopardize the level of safety and therefore is at the user’s own risk. Remember that an investigation includes three parts: (1) setup, in which you prepare the materials for students to use; (2) the actual hands-on investigation, in which students use the materials and equipment; and (3) cleanup, in which you or the students clean the materials and put them away for later use. The safety procedures for each investigation apply to all three parts. For more general safety guidelines, see the Safety in STEM section in Chapter 2 (p. 18). We also recommend that you use a safety acknowledgment form and that you go over the safety rules that are included as part of the form with your students before beginning the first investigation. Once you have gone over these rules with your students, have them sign the safety acknowledgment form. You should also send the form home with students for parents or guardians to read and sign to acknowledge that they understand the safety procedures that must be followed by their children. A sample middle school safety acknowledgment form can be found at http://static.nsta.org/pdfs/ SafetyAcknowledgmentForm-MiddleSchool.pdf.

DESIRED OUTCOMES AND MONITORING SUCCESS The desired outcome for this module is outlined in Table 3.4 (p. 36), along with suggested ways to gather evidence to monitor student success. For more specific details on desired outcomes, see the Established Goals and Objectives section for the module (p. 24) and for the individual lessons.

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Table 3.4. Desired Outcome and Evidence of Success in Achieving Identified Outcome Evidence of Success Desired Outcome Students create museum displays that relate multiple geologic ideas about an area. The displays should include two posters and a physical model of the topography of the assigned region.

Performance Tasks

Other Measures

• Students are assessed on their ability to use knowledge regarding formation of rocks to describe major geologic events that have shaped their local area, North America, and the world based on their museum displays. (Science and Engineering Practices: Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions)

Students are assessed on collaboration, participation in class, individual activity sheets, and development of the materials that will be used in the final museum display.

• Their understanding of the role the rock cycle and continental drift has played on shaping and reshaping the earth will also be evaluated. (Crosscutting Concepts: Patterns, Stability and Change) • Students’ understanding of potential geologic threats from volcanoes and earthquakes and the impacts and means to mitigate losses will be assessed as will their ability to interpret maps, with a particular focus on topographic maps. (Science and Engineering Practice: Developing and Using Models)

Note: The “Performance Tasks” column includes related science and engineering practices and crosscutting concepts from the Next Generation Science Standards.

ASSESSMENT PLAN OVERVIEW AND MAP Table 3.5 provides an overview of the major group and individual products and deliverables, or things that student teams will produce in this module, that constitute the assessment for this module. See Table 3.6 for a full assessment map of formative and summative assessments in this module.

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Table 3.5. Major Products and Deliverables for Groups and Individuals Major Group Products and Deliverables

Lesson 1

• Rock cycle models

Major Individual Products and Deliverables • Class participation • Individual investigation activity sheets • STEM Research Notebook entries

2

• Rock cycle models

• Class participation • Individual investigation activity sheets • STEM Research Notebook entries

3

• Rock cycle models

• Class participation

• Topographic model of assigned area

• Individual investigation activity sheets • STEM Research Notebook entries

4

• Class participation rubric

• Class participation • Individual investigation activity sheets

5

• Rock cycle models

• Class participation

• Geologic threats poster

6

• Geologic timeline poster

• Challenge product

Table 3.6. Assessment Map for The Changing Earth Module Group/ Individual

Formative/ Summative

Lesson

Assessment

Lesson Objective Assessed

1

Identification of the rocks in the students’ study area

Group

Formative

• Use a dichotomous key to identify different kinds of sedimentary rocks. (SEP: Developing and Using Models)

1

Rock Cycle Model— Sedimentary Rock rubric

Group

Formative

• Describe the basic mechanisms for the formation of sedimentary rocks. (CC: Stability and Change)

1

Sedimentary rock activities handouts

Individual

Formative

• Describe the basic mechanisms for the formation of sedimentary rocks. (CC: Stability and Change) Continued

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Table 3.6. (continued ) Lesson 1

Assessment Steno’s laws of stratigraphy handouts

Group/ Individual Individual

Formative/ Summative Formative

Lesson Objective Assessed • Explain Steno’s laws of stratigraphy • Relate Steno’s laws to figuring out the relative ages of rocks

(SEP: Developing and Using Models)

1

Reading a map activity handouts

Individual

Formative

• Describe how latitude and longitude can be used to pinpoint a location on a map. • Define scale in terms of a map. • Explain how differences in scale would alter the view of a map.

(CC: Scale, Proportion, and Quantity)

1

STEM Research Notebook prompt

Group

Formative

• Identify maps and their features. (CC: Scale, Proportion, and Quantity)

2

Identification of the rocks in the students’ study area

Group

Formative

• Create a dichotomous key to use to identify different kinds of igneous rocks. (SEP: Developing and Using Models)

2

Rock Cycle Model— Sedimentary and Igneous Rocks rubric

Group

Formative

• Describe the formation of igneous rocks. • Describe the difference between intrusive and extrusive rocks. • Relate igneous rock formation using the terms felsic, mafic, and intermediate.

(CC: Stability and Change)

2

Reading a map activity handouts

Individual

Formative

• Use a map legend to explain features shown on a map. • Describe ways in which maps can be used to communicate information.

(CC: Scale, Proportion, and Quantity)

2

STEM Research Notebook prompt

Individual

Formative

• Describe the formation of igneous rocks. (CC: Stability and Change) Continued

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Table 3.6. (continued ) Group/ Individual

Formative/ Summative

Lesson

Assessment

Lesson Objective Assessed

3

Identification of the rocks in their study area

Group

Formative

• Use a dichotomous key to identify different kinds of metamorphic rocks. (SEP: Developing and Using Models)

3

Rock Cycle Model— Sedimentary, Igneous, and Metamorphic Rocks rubric

Group

Formative

• Describe the role of weathering, transport, and deposition in the rock cycle.

3

Data Communication rubric

Group/ Individual

Formative

• Identify appropriate methods for visually displaying rate data. (SEPs: Developing and Using Models, Planning and Carrying Out Investigations)

3

Argumentation graphic organizer

Group/ Individual

Formative

• Define the terms claim, evidence, and reasoning.

• Describe the role of uplift and intrusion in the rock cycle.

(CC: Stability and Change)

• Explain the relationships among claim, evidence, and reasoning in a scientific argument.

(SEP: Constructing Explanations and Designing Solutions)

3

Topographic Model rubric

Group/ Individual

Formative

• Describe the role that topography has on the placement of community infrastructure. • Explain how a topographic map describes the topography of a region.

(CCs: Scale, Proportion, and Quantity; Stability and Change)

3

How Do Rocks Weather? handout

Group/ Individual

Formative

• Explain the mechanisms of weathering. • Describe the role of weathering, transport, and deposition in the rock cycle.

(SEP: Developing and Using Models)

3

How Does Weathered Rock Material Move? handout

Group/ Individual

Formative

• Explain the mechanisms of weathering. • Describe the role of weathering, transport, and deposition in the rock cycle.

(SEP: Developing and Using Models) Continued

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Table 3.6. (continued ) Lesson 3

Assessment

Group/ Individual

Formative/ Summative Formative

Lesson Objective Assessed

Web Exploration— Weathering and Sediment Movement handout

Group

• Explain the mechanisms of weathering.

3

Comparing Metamorphic, Sedimentary, and Igneous Rocks handout

Group

Formative

• Differentiate between metamorphic, sedimentary, and igneous rocks. (CC: Stability and Change)

4

Timeline of Geologic Events rubric

Group

Summative

• Use terms to describe rock formation.

• Describe the role of weathering, transport, and deposition in the rock cycle.

(SEP: Developing and Using Models)

• Apply all aspects of rock formation, weathering, and uplift to describe geologic events. • Describe type of rock(s) found in local geography. • Explain why type of rock(s) is found in local area.

(SEPs: Developing and Using Models, Planning and Carrying Out Investigations)

4

Geologic Threats Group rubric

Summative

• Identify geologic threats to communities. • Explain how geologic threats affect communities. • Identify loss and damage information related to geologic threats. • Explain how communities attempt to diminish loss and damage from geologic threats. • Create specific recommendations to mitigate or minimize geologic threats.

(SEPs: Developing and Using Models, Analyzing and Interpreting Data)

4

Radiometric Dating handout

4

Mapping Major Group/ Threats handout Individual

Group

Formative

• Describe the use of exponential growth (or loss of size) to calculate the age of a rock. (SEP: Constructing Explanations and Designing Solutions)

Formative

• Describe the potential geologic threats to an area. (SEP: Developing and Using Models) Continued

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Table 3.6. (continued ) Lesson

Assessment

5

Final Rock Cycle Model rubric

Group/ Individual Group

Formative/ Summative Summative

Lesson Objective Assessed • Describe the basic mechanisms for the formation of sedimentary rocks. • Describe the formation of igneous rocks. • Describe the formation of metamorphic rocks. • Describe the role of weathering, transport, and deposition in the rock cycle. • Describe the role of uplift and intrusion in the rock cycle. • Explain continental drift theory. • Describe the connection between rock material cycling and the mechanisms of uplift and subduction. • Explain the role of evidence in developing new scientific knowledge.

(SEPs: Developing and Using Models, Analyzing and Interpreting Data; CC: Patterns)

5

Geologic Threats Group Poster rubric

Summative

• Create a narrative explanation of the major geologic threats to their study areas. • Create a poster describing the major geologic threats to their study areas.

(SEPs: Developing and Using Models, Analyzing and Interpreting Data)

6

Geologic Timeline Poster rubric

Group

Summative

• Communicate the geological timeline for assigned area. • Use images to help readers understand how geologists determine the past geologic events of an area. • Use narratives to help readers understand how geologists determine the past geologic events of an area.

(SEPs: Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data) Note: The “Lesson Objective Assessed” column includes the related science and engineering practices (SEPs) and crosscutting concepts (CCs) from the Next Generation Science Standards for each assessment.

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Lesson 1 Rocks and Topography • Launch module and engage students with maps.

Day 1

• Explore map reading.

Lesson 1 Rocks and Topography • Identify rocks using a dichotomous key.

Day 2

• Continue map reading.

• Hold neptunist theory discussion.

Lesson 1 Rocks and Topography • Explore mechanisms of sedimentary rock formation.

Day 3

Table 3.7. STEM Road Map Module Schedule for Week One

• Create a dichotomous key for igneous rocks. • Explore what information can be learned from a map.

• Explore different kinds of maps.

Lesson 2 Igneous Rock Formation • Introduce plutonist theory.

Day 5

• Create first rock cycle model.

Lesson 1 Rocks and Topography • Explore Steno’s Laws of Stratigraphy.

Day 4

Tables 3.7–3.11 (pp. 42–44) provide lesson timelines for each week of the module. These timelines are provided for general guidance only and are based on class times of approximately 45 minutes.

MODULE TIMELINE

3 The Changing Earth Module Overview

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Lesson 3 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation • Modify rock formation model, looking at topography of assigned areas.

Day 7

• Begin discussing argumentation.

• Explore the relationship between topography and communities.

Lesson 3 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation • Explore weathering scientifically and mathematically.

Day 8

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• Apply argumentation.

• Build the model for assigned areas

Lesson 3 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation • Introduce influence of James Hutton on understanding rock formation.

Day 11 Lesson 4 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities • Build geologic event timelines. • Introduce radiometric dating. • Map major geologic threats.

• Build the model for assigned areas • Apply argumentation.

Day 13

Lesson 3 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation • Explore metaphoric rock formation.

Day 12

Table 3.9. STEM Road Map Module Schedule for Week Three

• Explore topographic maps.

Lesson 2 Igneous Rock Formation • Explore igneous rock characteristics further.

Day 6

Table 3.8. STEM Road Map Module Schedule for Week Two

• Examine impacts of geologic threats.

Lesson 4 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities • Continue building geologic event timelines.

Day 14

• Discuss creating an argument.

• Introduce building a topographic model.

Lesson 3 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation • Continue exploring weathering scientifically and mathematically.

Day 9

• Share impacts of geologic threats.

Lesson 4 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities • Compare regions’ geologic events and timelines.

Day 15

• Discuss evaluating scientific arguments.

• Build the model for assigned areas.

Lesson 3 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation • Explore transport and deposition.

Day 10

The Changing Earth Module Overview

3

43

44 • Develop geologic threats posters.

Lesson 5 Continental Drift and the Rock Cycle • Introduce Wegener’s puzzle.

Day 17

• Continue developing geologic threats posters.

Lesson 5 Continental Drift and the Rock Cycle • Examine evidence for continental drift—earthquake distribution and topography.

Day 18

• Organize museum display.

Lesson 6 Putting It All Together • Develop geologic timeline posters.

Day 21

• Continue organizing museum display.

Lesson 6 Putting It All Together • Continue developing geologic timeline posters.

Day 22

• Continue organizing museum display.

Lesson 6 Putting It All Together • Finalize geologic timeline posters.

Day 23

Table 3.11. STEM Road Map Module Schedule Week Five

• Create maps of geologic threats.

Lesson 4 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities • Compare geological events and timelines across multiple areas.

Day 16

Table 3.10. STEM Road Map Module Schedule for Week Four

Lesson 6 Putting It All Together • Finalize museum display.

Day 24

• Continue developing geologic threats posters.

Lesson 5 Continental Drift and the Rock Cycle • Examine evidence for continental drift— ocean floor age and GPS tracking.

Day 19

Lesson 6 Putting It All Together • Present museum display to class and elementary school students.

Day 25

• Finalize geologic threats posters.

Lesson 5 Continental Drift and the Rock Cycle • Examine geologic implications of continental drift— uplift and subduction.

Day 20

3 The Changing Earth Module Overview

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RESOURCES In this module, several of the activities work better if students are able to access the internet via computer or mobile device and have graphing resources (e.g., graphing calculator, spreadsheet programs). The school’s media specialist can help teachers locate resources to explore images and literature about rocks, the history of the theory of plate tectonics, and maps and map development. Special education and reading specialists along with staff from the English language office at the school can help students who need support with the module as necessary. Community support for understand geology and mapping can be provided by contacting the local government soil scientists and mapping office.

REFERENCES Johnson, C. C., T. J. Moore, J. Utley, J. Breiner, S. R. Burton, E. E. Peters-Burton, J. Walton, and C. L. Parton. 2015. The STEM road map for grades 6–8. In STEM road map: A framework for integrated STEM education, ed. C. C. Johnson, E. E. Peters-Burton, and T. J. Moore, 96–123. New York: Routledge. www.routledge.com/products/9781138804234. Keeley, P., and R. Harrington. 2010. Uncovering student ideas in physical science, volume 1: 45 new force and motion assessment probes. Arlington, VA: NSTA Press. National Research Council (NRC). 1997. Science teaching reconsidered: A handbook. Washington, DC: National Academies Press. WIDA. 2012. 2012 amplification of the English language development standards: Kindergarten– grade 12. https://wida.wisc.edu/teach/standards/eld.

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4 THE CHANGING EARTH LESSON PLANS Stephen Burton, Michael Wagner, Janet B. Walton, Carla C. Johnson, and Erin Peters-Burton

Lesson Plan 1: Rocks and Topography

In this lesson, students are introduced to the overall module challenge, begin developing an understanding of the formation of sedimentary rocks, and use maps to describe the topography of an area. Students are also introduced to how to “think geologically,” which they will continue to develop and apply in subsequent lessons. They also use disciplinary core ideas and science and engineering practices from the Next Generation Science Standards (NGSS) to help achieve the final museum display associated with their assigned study areas.

ESSENTIAL QUESTIONS • How can we figure out the geologic history of an area? • What do maps tell us?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to the following: • Describe the basic mechanisms for the formation of sedimentary rocks • Use a dichotomous key to identify different kinds of sedimentary rocks • Explain the neptunist theory of rock formation • Explain Steno’s laws of stratigraphy • Relate Steno’s laws to figure out the relative aging of rocks • Describe how latitude and longitude can be used to pinpoint a location on a map • Define scale in terms of a map • Explain how differences in scale would alter the view of a map

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TIME REQUIRED • 4 days (approximately 45 minutes each day; see Table 3.7, p. 42)

MATERIALS Throughout this module, please refer to each lesson plan’s Lesson Preparation section for the assembly or purchase of materials referred to in the Materials section. Science • Rock kits and dichotomous keys • Materials for sedimentary rock activities (samples and student handouts) • Sample bags for assigned study areas Social Studies • Computers with internet access • What Do Maps Show? teaching package (see description in the Teacher Background Information section, p. 54)

SAFETY NOTES 1. All involved must wear indirectly vented chemical splash goggles during all phases of these inquiry activities (i.e., during the set-up, hands-on investigation, and takedown phases). 2. Direct supervision is required during all aspects of this activity to make sure safety behaviors are followed and enforced. 3. Make sure any items dropped on the floor or ground are picked up to avoid trip-and-fall hazards. 4. Immediately wipe up any water on the floor to avoid a slip-and-fall hazard. 5. Handle all materials (e.g., rocks, tools) with care given they can have sharps that can puncture or cut skin. 6. Wear a face mask when working with dry plaster to prevent the health hazard of inhaling the calcium sulfate or impurities that may be present in the powder. 7. Wear nonlatex gloves when working with plaster of paris and avoid situations in which skin might be in contact with the plaster.

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8. Do not wash plaster of paris down the drain because the plaster can set up in the plumbing. 9. Use caution when working with clay and keep it moist. Dry clay dust contains silica when can cause respiratory health issues. 10. Use caution when handling hot water to avoid burning skin. 11. Use caution when cutting plastic bottles because sharp tools can cut or puncture skin. 12. Wash hands with soap and water after completing each activity.

CONTENT STANDARDS AND KEY VOCABULARY Table 4.1 lists the content standards from the NGSS and the Framework for 21st Century Learning that this lesson addresses, and Table 4.2 (p. 51) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some of all of the terms to students.

Table 4.1. Content Standards Addressed in STEM Road Map Module Lesson 1 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. • MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

SCIENCE AND ENGINEERING PRACTICES Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and use a model to describe phenomena.

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Continued

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Table 4.1. (continued ) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

DISCIPLINARY CORE IDEAS ESS1.C: The History of Planet Earth • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.A: Earth Materials and Systems • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

CROSSCUTTING CONCEPTS Scale, Proportion, and Quantity • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

FRAMEWORK FOR 21ST CENTURY LEARNING

• Global Awareness; Critical Thinking and Problem Solving; Communication and Collaboration; Information, Communications, and Technology Literacy; Flexibility and Adaptability; Initiative and Self-Direction; Productivity and Accountability; Leadership and Responsibility

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Table 4.2. Key Vocabulary for Lesson 1 Key Vocabulary

Definition

cementation

when minerals precipitate from water and cause sediment grains to bind together

chemical sedimentary rock

rocks formed from the precipitation of minerals out of water

clastic sedimentary rock

rocks formed when sediment or pieces of other rocks are compressed and cemented together by minerals in the earth

compaction

when sediments are compressed under pressure from overlying materials

deposition

the process of particles dropping out of suspension (in the air or water) and falling to a solid surface

dichotomous key

a tool that helps the user identify objects and organisms in the natural world by making a series of decisions about the object or organism

latitude

the angular distance north or south on the Earth, which is used for identifying the location of a place

lithification

general term for the transformation of sediments into sedimentary rock by compaction and cementation

longitude

The angular distance east or west of the Earth, which is used for identifying the location of a place

map scale

the ratio between the distance on a map and the true distance on Earth

neptunists

adherents to Abraham Gottlob Werner’s theory of rock formation; this theory suggested that all rocks were of sedimentary origin and formed soon after Earth formed as a result of sediments settling out of the water in the primordial ocean that covered Earth

organic sedimentary rock

rocks formed by the accumulation of biologic materials (fossils) that are compressed and cemented together

precipitation

the process by which dissolved materials settle out of a liquid

scientific model

a way scientists describe the natural world around them; models can be physical, mathematical (showing mathematically how a phenomenon such as gravitational pull works), or conceptual (compiling knowledge into a format that explains a phenomenon—like the atomic model)

sediment

particles that are left behind after being carried by water, wind, or ice

sedimentary rock

rock formed by layers of sediment deposited by water, wind, or ice— often formed in layers and often containing fossils

spatial orientation

how maps are organized around direction and scale

stratigraphy

the study of describing rock layers and their successive formation across time

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TEACHER BACKGROUND INFORMATION Unless specified, there is no recommendation for group size throughout this module. However, groups with more than four students are not suggested unless indicated in the lesson. Also, unless a link is given to a website, all handouts referred to can be found at the end of the lesson.

Science In this lesson, students focus on identifying common rocks and recognizing that geologists classify rocks into three different groups—sedimentary, igneous, and metamorphic. Students also learn how to use a dichotomous key to identify the common rocks. When identifying objects and organisms, scientists often use a key (usually dichotomous) to help narrow down the possibilities. This key is created by using characteristics that separate one group from another. Initially, the key will split all objects (rocks in this case) into two groups. Then within one of these groups, key characteristics will separate that group into two smaller groups. This continues until each individual object is identified. Note that rocks from different major groups can share similar characteristics. From that standpoint, a dichotomous key only uses characteristics to group, not necessarily to show “relatedness.” After students have learned to identify rocks, give them several bags of rocks. Each bag of rocks represents rocks from a study site within an assigned study area. Students will then use their dichotomous keys and newly learned identification skills to identify the unknown rocks in their bag. Instructions for the unknown rock kit organization can be found in the Preparation for Lesson 1 section. Once students have identified their rocks, it is your role to help students understand that knowing how those rocks might have formed will allow students to describe what geologic events occurred in their study areas. Students will then explore the historical development of the scientific understanding of the rock cycle and examine the theories and arguments used to establish the current understanding of geologic events. In the 1700s, most rocks described by geologists of the time showed many of the same features of sediments that formed in rivers, lakes, and oceans. As a result, they were thought to have formed through the process of sedimentation. Scientists looked to explain the conditions and processes that would have resulted in the formation of the sedimentary rocks across entire continents. Early theories of the formation of rocks were built around the idea that events that occurred in the past were no longer occurring. These theories considered events such as meteors striking the Earth, the cooling of the Earth after its initial formation, or special creation by a god. There was evidence that rocks were being degraded over time through weathering, but not that new rocks were forming.

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One of the early prominent theories of the creation of rocks was put forth by Abraham Gottlob Werner in the late 1700s. He argued that rocks formed as a result of sedimentation of particles from the waters of an ocean covering all of Earth at the time it was formed. He contended that the minerals and materials in the waters were slowly deposited at the bottom of the oceans to form rocks. As the ocean waters receded (through some unknown mechanism), the areas with more sediment settled on them formed the continents. Werner’s theory further assumed the idea that rock formation had only occurred in the past as a result of forces that were no longer acting on Earth. Since this theory was built on the idea of all rocks forming in an ocean, adherents to the theory were called neptunists in tribute to Neptune, the ancient Roman god of the sea. Based on the observations and evidence of the time, the neptunist theory was effective in explaining the past events that formed rocks. Students will be exploring the mechanisms by which sedimentary rocks are thought to form. They will start by exploring chemical sedimentary rocks that form as a result of the precipitation of minerals in the water. They will then examine clastic rock, focusing on the role that compaction and cementation play in forming the rocks. They will also explore the idea that these rocks are more likely to have fossils in them than any other rock type. Finally, they will look at organic sedimentary rock such as limestone or coal that is formed from the compaction and cementation of biological components. Students will also explore Steno’s laws of stratigraphy and discuss their implications for describing the geologic history of an area. Steno’s laws include the following: • Law of superposition: Rocks are deposited in layers so younger rocks should sit atop older layers • Law of lateral continuity: Rock layers are continuous until they encounter other solid bodies that block their deposition or are acted upon after deposition. • Law of original horizontality: Rocks are deposited horizontally; any layers not horizontal must have been changed after the rocks were deposited. • Law of crosscutting relationships: Rock units that intrude into other layers must be younger than those being intruded (students explore law in Lesson 3). The following list contains several internet resources about the early scientific models for rock formation. These resources are intended to provide the background knowledge of the historical development of scientists’ understanding of rock formation, not just about the formation of sedimentary rocks. Having this deeper knowledge will help in the implementation of all the lessons, even the early ones. • https://publish.illinois.edu/foundationofmoderngeology/neptunism • http://historyofgeology.fieldofscience.com/2010/10/granite-controversy-neptunism-vs.html

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• www.thisoldearth.net/Geology_Online-1_Subchapters.cfm?Chapter=4&Row=6 • https://en.wikipedia.org/wiki/Neptunism • www.strangescience.net/werner.htm • https://en.wikipedia.org/wiki/Catastrophism • http://study.com/academy/lesson/theories-of-geological-evolution-catastrophism-vsuniformitarianism.html • https://publish.illinois.edu/foundationofmoderngeology/?s=plutonism&submit=Search • https://en.wikipedia.org/wiki/Plutonism • http://pumicecastle.blogspot.com/2011/01/neptunist-vs-plutonist.html • http://kygeologist.blogspot.com/2011/02/reflections-on-geologic-time-problem.html • https://books.google.com/books/about/Theory_of_the_earth.html?id=tMcQAAAAIAAJ#v =onepage&q&f=false • www4.uwsp.edu/geo/faculty/hefferan/geol106/class2/Stratigraphy.htm

Social Studies The first social studies activities in this lesson require you to show different kinds of maps that provide different kinds of information. A great place to find maps is the map gallery at https://mapgallery.esri.com. Students explore maps as a way to communicate information about an area. Students will be using this website again for the Elaboration/ Application of Knowledge learning component. The social studies component of Lesson 1 is modified from the What Do Maps Show? teaching package on the United States Geological Survey (USGS) website (www.usgs. gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0). In particular the lesson emphasizes the usefulness of topographic maps in conveying a third dimension in a two-dimensional format. Students will build a scale model of a topographic map and will apply this skill when they build their museum displays. Students also look at where infrastructure and communities are located within the context of topography. They will use this new way of exploring their world by examining the same ideas in assigned study areas.

PREPARATION FOR LESSON 1 Lesson 1 focuses on science and social studies. This section breaks down the lesson preparation by each subject.

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Science In science class, make sure students have copies of the dichotomous key (attached at the end of this lesson on p. 68) and rock kits containing all of the following rocks:

Sedimentary Rocks

Igneous Rocks

Metamorphic Rocks

Coal

Basalt

Marble

Conglomerate

Gabbro

Phyllite

Limestone

Granite

Quartzite

Sandstone

Obsidian

Schist

Shale

Pumice

Slate

Rhyolite Scoria

You can buy individual rocks from a science supply store to create the rock kits yourself or you can buy premade rock kits. Premade kits do not usually come with a dichotomous key, so a key should be created for the kit. The dichotomous key at the end of this lesson (p. 68) is a good starting point but may need to be expanded if the kit contains more rocks than those identified in the key. Other dichotomous keys for rocks are available on the internet. This lesson contains five numbered activities. Students will be looking at a variety of materials in the various activities and using handouts (attached at the end of this lesson). Instructions for preparing the materials for these activities follow. Please also review the student handouts for each activity. For all the “rocks” made with Epsom salt (described in the list of activities that follows), the sand (or other materials) is mixed with an Epsom salt and water mixture (½ cup of Epsom salt to 1 cup of water). Rocks should be dried thoroughly before use. (Note: The rocks should be prepared at least a week ahead of time to make sure samples are dry. Drying time can be shortened by using a warm oven or incubator.) • Activity 1: For this activity, you will make multiple classroom sets of two rock samples. Sample 2 will be destroyed during the activity but Sample 1 will be saved for Activity 3. Make both samples in appropriately labeled clear plastic cups so that students can observe and remove the samples for inspection. Sample 1 is 1/3 cup of sand with enough Epsom salt and water mixture to just cover the sand. Sample 2 is 1/3 cup of sand and enough water to just cover the sand. Allow both samples to dry thoroughly. See page 69 for the Activity 1 handout.

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• Activity 2: Make copies of the Activity 2 student handout (p. 70). No other materials need be prepped. • Activity 3: Like Activity 1, this activity also involves multiple classroom sets of two rock samples. The first sample is Sample 1 from Activity 1. The second sample (which you should label “Sample 3”) is made with plaster of paris. Specifically, Sample 3 contains 1/ 3 cup of sand and 1/ 3 cup of plaster of paris covered with water and allowed to dry (the plaster of paris and water mixture may need to be adjusted to make the rock more sandstone like). Like you did for Sample 1, make Sample 3 in appropriately labeled clear plastic cups so that students can observe and then remove of the sample for inspection. Note: As both samples are likely to be destroyed during Activity 3, make sure you have enough classroom sets for all classes. Students will also need a small nail file, two cups of hot water (cups should be large enough that the samples can be fully immersed in the water), and spoons for stirring (plastic will suffice). See page 72 for the Activity 3 handout. • Activities 4 and 5: For these activities, make enough materials for one classroom set (each group will need its own set). First, mix equal parts sand, pebbles, gravel, and plaster of paris. Next, fill a clear plastic container (such as a 2-liter water bottle), half full with the dry mixture. Fill remaining portion with water, cap, and shake vigorously. Remove cap and allow mixture to dry. Cut plastic bottle and remove the newly formed “rock” that is now inside. Create a second bottle by mixing equal parts sand, pebbles, and gravel. Fill bottle half full with dry mixture. Fill remaining portion of bottle with water and cap. See pages 74 and 75 for the handouts for Activities 4 and 5. The next part of this lesson is the Stratigraphy Stations exploration. There are three different stations in total, but you will need to create duplicate stations so that each station only has three or four students working at a time. • Station 1: Law of Original Horizontality. At this station, students work with the bottles of materials in water they used in Activity 5 from the previous day. There should be at least six of these bottles available for this station. Students also need copies of the Stratigraphy Station 1 student handouts. They should complete Stratigraphy Station 1: Part 1 (pp. 78–80) before being given Stratigraphy Station 1: Part 2 (pp. 81–84). • Station 2: Law of Superposition. At this station, students look at three different rocks that you created that show very distinct layering. Ideally, one of these rocks will have larger particles in the middle layer rather than at the bottom to expel the myth that layers are always ordered sequentially from small particles to larger particles. (You can make this type of rock by first allowing plaster to dry a little with just smaller pebbles, then adding a mixture of the plaster and larger pebbles,

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and finally adding another mixture of smaller pebbles.) This station should also have different colored paper that the students will use to create layers. Students also need copies of the Stratigraphy Station 2 handouts (pp. 85–87). • Station 3: Law of Lateral Continuity. At this final station, students need sand and two containers that have vastly different diameters (e.g., a pie tin and a 500 ml beaker). This station should also have different colored clay that the students will use to create layers, along with dental floss to cut out a section of the clay. Students also need copies of the Stratigraphy Station 3 handouts (pp. 88–92). The final part of the science class portion of this lesson focuses on the students’ assigned study areas. Groups for each assigned area will need a kit that contains rocks that are commonly found in their region. The tables that follow identify the rocks they should have for each area. Place all rocks into the same container.

Wyoming

Washington

Virginia

England

Eastern British Columbia

Igneous

 

 

 

 

 

 

Basalt

x

x

x

x

x

x

Gabbro

 

x

x

 

x

x

Granite

x

x

x

x

x

Pumice

 

x

 

 

 

Rhyolite

x

x

Tuff

x

x

   

 

 

 

 

x

 

 

x

Western British Columbia  

Wyoming

Washington

Virginia

England

Eastern British Columbia

 

 

 

 

 

Sedimentary

Western British Columbia

Coal

 

 

x

x

 

 

Conglomerate

x

x

 

x

x

x

Limestone

x

x

x

x

x

x

Sandstone

x

x

x

x

x

x

Shale

x

x

x

 

x

x

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Wyoming

Washington

Virginia

England

Eastern British Columbia

Metamorphic  

 

 

 

 

Gneiss

x

x

x

x

 

Marble

 

 

 

 

x

x

x

x

 

x

 

x

 

x

x

x

x

x

x

x

x

x

x

 

x

x

Phyllite

 

Quartzite

 

Schist Slate

   

 

Western British Columbia  

Social Studies The social studies portion of this lesson uses multiple map resources from the USGS What Do Maps Show? web page (www.usgs.gov/science-support/osqi/yes/resources-teachers/ what-do-maps-show-0). For example, students will need copies of the web page’s “Some Things You Need to Know to Read a Map” activity (www.usgs.gov/science-support/osqi/ yes/resources-teachers/what-do-maps-show-activities). Note that this activity references a “shaded relief map,” a “topographic map,” and a “road map”; these maps are available as PDFs on the main web page for the What Do Maps Show? teaching package (which as noted above is available at www.usgs.gov/science-support/osqi/yes/resources-teachers/ what-do-maps-show-0).

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving question for the module and challenge: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community? Also direct their attention to the driving questions for the lesson (see next paragraph). After the first day, hold a brief student discussion of how their learning in the previous days’ lesson(s) contributed to their ability to create their communication plan for the challenge. You may wish to hold a class discussion, creating a class list of key ideas on chart paper, or you may wish to have students create a notebook entry with this information.

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Driving Questions for Lesson 1: Are the types of rocks found in our neighborhood the same or different from the types of rocks found in the Grand Canyon? Are the types of rocks we find on the Earth’s surface the same that are found a mile down from the surface? Why? Science Class: Show the following YouTube video featuring a flyover of the Grand Canyon: www.youtube.com/watch?v=p2X4U1mQzoE. Present students with the following scenario: “If you have ever paid attention to the landscape as you were riding in a car, you may have noticed lots of different and interesting rock formations. Geologists looking at that same landscape are often perplexed with the following questions: What kind of rocks are they? How did they get there?” Next, introduce the module challenge: Students will be creating museum displays to explain what geologists know about factors influencing rock formation and decomposition and how this information provides clues to past geologic events in a region. They will apply the same knowledge to describe geologic history for an assigned region of the world. Assign groups of students to one of the following locations: • Study Area 1: Great Britain • Study Area 2: Virginia • Study Area 3: Wyoming • Study Area 4: Washington state • Study Area 5: Western British Columbia • Study Area 6: Eastern British Columbia Then, take the opportunity to conduct a formative assessment to determine what the students know about rocks. Ask them, “What do you know about rocks?” Lead a discussion in which students share everything they think they know. Ask them to explain how they think geologists go about describing the geology of an area. Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Show images from various types of maps that communicate different information. Include images of handmade maps giving directions to an event or location as well as professional maps. Ask students to share their experiences with maps. As students describe their interaction with maps and what they have used maps for, list these uses on the board. Students will likely describe a navigational purpose. Ask students to consider what other kind of

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information maps might provide. Then, explain to students that over the next several weeks they will be exploring maps more closely and learning about the various ways they can be used.

Activity/Exploration Science Class: Introduce the idea that in order to describe the geology of an area, geologists first focus on identifying rocks they find. With practice, geologists get good at looking at a rock and identifying it without any help, but they often first learn to identify rocks by using rock keys (also called dichotomous keys). Highlight that students will be practicing how to use a dichotomous key and then they will get the rocks for their assigned area to identify. Next, introduce their dichotomous key and rock kits and provide guidance for how to use the key to identify two or three rocks in their rock kit. As students identify the rocks in their rock kit, highlight that knowing how these rocks form would be helpful in determining what geologic events have happened within an area. Explain that the rock key is for identification purposes and doesn’t mean that the rocks were formed the same way. Emphasize the fact that that geologists group rocks according to the way they were formed. Rocks are classified into three general groups (sedimentary, igneous, and metamorphic) based on how they were formed. Review what students have learned about how sedimentary rocks form, and have students proceed through each of the following activities. Provide the appropriate handout for each activity as the student groups complete them. The handouts are attached at the end of the lesson.

Activity 1 For this activity, provide students with two samples: (1) sand mixed with water containing Epsom salt that was allowed to dry and (2) sand and water mixed together that was allowed to dry. Students will compare the two samples to determine that a cementing material must be present for sedimentary rocks to form. In this example, Epsom salt provides the cementing material. The Activity 1 handout is on page 69.

Activity 2 Provide students with the Activity 2 handout, which explains the formation of sedimentary rocks that includes cementation and compaction as mechanisms (p. 70). Compaction in this example is not intended to compress the individual grains but compress the loose grains closer together so that minerals can then cement them together. Students will read and use this information to explain what happened in Activity 1.

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Activity 3 For this activity, provide students with rocks made from sand and Epsom salt and sand and plaster of paris. Students will compare weathering of rocks using their fingernails and hot water. Directions are provided on the Activity 3 handout (p. 72). They will find that the type of cementing material can influence how easily the rock is weathered.

Activity 4 For Activity 4, provide students with a rock with multiple layers. This can be created by adding different sizes and densities of grains (small pebbles, sand, clay particles) to an Epsom salt and water mixture, then shaking the final mixture and allowing the sediments to settle, and then allowing the water to evaporate (see Preparation for Lesson 1 section, p. 56). In this activity, students will make observations about the rock (e.g., describe the layers, measure thickness, look at grain sizes). Then, students will propose an explanation for how the rock formed using their knowledge from the previous activities.

Activity 5 For this activity, provide a clear container (e.g., a 2-liter bottle) with the same set of materials used to create the multiple-layer rock in Activity 4 (except no Epsom salt is added to the water). Students shake the container and describe what happens over time. Students then relate their observations of the bottle to a model of how the rock in Activity 4 was formed (provided in their explanation at the end of Activity 4). Note: Before moving on to the Stratigraphy Stations exploration, complete the Activities 1–5, Continued subsection in the Explanation section (p. 63).

Stratigraphy Stations For the next part of the lesson, students work at stations to explore Steno’s laws of stratigraphy, moving from station to station to look at the three different laws. • Station 1: Law of Original Horizontality. Students will work with the containers they used in Activity 5. There should be at least 12 of these containers available for this station. Students will also need copies of the Stratigraphy Station 1 handouts (pp. 78–84). • Station 2: Law of Superposition. Provide students with the rocks used in Activity 4. They will also need copies of the Stratigraphy Station 2 handout (pp. 85–87). • Station 3: Law of Lateral Continuity. Students need sand and small beakers to illustrate two situations: one in which sand spreads out until it hits the side of the

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glass and another in which sand spreads out, but does not hit the edge of the glass because it doesn’t have enough sediment. This station should also have different color clay that students will use to create layers, along with dental floss to cut out a section of the clay. They will also need copies of the Stratigraphy Station 3 handout (pp. 88–92). Note: After students finish all three stations, turn to the Stratigraphy Stations, Continued subsection in the Explanation section (p. 64). Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Continue the social studies connection from the Introductory Activity/Engagement section by having the students use Google Maps to search for Salt Lake City. Next, have students turn on the satellite map using the menu so they see an aerial photo of Salt Lake City. Ask them to describe what they see. Help them focus on several geographic features such as buildings, streets, and mountains. Ask them to explain what information the image can’t convey. Provide students with three USGS maps of Salt Lake City and its surroundings (the road map, the shaded relief map, and the topographic relief map). These maps are available at www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0. Do not include the legends for the maps at this time. As a formative assessment, ask students in groups to explain as much as they can about what each map might show. Walk around and have students share with you what they understand. Use this information to determine what knowledge they have that can be reinforced in these lessons and what knowledge they will be developing. Ask the students if they can figure out where the photographer was standing and facing when the picture of Salt Lake City was taken. Highlight that they can use geographic clues in the image and features shown on the maps to figure some of this out. Next, provide students with copies of “Some Things You Need to Know to Read a Map” (Activity Sheet #2 in the USGS What Do Maps Show? teaching package; see www. usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-activities).

Explanation Science Class: This learning component is broken down by activity. You should complete the first part of this section (Activities 1–5, Continued) before starting the Stratigraphy Stations exploration introduced in the Activity/Exploration section on page 61.

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Activities 1–5, Continued Discuss the findings from the science activities in the Activity/Exploration section (p. 60). In particular, students should know the following: • Sedimentary rocks form from the process of compaction and cementation. • Cementation is a result of minerals forming in the spaces between grains that “glue” the particles together. • The type of minerals that form can influence the strength of the “glue.” • Sedimentary rocks form in layers as materials are deposited. Explain that scientists use scientific models to describe the natural world around them. These models don’t show all the components of the natural system, just the ones that are important for the phenomena. Models can be physical (like the model in Activity 5), mathematical (showing mathematically how a phenomenon such as gravitational pull works), or conceptual (compiling knowledge into a format that explains a phenomenon—like the atomic model). Explain that scientists can use the models to try to explain the world. For example, the physical model in Activity 5 provided an explanation for why sedimentary rocks often form in layers and how particle size might influence the formation of the layers. Explain that students have enough knowledge to now form a conceptual model for how sedimentary rocks form. Work with students to generate a one-way model showing that sediments settle out of solution, are compacted and cemented by the formation of minerals, and that over time the crystals cement the rocks together as the water evaporates. Ask students to consider that this model provides them with a way to think about the rocks in the location they were assigned. If they find sedimentary rocks in a location, what would that suggest about the past environment in that location? Students should be able to state that it would indicate that the location was once covered by water. Sedimentary rocks are always deposited in a horizontal way. Why? Gravity is what is pulling the sediments to settle out of the water. Gravity pulls particles to the lowest point. Is this included in their model? Have students revise their model to include this information. Discuss with students that their model for the formation of sedimentary rock has just changed with new information supported by evidence. Therefore, they should recognize that scientific models are likely to change as new information becomes available. Next, discuss the early scientific theories for the formation of rocks, including Abraham Werner’s theory). The neptunists’ argument proposed by Werner is that early Earth was covered by ocean, and sediments in the waters settled out and formed the underlying rocks as the oceans began to dry. The harder rocks formed first (e.g., granite, gneiss,

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and schist—called primary rocks) followed by basalts and then limestone (secondary rocks). The ocean level dropped after the last rocks formed. However, neptunists argued that there was no further rock formation; in other words, Earth was done producing new rock in any consequential way. See the Teacher Background Information section (p. 52) for more information. Then, have students modify their initial model describing how sedimentary rocks form. The revised model should be one-directional with sedimentation resulting in harder rocks dropping out, following Werner’s model for rock formation.

Stratigraphy Stations, Continued After students complete the Stratigraphy Stations exploration in the Activity/Exploration section (p. 61), discuss with the students the three principles that they discovered during that activity. Students should be able to explain original horizontality, superposition, and lateral continuity. Explain to students that Steno’s principles are called scientific “laws” because they describe what should happen under the conditions found on Earth. However, these laws do not explain why sediments always fall in layers in the order that they do or what causes rocks to be disturbed after they were formed. An explanation for why the scientific law works is considered a theory. The neptunist argument for how sedimentary rocks formed provided the theory to explain why these laws worked. Verify that students recognize that laws and theories are different but related ways of relating to natural phenomena. Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: After students complete the social studies connection activity in the Activity/Exploration section (p. 62), discuss their answers with an emphasis on the following: • Maps are organized around direction and scale—we call this a spatial orientation. • Latitude and longitude can be used to pinpoint a location on a map and on Earth. • Relationship between distances on a map and distances on the ground is the map’s scale. • By knowing the scale and directions, we can determine the distances between points—this is helpful in navigation and orientation in general. • Locations can be described relative to other locations—maps provide the opportunity to communicate that easily.

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• Scales of maps will differ with smaller scale maps showing less detail compared with a larger scale map (e.g., a small scale map might have a scale of 1:500,000 and a larger scale map might have a scale of 1:24,000).

Elaboration/Application of Knowledge Science Class: After completing and discussing the earlier science activities and Stratigraphy Stations exploration, students will identify rocks found in their assigned regions. Ask students if they have any sedimentary rocks. Students should create a table for their sedimentary rocks like the one that follows:

Name

Rock Type

Other Useful Information About the Rock

Coal

Sedimentary

Organic sedimentary

Conglomerate

Sedimentary

Clastic sedimentary

Limestone

Sedimentary

Chemical sedimentary

Sandstone

Sedimentary

Clastic sedimentary

Shale

Sedimentary

Clastic sedimentary

Then ask students, “What would this list of identified sedimentary rocks suggest about your region’s past geologic history?” Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Students should complete the following activity in their STEM Research Notebooks.

STEM Research Notebook Prompt Working in groups, students should go to a map website such as https://mapgallery.esri. com and view several maps. The student groups should identify three maps that they find interesting and then share with the class the following about each map: • What was the map? • What information did it show? • Why was it interesting to the group?

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Evaluation/Assessment Students may be assessed on the following performance tasks and other measures listed. Performance Tasks • Class Participation Rubric (p. 93) • Correct identification of the rocks in their study area • Rock Cycle Model Rubric—Sedimentary Rock (p. 94) Other Measures • Handouts for the sedimentary rock activities (pp. 69–77) • Handouts for the Stratigraphy Stations exploration (pp. 78–92) • “Some Things You Need to Know to Read a Map” activity sheet (www.usgs.gov/ science-support/osqi/yes/resources-teachers/what-do-maps-show-activities)

INTERNET RESOURCES Early scientific models for rock formation • https://publish.illinois.edu/foundationofmoderngeology/neptunism • http://historyofgeology.fieldofscience.com/2010/10/granite-controversy-neptunism-vs.html • www.thisoldearth.net/Geology_Online-1_Subchapters.cfm?Chapter=4&Row=6 • https://en.wikipedia.org/wiki/Neptunism • www.strangescience.net/werner.htm • https://en.wikipedia.org/wiki/Catastrophism • http://study.com/academy/lesson/theories-of-geological-evolution-catastrophism-vsuniformitarianism.html • https://publish.illinois.edu/foundationofmoderngeology/?s=plutonism&submit=Search • https://en.wikipedia.org/wiki/Plutonism • http://pumicecastle.blogspot.com/2011/01/neptunist-vs-plutonist.html • http://kygeologist.blogspot.com/2011/02/reflections-on-geologic-time-problem.html • https://books.google.com/books/about/Theory_of_the_earth.html?id=tMcQAAAAIAAJ#v =onepage&q&f=false • www4.uwsp.edu/geo/faculty/hefferan/geol106/class2/Stratigraphy.htm

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Map gallery • https://mapgallery.esri.com USGS What Do Maps Show? teaching package • www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0 • www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-activities “Amazing Flight Over the Grand Canyon” video • www.youtube.com/watch?v=p2X4U1mQzoE

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 Name: STUDENT HANDOUT

ROCK DICHOTOMOUS KEY Starting at the left column, determine which characteristic best fits your rock and proceed to the right choosing appropriate characteristics to identify your rock.

Note: S = sedimentary, I = igneous, and M = metamorphic. A full-color version of this key is available on the book’s Extras page at www.nsta.org/roadmap-earth.

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 Name: STUDENT HANDOUT

SEDIMENTARY ROCKS: ACTIVITY 1 1. Obtain Samples 1 and 2. Make observations of the two samples before handling either sample (include drawings).

2. Do the two samples look the same? Explain.

3. Remove each sample from the plastic cup and inspect each sample by hand. Make observations (include drawings). Squeeze the two samples. What happens?

4. Sample 1 was made by pouring water with Epsom salt (also known as magnesium sulfate, a mineral) over sand and allowing it to dry completely. Sample 2 is made by pouring water over sand and allowing it to dry completely. Why do you think the two samples behave differently?

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 Name: STUDENT HANDOUT

SEDIMENTARY ROCKS: ACTIVITY 2 Sedimentary rocks are formed through lithification, a mechanism by which sediments that have settled on a surface go through different processes that cause the particles to bind together and harden into rocks. There are two primary processes by which lithification can occur: compaction and cementation. Both processes can act at the same time or separately. • Compaction is the process by which sediment particles are forced closer together as a result of overlying pressure. This forces out large pockets of water and air and bring the particles close enough to make contact. • Cementation occurs when minerals in the surrounding environment (most often in water) begin to form crystal in the spaces between particles. These crystals grow until they attach the particles together. Common minerals that cement sedimentary rocks include calcite, quartz, silica, iron oxides, and clay minerals.

Using what you just read, provide an explanation for why Sample 1 in the previous activity (Activity 1) was more rock-like than Sample 2. Be sure to use the terms above to describe what happened in the two samples.

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ANSWER KEY FOR SEDIMENTARY ROCKS: ACTIVITY 2 In Sample 1, the sand was poured into the cup and the layers on top caused the grains to compress closer together. The magnesium sulfate (Epsom salt) in the water formed crystals in the spaces between the sand particles as the water evaporated to cement the particles of sand together. In Sample 2, the sand caused compaction but did not undergo cementation because there were no minerals in the water to form crystals between the particles. Thus, it was somewhat rock-like, but not as much as Sample 1, which had a cementing mineral present.

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 Name: STUDENT HANDOUT, PAGE 1

SEDIMENTARY ROCKS: ACTIVITY 3 1. This activity uses Sample 1 from Activity 1 and a new sample (labeled Sample 3). Make sure you have both samples. Remove Sample 3 from the cup and inspect both samples by hand. Make observations (including drawings) comparing and contrasting the two samples.

2. Scrape your fingernail across both samples. Do either appear to crumble more easily under your fingernail?

3. From your teacher, get two containers of hot water and two spoons. Submerge your two samples (put one sample in one container and the other sample in the other container) and stir each at the same rate for about 5 minutes. Remove both samples and place on a paper towel. Which rock seems to be crumbling more after being submerged under water?

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SEDIMENTARY ROCKS: ACTIVITY 3 4. Review Activities 1 and 2. How was Sample 1 made?

5. Sample 3 was made with plaster of paris (which is made from the mineral Gypsum). What does this suggest about rocks made with each of the different cementation minerals?

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SEDIMENTARY ROCKS: ACTIVITY 4 1. Get Sample 4 from your teacher. This rock was made using plaster of paris. Make observations (including drawings). Using a ruler, include any measurements of the particles and layers that might be present.

2. Using what you have learned so far, provide a possible explanation for how this rock might have formed. Use the appropriate terms you have learned so far. Include in your explanation any unique observations you made above.

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SEDIMENTARY ROCKS: ACTIVITY 5 The explanation you provided in Activity 4 is an example of how geologists look at material and use their knowledge of how rocks form to provide an explanation for an event that has happened in the past. It is impossible to create an experiment that could be used to test this explanation as it happened in the past and there is no way to test all the variables that might explain it. Instead, scientists often create models to determine if the outcome that was observed (the rock with its layers of particles) could be replicated given a specific explanation. For Activity 5, we can completely replicate the event without having the rock form because your teacher created a bottle (labeled “Sample 5”) of the same materials that were used to form the rock in Activity 4 except there is no plaster of Paris included. Therefore, no cementation will occur in the bottle. 1. Get Sample 5 from your teacher. Make observations (including drawings). Note how many different sizes of particles are visible.

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SEDIMENTARY ROCKS: ACTIVITY 5 2. Be sure the cap is on tight and shake the bottle for about 30 seconds to thoroughly mix the materials. Allow the materials to settle (and the water to clear). Make observations (including drawings). Using a ruler, include any measurements of the particles and layers that might be present.

3. How do your observations of the rock in Sample 4 compare with your observations of the material at the bottom of the bottle in Sample 5? Why might they have any similarities?

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SEDIMENTARY ROCKS: ACTIVITY 5 4. How does the bottle model how the layers and the particle sizes in the Sample 4 rock formed?

5. How do models help scientists understand how nature works?

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STRATIGRAPHY STATION 1: PART 1 In the previous activity (Sedimentary Rocks: Activity 5), we used a model to test a prediction about how a particular rock formed. This model, which had different size particles inside a bottle along with water, was intended to represent how sedimentation happens and that eventually these sediments will become rock (lithification). At this station, we will be making some observations about the sediments to generate a potential rule about the behavior of sediments that can be used to explain observations about sedimentary rocks. There are 12 models (bottles) available at the table. Take four models and shake them up and then set them back on the table. Take another four models and shake them and lay them on their sides. Take the remaining four bottles and shake them and place them on a tilt as shown below. You may need to lean them up against something like a stack of books or a backpack. Additionally, placing a book or something heavy at the base on the opposite side of the tilt will reduce the likelihood the bottle will slide down onto its side. After the sediments have settled, draw what you see for each of the bottles within the images below.

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STRATIGRAPHY STATION 1: PART 1 1. Look at the first four bottles. All of these bottles are exactly the same, and in theory, you shook all of them with the same amount of effort. This is an example of replication. To build a rule, we want to make sure that results happen consistently. a. Do all of the first four bottles look similar?

b. What does this outcome suggest about how the sediments behave in all four of these bottles?

2. The second and third sets of bottles were only treated differently in that they were tilted or put on their sides. This is considered part of the experiment. We wanted to see if the sediments would behave differently if you did something different with the bottle. a. Does the orientation of the bottles change the way the sediments behave?

b. What is your evidence?

3. Based on your answers to Question 2, describe how you would expect sediments to be deposited to form sedimentary rocks. This is your “rule” about how sedimentary rocks are deposited.

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STRATIGRAPHY STATION 1: PART 1 4. Take a look at the following images and see if they seem to follow your “rule.” What is your evidence? Stratigraphy Station 1, Image 1

Stratigraphy Station 1, Image 2

After completing Question 4, ask your teacher for Part 2 of this Stratigraphy Station 1 handout.

Note: Full-color versions of these images are available on the book’s Extras page at www.nsta.org/roadmap-earth.

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STRATIGRAPHY STATION 1: PART 2 In the late 1600s, a scientist named Nicholas Steno looked at rocks like the ones you saw in the first part of this station. He assumed that rocks were formed as sediments and were deposited at the bottom of an ocean or lake. Using this assumption and knowing the behavior of sediments, he reasoned that rock layers must always form in a horizontal position. In other words, his “rule” for sedimentary rock formation is that all sedimentary rocks must be formed in a horizontal position. He called this “rule” the Principle of Original Horizontality. 1. How does Steno’s rule compare with your observations and “rule” in Part 1 of this station?

2. Look at the images on the next page. Do these images seem to be following the Principle of Original Horizontality? What is your evidence?

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STRATIGRAPHY STATION 1: PART 2 Stratigraphy Station 1, Image 3

Stratigraphy Station 1, Image 4

Stratigraphy Station 1, Image 5

Note: Full-color versions of these images are available on the book’s Extras page at www.nsta.org/roadmap-earth.

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STRATIGRAPHY STATION 1: PART 2 3. You probably answered that these rocks don’t seem to be following the Principle of Original Horizontality. However, the behavior of your sediments showed that they consistently layered in a horizontal way. How would you explain why the rocks aren’t horizontal?

4. Obtain a rock sample from the previous day that shows layers. Set it flat on the surface of the table. Would you agree that the rock followed the Principle of Original Horizontality? What is your evidence?

5. Place the rock on a small bag that is partially filled with air. Be sure that it is sitting in such a way that the rock appears to have formed using the Principle of Original Horizontality (flat and on the center of the bag). Slowly press on one end of the bag and make observations. Diagram what you see below.

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STRATIGRAPHY STATION 1: PART 2 6. Does the rock look like it is following the Principle of Original Horizontality now? Explain.

7. You know that this rock formed in a way that supports the Principle of Original Horizontality, but what caused it to look different?

8. Go back to the images on page 2 of this handout. Now how would you explain why they aren’t horizontal?

9. Steno made the same observations about the rocks as you did. They didn’t follow his Principle of Original Horizontality. But he recognized that there was no way these rocks could form in any other way but horizontally. If the layers in a sedimentary rock formation are not horizontal but tilted, yet they could only form horizontally, what must happen to the rocks in order for the formation to now look tilted?

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STRATIGRAPHY STATION 2 1. Below is a pile of coats that have accumulated on the floor as students arrived for school. Which coat do you think the student who was the first one to arrive at school wore? Why?

Note: A full-color version of this image is available on the book’s Extras page at www.nsta.org/roadmap-earth.

2. What was the order of the students’ arrival based on the names on the coats?

3. Emily arrived at 8:34 a.m. Can you state the exact times that the students that wore the other coats arrived? Why or why not?

4. If class started at 8:32 a.m. and Emily arrived at 8:34 a.m., can you state which of the others arrived early or late? Why or why not?

5. What rule about piles of coats are you using to determine who arrived before or after?

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STRATIGRAPHY STATION 2 6. On your table are three rocks that your teacher made using the processes for forming sedimentary rocks you explored previously. Make observations and draw diagrams of these rocks below. Specifically focus on the layers and the particles in the layers.

7. On your rock diagrams above, which of the layers in the rock would you guess is the oldest? Which is the youngest? Why?

8. What rule are you using to determine which layer is older and which is younger?

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STRATIGRAPHY STATION 2 In the late 1600s, a scientist named Nicholas Steno looked at rock layers like those shown below. He assumed that rocks were formed as sediments that were deposited at the bottom of an ocean or lake. Using this assumption and knowing the behavior of sediments, he reasoned that lower rock layers were older than those layers above it and younger than those layers below it. He called this “rule” the Principle of Superposition. Basically, it provides information that rocks layers show a time sequence of rock forming events.

9. On the images below, label the oldest and youngest layers. Stratigraphy Station 2: Image 1

Stratigraphy Station 2, Image 2

Note: Full-color versions of these images are available on the book’s Extras page at www.nsta.org/roadmap-earth.

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STRATIGRAPHY STATION 3 1. On your table are two sizes of clear containers and two equal containers of sand. Take the sand and slowly pour it into the small container first (pour straight from the top). Describe how the sand behaves as it settles—focus on what happens at the sides of the containers. Now pour the sand into the larger container. Describe how the sand behaves as it settles—again, focus on what happens at the sides of the containers. Draw a diagram of the level in each container below. Repeat again to determine if you missed any interesting observations.

2. The amount of sand in both containers is the same. Measure the layers. How do the layers compare? Explain why this might have occurred.

3. What rule can we use about how sand behaves?

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STRATIGRAPHY STATION 3 Pour the sand back into its original containers. Place a heavy block in the center of the wider empty container and slowly pour the sand in on one side. 4. What does the sand do as it encounters the heavy block?

5. If the sand were to undergo cementation and the block were removed, what would you expect to see?

6. How does the rule you identified in Question 3 explain the behavior of the sand with the block?

7. Assume that the diagram below is an example of a region 10 miles long. In the middle is a large canyon. On the left side of the canyon in the diagram, draw in the missing layers.

8. How does this follow the rule that you created about how sand behaves? Explain.

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STRATIGRAPHY STATION 3 Let’s model what might have happened. Take three different colors of clay and create three layers like shown in the diagram below. Each layer should be about 10 cm long by 6 cm wide by 2 cm tall. The purpose of these layers of clay is to model a wide region of sedimentary rock that is at least 10 miles wide (each cm would be equal to 1 mile).

9. Does this model follow the rule for sand that you created before? Explain.

Now take a piece of floss and cut out a section like the white area shown below.

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STRATIGRAPHY STATION 3 10. Make observations about the area where the section was cut out of the clay. On the diagram above, draw what you see in terms of colors and layers. Does it match your diagram from Question 7 on page 2?

11. You know that the original clay model you created before question 9 met the rule you created about how sand spread out, but the clay model with the section cut out doesn’t look like that, so how can we use the rule so that it explains this model?

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STRATIGRAPHY STATION 3 In the late 1600s, a scientist named Nicholas Steno looked at sedimentary rock formations. He assumed that rocks were formed as sediments that were deposited at the bottom of an ocean or lake. Using this assumption and knowing the behavior of sediments, he reasoned that rocks were deposited in a continuous layer unless they encountered a solid object. He called this the Principle of Lateral Continuity. Specifically, this principle states that rocks layers should be continuous laterally across the surface of Earth unless the layer encountered a solid body that prevented it from spreading (like the block you used previously) or something acted on it after deposition. This principle has great implications for explaining geologic features like the one shown in the image below.

Stratigraphy Station 3: Image 1

Note: A full-color version of this image is available on the book’s Extras page at www.nsta.org/roadmap-earth.

12. Use your understanding of the Principle of Lateral Continuity to explain this geologic feature. (Hint: To help with your explanation, draw horizontal lines that connect the layers from the left side of the canyon to those on the right.)

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Class Participation Rubric

Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

FOLLOWS GUIDELINES OF INTELLECTUAL DISCUSSION AND IS CIVIL

Criticizes other people personally instead of being critical of ideas; doesn’t use appropriate language.

Challenges the idea but without reason; uses appropriate language.

Challenges the idea with solid reasoning; uses appropriate language; diverts any unproductive discussion.

MAKES CLAIM

Claim is unoriginal AND indirectly related to topic.

Claim is original AND indirectly related to topic.

Claim is original AND directly related to topic.

USES RELIABLE SOURCES FOR EVIDENCE

Uses unreliable resources (such as Wikipedia or blog).

Only uses textbook as resource.

Uses outside reliable resources (such as a scientific journal or .gov or .edu website).

APPROPRIATE LEVEL OF EVIDENCE

Uses opinion-based evidence.

Includes one piece of researched evidence.

Includes more than one piece of researched evidence.

Has no response or the RESPONDS TO THE CONTENT OF response is unrelated to THE DISCUSSION claim.

Response is indirectly associated with claim.

Response is aligned with claim.

CONNECTS WITH Brings up topics unrelated to current WHAT PRIOR discussion. PERSON SAYS

Stay on topic, but makes no connection with what prior person says.

Acknowledges prior person’s idea and elaborates on what previous person says.

ABLE TO DEFEND HIS OR HER CLAIM/ REBUTTAL

Has no response.

Has a response but cannot back up the response.

Has a response and is able to back up response with further evidence.

USES APPROPRIATE REASONING

Reasoning is Reasoning is superficially Reasoning directly disconnected from claim. connected to claim. connects claim to evidence.

Score

TOTAL SCORE: COMMENTS:

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Rock Cycle Model Rubric—Sedimentary Rock

Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

USING TERMINOLOGY

Uses a few of the terms learned so far to describe the model of rock formation.

Uses most of the terms learned so far to describe the model of rock formation.

Uses all of the terms learned so far to describe the model of rock formation.

ACCURACY OF THE MODEL

Model is inaccurate or only includes a few concepts learned about rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to sedimentary rock formation.

Model fully explains all of the concepts learned about sedimentary rock formation including cementation and the role of minerals in cementation, compaction, and the role of gravity in the sedimentation process and formation of layers.

Score

TOTAL SCORE: COMMENTS:

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Lesson Plan 2: Igneous Rock Formation

In this lesson, students create a dichotomous key for common igneous rocks in science class. They then explore characteristics of these rocks based on the heat at the time of formation and location of formation. In social studies, students explore scale, direction, and the basic information a map provides. The disciplinary core ideas and science practices gained in Lesson 1 are reinforced and deepened with the addition of igneous rocks. Students should continually reflect on their assigned study area and apply the knowledge they gain and scientific ways of thinking as they progress through the lesson in anticipation of Lesson 6 when they produce the museum display for their study area.

ESSENTIAL QUESTIONS • How do igneous rocks form? How do rocks change? • What does the topography of an assigned area look like?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Describe the formation of igneous rocks • Describe the difference between intrusive and extrusive rocks • Relate igneous rock formation using the terms felsic, mafic, and intermediate • Be able to use a map legend to explain features shown on a map • Describe ways in which maps can be used to communicate information.

TIME REQUIRED • 2 days (approximately 45 minutes each day; see Tables 3.7 and 3.8, pp. 42–43)

MATERIALS Science • Igneous rock kits that contain at least the following rocks: andesite, basalt, diabase, diorite, gabbro, granite, obsidian, pumice, rhyolite, scoria, and tuff • Computers with internet access

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Social Studies • Multiple map resources from the USGS What Do Maps Show? web page (www. usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0; see page 100 for more information) • Computers with internet access

SAFETY NOTES 1. All involved must wear indirectly vented chemical splash goggles or safety glasses with side shields during all phases of these inquiry activities. 2. Direct supervision is required during all aspects of this activity to make sure safety behaviors are followed and enforced. 3. Make sure any items dropped on the floor or ground are picked up to avoid a trip-and-fall hazard. 4. Handle all materials (e.g., rocks, tools) with care given they can have sharps that can puncture or cut skin. 5. Wash hands with soap and water after completing each activity.

CONTENT STANDARDS AND KEY VOCABULARY Table 4.3 lists the content standards from the NGSS and the Framework for 21st Century Learning that this lesson addresses, and Table 4.4 (p. 98) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some of all of the terms to students.

Table 4.3. Content Standards Addressed in STEM Road Map Module Lesson 2 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. • MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. Continued

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Table 4.3. (continued ) SCIENCE AND ENGINEERING PRACTICES Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and/or use a model to predict and/or describe phenomena.

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

DISCIPLINARY CORE IDEAS ESS1.C: The History of Planet Earth • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.A: Earth Materials and Systems • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

CROSSCUTTING CONCEPTS Scale, Proportion, and Quantity • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

The Changing Earth, Grade 8

Continued

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Table 4.3. (continued ) FRAMEWORK FOR 21ST CENTURY LEARNING

• Global Awareness; Critical Thinking and Problem Solving; Communication and Collaboration; Information, Communications, and Technology Literacy; Flexibility and Adaptability; Initiative and Self-Direction; Productivity and Accountability; Leadership and Responsibility

Table 4.4. Key Vocabulary for Lesson 2 Key Vocabulary

Definition

extrusive rocks

igneous rocks that form on the surface of the earth

felsic rocks

rocks of a particular set of minerals that form at cooler temperatures

igneous rock

rocks formed through cooling of magma or lava

intermediate rocks

rocks formed that include both felsic and mafic minerals

intrusive rocks

igneous rocks that result from volcanic activity pushing through underlying rock layers but not reaching the surface

lava

molten rock that is ejected from volcanoes or fissures in the earth

mafic rocks

rocks of a particular set of minerals that form at extremely hot temperatures

magma

molten rock found beneath the surface of the earth

plutonist theory

explanation of rock formation that argues that rocks were originally formed through volcanic activity followed by weathering and erosion that then resulted in sedimentary rocks

TEACHER BACKGROUND INFORMATION Science

In the introduction of the lesson, students explore the plutonist theory as an alternate theory of rock formation. Unlike the neptunist theory discussed in Lesson 1, which focused on the sedimentation of materials from an ocean, plutonists viewed rock formation as a result of volcanic activity. James Hutton was one of major proponents of this theory. In this lesson, students focus on the formation of igneous rocks and how the characteristics of rocks can provide clues to how they were formed. In particular, this lesson focuses on felsic, intermediate, and mafic rock formation as well as intrusive and extrusive rocks. Felsic, intermediate, and mafic rock refer to the specific type of minerals that make up the rock. This is explained by Bowen’s reaction series, which describes the temperature

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at which different minerals are likely to crystallize. The minerals found within felsic rock crystalize at a temperature around 800oC. These tend be more silica, sodium, aluminum, and potassium rich minerals. These rocks tend to be lighter in color as a result of the minerals that form them. In contrast, mafic rocks form at temperatures closer to 1400oC with minerals crystallizing at that temperature, giving the rocks a darker color. These tend to have more iron, magnesium, and calcium. Rocks that form at temperatures around 1000oC to 1300oC will have some of each type of minerals and are therefore called intermediate rocks. Rocks that are formed at the surface of Earth are called extrusive rocks. They are characterized by the absence or reduced size of the crystals within the rock. The lack of or decreased size of crystals is a result of rapid cooling of the rock at the surface. In contrast, intrusive rocks are formed below the surface and cool much more slowly, allowing crystals to form and grow larger—the slower the rock cools, the larger the crystal size. To build a dichotomous key, scientists look for similarities and differences among rocks (or other things) to look for patterns. They will often group or classify rocks into groups based on these similarities and differences. Groups are often then subdivided by similarities and differences until scientists conclude that they can’t subdivide them any further because individuals in the group are all the same (e.g., they are from the same source, are the same species, are the same type of rock). The assumption is that these groupings reflect common ancestry/relatedness, whether that be historically, chemically, or regionally. This process of grouping organisms according to ancestry/relatedness and trying to figure out how and why these groups occurred in nature is known as classification. If the similarities and differences are distinct enough for the different groups, they can be used to create identification guides using a dichotomous key.

Social Studies For social studies, students continue exploring maps by focusing on how to use a legend to understand information in various maps. Students also begin to understand how to use topographic maps and shaded relief maps to represent elevational differences in two dimensions.

PREPARATION FOR LESSON 2 Lesson 2 continues to focus on science and social studies. This section breaks down the lesson preparation by each subject.

Science Students will need access to igneous rock kits. You can buy individual rocks from a science supply store to create the rock kits yourself or you can buy premade rock kits. Premade kits do not usually come with a dichotomous key, so a key should be created

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for the kit. The dichotomous key at the end of Lesson 1 (p. 68) is a good starting point but may need to be expanded if the kit contains more rocks than those identified in the key. Other dichotomous keys for rocks are available on the internet. Note: The igneous rock kit should contain at least the following rocks: andesite, basalt, diabase, diorite, gabbro, granite, obsidian, pumice, rhyolite, scoria, and tuff. Students will also need computers with internet access.

Social Studies Like Lesson 1, the social studies portion of this lesson uses multiple map resources from the USGS What Do Maps Show? web page (www.usgs.gov/science-support/osqi/yes/ resources-teachers/what-do-maps-show-0). For example, students will need copies of the “What You Can Learn From a Map” activity and “How to Read a Topographic Map” activity (see Activities 3 and 4 at www.usgs.gov/science-support/osqi/yes/resources-teachers/ what-do-maps-show-activities).

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving question for the module and challenge: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community? Also direct their attention to the driving questions for the lesson (see next paragraph). Hold a brief student discussion of how their learning in the previous days’ lesson(s) contributed to their ability to create their displays and communication plans. You may wish to hold a class discussion, creating a class list of key ideas on chart paper, or you may wish to have students create a notebook entry with this information. Driving Questions for Lesson 2: When examining phenomena such as geology that move slower than a human lifespan, how can scientists and citizens be sure that conclusions about geologic phenomena are correct? How might they best communicate convincing evidence? Science Class: Introduce the lesson by telling students that while the neptunists were arguing that rocks were formed through sedimentation early in Earth’s history, some other scientists investigated other explanations based on their observations. Show the following videos: • New island forming in Japan: www.youtube.com/watch?v=5wKnwmRflnA&feature=i v&src_vid=YZY6kH_RXSU&annotation_id=annotation_891304835 • Lava Lake in Vanuatu: www.youtube.com/watch?v=ko2pd699N_U

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• Iceland: www.youtube.com/watch?v=RgcMc92CYIE • Hawaii: www.theguardian.com/world/video/2015/aug/28/lava-hawaiis-kilauea-volcanovideo Scientists also found areas around volcanoes where lava had flowed. Show students the following images: • https://commons.wikimedia.org/wiki/Category:Aa_lava#/media/File:Aa-lava_taal.jpg • https://commons.wikimedia.org/wiki/Category:Aa_lava#/media/File:Antuco_Volcano.jpg • https://commons.wikimedia.org/wiki/Category:Aa_lava#/media/File:Era_uma_vez_uma_ casa..._(936401945).jpg Launch a discussion by saying, “The material in these images definitely looked like rock but they do not look like sedimentary rock. How do you think these rocks formed?” After students respond, discuss that scientists used their observations of volcanoes to suggest that these rocks were formed as a result of the heating of materials inside Earth. Scientists called these rocks igneous rocks. Then, introduce plutonist theory. Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Review with students what they have learned about maps so far. Explain that they will be exploring maps further by exploring the types of information maps can provide.

Activity/Exploration Science Class: Discuss that the students used a dichotomous key in Lesson 1 to identify different rocks. To build a dichotomous key, scientists look for similarities and differences among rocks (or other things) to look for patterns. They will often group or classify these rocks into groups based on these similarities and differences. Groups are often then subdivided by similarities and differences until scientists decide they can’t subdivide them any further since individuals in the group are all the same (e.g., they are from the same source, are the same species, are the same type of rock). The assumption is that these groupings reflect common ancestry/relatedness, whether that be historically, chemically, or regionally. This process of grouping organisms according to ancestry/ relatedness and trying to figure out how and why these groups occurred in nature is known as classification. If the similarities and differences are distinct enough for the different groups, they can be used to create identification guides using a method called a dichotomous key. It works simply by looking for the presence or absence of a particular feature, usually in two questions or decision points. By creating a series of questions that

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focus first on the differences within the larger groups and then questions that focus on differences within subgroups, the scientists uniquely identify a rock (or other natural objects). Through the process, patterns that emerge can be explored to determine if the shared patterns might be related to an explainable phenomenon. Explain to the students that they will be using the same process of classifying rocks to build a dichotomous key for a set of igneous rocks to look for patterns in the rocks that might be related to how they form. Provide groups of students with an igneous rock kit that contains at least the following rocks: andesite, basalt, diabase, diorite, gabbro, granite, obsidian, pumice, rhyolite, scoria, and tuff. Have students watch the video at www.youtube.com/watch?v=pvzoIeWxsI0 to gain an understanding about how to create a dichotomous key. Students will be sharing their keys at the end of the class. You will provide each group with two or three rocks and they will use another group’s dichotomous key to classify the rocks they were assigned. Then, they will the move to the next table and try the next group’s key. After students have gone around to each table, discuss some of the characteristics that were used in the keys. Be sure that students incorporate into their keys that some rocks have crystals and some do not and that some are lighter and others are darker. Ask students to explain why this might be the case.

STEM Research Notebook Prompt Have students search the internet for an answer to the following questions and record their findings in their STEM Research Notebooks: • “Why are some igneous rocks darker in color and others are lighter in color?” • “Why do some igneous rocks have larger crystals than others?” Students will find many responses from the Answers.com website. Help them recognize that most of these answers are likely to be too incomplete for a good description. Instead, help them identify websites that are more reliable such as those with .edu or .gov in the URL. Once students have found reliable sources of information, they should use them to develop detailed answers to the questions. In particular, they are looking for terms that might show up consistently. Darkness: • Students should find that darker rocks were formed in extremely hot temperatures (close to 1400oC) and are considered mafic because they are composed of a certain set of minerals that only form at extremely high temperatures.

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• Light rocks are a result of being formed in relatively cooler temperatures (800oC). They are called felsic because they are composed of minerals that are more likely to form at lower temperatures. • Since rocks can form in any temperature from 800oC to 1400oC, there will be a range of darkness. Crystal formation: • Students should find that crystals are formed as a result of cooling. Rocks that cool quickly will either not form crystals at all or will form very small crystals. These types of rocks largely form on the surface of Earth and are called extrusive rocks. Lava flows or rocks just below the surface of volcanoes are examples. • Alternatively, larger crystals are a result of slow cooling. These types of rocks will only occur underground and are considered intrusive (they often intrude into other rock layers). Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: To continue the map exploration, provide students with another activity sheet from the USGS What Do Maps Show web page: Activity Sheet #3—What You Can Learn From a Map (www.usgs.gov/science-support/osqi/yes/resourcesteachers/what-do-maps-show-activities) and instruct them to work through the activities. After students have completed Activity Sheet #3, provide them with Activity Sheet #4— How to Read a Topographic Map (available from the same web page). Again, instruct them to work through the activities on the sheet. Note: Additional resources are needed from the USGS What Do Maps Show? web page (www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0) in order for students to complete the activity sheets.

Explanation Science Class: Discuss with students the major ideas they have discovered about igneous rocks so far. These should include the following: • Igneous rocks are formed from the cooling of magma that comes from inside Earth. • The darkness or lightness of igneous rocks is a result of the minerals that form, a phenomenon that is driven by the temperature at which the rocks formed. Rocks formed in hotter conditions will be darker. Students should be able to explain the terms felsic, mafic, and intermediate rocks.

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• Students should be able explain that rocks formed close to or on the surface (extrusive rocks) will have smaller or no crystals formed because the cooling happens too quickly for crystal formation. Alternatively, those formed under the surface (intrusive rocks) cool much more slowly and produce larger crystals. Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Lead students in a discussion to encourage them to think about why there are different kinds of maps. Emphasize that there are different maps because mapmakers design each map for a specific purpose. Ask students to summarize what kind of information each of the maps from the previous activities provided and how they compared with each other. Provide examples of topographic maps and work with students to verify they understand how to interpret contour lines.

Elaboration/Application of Knowledge Science Class: Students should return to their conceptual models of rock formation and make modifications. They should now be able to include igneous rocks forming from molten magma, the temperature influence on the type of rock (felsic, intermediate, and mafic), and crystal size (intrusive and extrusive). Students should examine the rocks in their assigned areas to determine if any are igneous rocks and if they are felsic or mafic, intrusive or extrusive. After students identify rocks found in their assigned regions, ask them if they have any igneous rocks. Students should create a table, like the following for their igneous rocks:

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Name

Rock Type

Other Useful Information About the Rock

Basalt

Igneous

Mafic, extrusive

Diabase

Igneous

Mafic, intrusive

Gabbro

Igneous

Mafic, intrusive

Granite

Igneous

Felsic, intrusive

Obsidian

Igneous

Felsic, extrusive

Pumice

Igneous

Felsic, extrusive

Rhyolite

Igneous

Felsic, extrusive

Scoria

Igneous

Mafic, extrusive

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Ask students, “What does this say about your location’s geologic history?” Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Provide students with topographic maps of their study areas (maps can be found at https://sites.google.com/site/pblrockcycle) and have them do the following: • Describe where there is more elevation change and identify areas that are relatively flat. • Identify any major cities in their area. • Identify any major rivers, lakes, or oceans in their area. Have students look for other maps of their study areas. For example, they can use Google Earth. Have students list the types of maps they found and what information each map tells them about their assigned study area.

Evaluation/Assessment Students may be assessed on the following performance tasks and other measures listed. Performance Tasks • Class Participation Rubric (available at the end of Lesson Plan 1 on p. 93) • Correct identification of the rocks in their study area • Rock Cycle Model Rubric—Sedimentary and Igneous Rocks (p. 107) Other Measures • “How to Read a Topographic Map” activity sheet (available at www.usgs.gov/ science-support/osqi/yes/resources-teachers/what-do-maps-show-activities)

INTERNET RESOURCES USGS What Do Maps Show? teaching package • www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0 • www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-activities Volcanic activity videos and images • www.youtube.com/watch?v=5wKnwmRflnA&feature=iv&src_vid=YZY6kH_ RXSU&annotation_id=annotation_891304835

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• www.youtube.com/watch?v=ko2pd699N_U • www.youtube.com/watch?v=RgcMc92CYIE • www.theguardian.com/world/video/2015/aug/28/lava-hawaiis-kilauea-volcano-video • https://commons.wikimedia.org/wiki/Category:Aa_lava#/media/File:Aa-lava_taal.jpg • https://commons.wikimedia.org/wiki/Category:Aa_lava#/media/File:Antuco_Volcano.jpg • https://commons.wikimedia.org/wiki/Category:Aa_lava#/media/File:Era_uma_vez_uma_ casa..._(936401945).jpg Video about creating a dichotomous key • www.youtube.com/watch?v=pvzoIeWxsI0 Topographic maps of the study areas • https://sites.google.com/site/pblrockcycle

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Rock Cycle Model Rubric—Sedimentary and Igneous Rocks

Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

USING TERMINOLOGY

Uses a few of the terms learned so far to describe the model of rock formation.

Uses most of the terms learned so far to describe the model of rock formation.

Uses all of the terms learned so far to describe the model of rock formation.

ACCURACY OF THE MODEL— SEDIMENTARY ROCKS

Model is inaccurate or only includes a few concepts learned about sedimentary rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to sedimentary rock formation.

Model fully explains all of the concepts learned about sedimentary rock formation, including cementation and the role of minerals in cementation, compaction, and the role of gravity in the sedimentation process and formation of layers.

ACCURACY OF THE MODEL— IGNEOUS ROCKS

Model is inaccurate or only includes a few concepts learned about igneous rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to igneous rock formation.

Model fully explains all of the concepts learned about igneous rock formation and correctly includes the terms mafic, felsic, intermediate, extrusive, and intrusive.

Score

TOTAL SCORE: COMMENTS:

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Lesson Plan 3: Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation

In this lesson, students examine mechanisms that degrade and metamorphose rocks. In mathematics, students identify appropriate ways to communicate rate data for the data collected in their science labs. In ELA, students develop an understanding of scientific argumentation, culminating in the students writing their own arguments for the weathering experiments done in science. In social studies, students create models from topographic maps and relate topography to community infrastructure placement. The disciplinary core ideas and science practices gained in Lessons 1 and 2 are reinforced and deepened with the addition of metamorphic rocks. Students should continually reflect on their assigned study area and apply the knowledge and scientific way of thinking as they progress through the lesson in anticipation of Lesson 6 when they produce the museum display for their study area.

ESSENTIAL QUESTIONS • How do weather, transport, deposition, uplift, and metamorphic rocks fit into our understanding of geology? • How can we communicate rates of weathering in mathematical terms? • What is a scientific argument? • How does topography influence communities’ establishment and infrastructure?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Explain the mechanisms of weathering • Describe the role of weathering, transport, and deposition in the rock cycle • Describe the role of uplift and intrusion in the rock cycle • Explain uniformitarianism • Identify appropriate methods for visually displaying rate data • Define the terms claim, evidence, and reasoning • Explain the relationships among claim, evidence, and reasoning in a scientific argument • Describe the role that topography has on the placement of community infrastructure • Explain how a topographic map describes the topography of a region

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TIME REQUIRED • 6 days (approximately 45 minutes each day; see Tables 3.8 and 3.9, p. 43)

MATERIALS Materials for Science Class How Do Rocks Weather? Investigation • Copies of student handouts (pp. 131–137) • Materials for three stations: • Station 1: plaster of paris, water, a small balloon, empty pint-sized milk carton (bottom half only), clear plastic cup, water, marker, ruler, access to a freezer • Station 2: 5 jagged sandstone rocks soaked in water, containers with lids, a clear jar, scale, river rocks for students to compare after activity. • Station 3: 5 pieces of chalk; 5 50 ml beakers; scale; containers of liquids with the following pH: 4, 5, 6, 7, 8; tape; marker; tweezers How Does Weathered Rock Material Move? Activity • Copies of student handouts (pp. 138–141) • Copies of the module’s engineering design process diagram (p. 153) • A stream table (a piece of plastic gutter about 6 ft. long will suffice) • Water pump with attached hoses • Bucket (to catch water and in which to submerge the pump) • Two different sizes of aquarium gravel • Sand, meter stick, tape, marker Other materials for science class • Copies of the Web Exploration—Weathering and Sediment Movement handout (p. 142) and computers with internet access • Rock kits from Lesson 1, rock dichotomous key, and copies of the Comparing Metamorphic, Sedimentary, and Igneous Rocks handout (p. 145) • Scientific Arguments handout (p. 147)

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Mathematics • Computers with internet access and the means to create line graphs (ideally digitally) ELA • Computers with internet access Social Studies • Foam board and a blade for cutting the foam board • Glue • USGS What Do Maps Show? teaching package (this lesson uses the Shaded Relief Map and the Topographic Relief Map available at www.usgs.gov/science-support/ osqi/yes/resources-teachers/what-do-maps-show-0 and the “How to Make a Topo Salad-tray Model” page at www.usgs.gov/science-support/osqi/yes/resources-teachers/ how-make-a-topo-salad-tray-model) • Copies of the assigned study areas’ topographic maps (maps can be found at https://sites.google.com/site/pblrockcycle)

SAFETY NOTES 1. All involved must wear indirectly vented chemical splash goggles during all phases of these inquiry activities. 2. Direct supervision is required during all aspects of this activity to make sure safety behaviors are followed and enforced. 3. Make sure any items dropped on the floor or ground are picked up to avoid trip-and-fall hazards. 4. Immediately wipe up any water on the floor to avoid a slip-and-fall hazard. 5. Handle all materials (e.g., rocks, tools) with care given they can have sharps that can puncture or cut skin. 6. Wear a face mask when working with dry plaster to prevent the health hazard of inhaling the calcium sulfate or impurities that may be present in the powder. 7. Wear nonlatex gloves when working with plaster of paris and avoid situations in which skin might be in contact with the plaster.

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8. Do not wash plaster of paris down the drain because the plaster can set up in the plumbing. 9. Use caution when handling hot water to avoid burning skin. 10. Use caution when working with glass or plastic ware because it can shatter and cut or scrape skin. 11. Any electrical equipment (e.g., stream table) must be plugged into a GFI-protected electrical receptacle to prevent shock. 12. Wash hands with soap and water after completing each activity.

CONTENT STANDARDS AND KEY VOCABULARY Table 4.5 lists the content standards from the NGSS, Common Core State Standards (CCSS), and the Framework for 21st Century Learning that this lesson addresses, and Table 4.6 (p. 113) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some of all of the terms to students.

Table 4.5. Content Standards Addressed in STEM Road Map Module Lesson 3 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. • MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

SCIENCE AND ENGINEERING PRACTICES Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and/or use a model to predict and/or describe phenomena.

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Continued

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Table 4.5. (continued ) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

DISCIPLINARY CORE IDEAS ESS1.C: The History of Planet Earth • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.A: Earth Materials and Systems • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the Sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

CROSSCUTTING CONCEPTS Scale, Proportion, and Quantity • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

COMMON CORE STATE STANDARDS FOR MATHEMATICS MATHEMATICAL PRACTICES • MP1. Make sense of problems and persevere in solving them. • MP2. Reason abstractly and quantitatively. • MP4. Model with mathematics. Continued

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Table 4.5. (continued ) MATHEMATICAL CONTENT • 8.EE.A.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. • 8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS WRITING STANDARDS • W.8.1.A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. • W.8.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

FRAMEWORK FOR 21ST CENTURY LEARNING

• Global Awareness; Critical Thinking and Problem Solving; Communication and Collaboration; Information, Communications, and Technology Literacy; Flexibility and Adaptability; Initiative and Self-Direction; Productivity and Accountability; Leadership and Responsibility

Table 4.6. Key Vocabulary for Lesson 3 Key Vocabulary

Definition

chemical weathering

breaking down of rock in which the rock’s composition changes as a result of chemical reactions with substances in the environment; these reactions break down the bonds holding the rocks together

claims

statements that focuses on an answer to a problem or question—for instance, the question “How did all of the rocks form on Earth?”

contact metamorphism

metamorphism that happens around an igneous intrusion

deposition

when the transport/erosion process can no longer move sediments and they are deposited onto a surface

dynamic metamorphism

metamorphism that occurs along fault lines

evidence

the summarized data that support the claim Continued

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Table 4.6. (continued ) Key Vocabulary

Definition

igneous intrusion

a formation in which igneous rock pushes into an already existing rock formation above it, resulting in a dome shape

line graph

graph showing change over time in which points are plotted on a coordinate plane and connected with a line

mechanical weathering

breaking down of rocks due to physical forces in the environment; no chemical changes take place

metamorphism

change in rocks due to heat, pressure, or chemical reactions

reasoning

a process of thinking about something in a logical way to connect claims with evidence using scientific principles, rules, and understandings

regional metamorphism metamorphism that happens over a large area transport/erosion

movement of sediment away from its source

unconformity

gaps in the geologic record caused by a time period in which sediments were not preserved

uniformitarianism

geological theory stating that the mechanisms that formed rocks in the past are still working at the present

TEACHER BACKGROUND INFORMATION Science

In this lesson, students explore the logic of Hutton’s principle of uniformitarianism and his initial rock cycle model. In particular, students investigate mechanisms that influence the weathering (chemical and mechanical), transport (erosion), and deposition of sediments. They also look at unconformities and igneous intrusions in an attempt to explain how these could have occurred if the neptunist theory was correct. Students explore metamorphism (regional, contact, and dynamic) and the mechanisms that cause metamorphism (heat and pressure).

Mathematics Students look at data they collected in science class to determine the most appropriate way to visually communicate rate data (in this case it will be with a line graph). They also work to derive a formula to calculate rates of weathering. Students differentiate between instantaneous rates and average rates.

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ELA Students learn about scientific argumentation during this lesson. They will start with a simple “whodunit” story in an effort to identify the claims, evidence, and reasoning used. Claims are statements that focuses on an answer to a problem or question—for instance, the question “How did all of the rocks form on Earth?” Evidence is the examples of summarized data that support the claim. Reasoning is the scientific principles, rules, and understandings that connect the evidence and claim. Students then explore a second “whodunit” that incorporates their skills with topography and their understanding that groundwater flow is a result of gravity pulling to the lowest point. After that, students spend two class periods writing up scientific arguments for the outcomes of the How Do Rocks Weather? investigation they will have completed in science and mathematics. Finally, students explore historical scientific arguments about rock formation and laws of stratigraphy in an effort to identify the claims, evidence, and reasoning used.

Social Studies In social studies, students explore how topography influences the establishment of communities and the location of infrastructure in those areas. Students should understand that engineers need to work in groups and collaboration is important for designing solutions to problems. In this lesson, students are challenged to work in teams to create a three-dimensional topographic map. They will use an engineering design process (EDP), the same process that professional engineers use in their work. Students may be familiar with scientific processes but may not have experience with an EDP. Students should understand that the processes are similar but are used in different situations. Scientific processes are used to test predictions and explanations about the world. An EDP, on the other hand, is used to create a solution to a problem. In reality, engineers use both processes and your students’ experience will reflect this. They will use a scientific process within the research and knowledge building phase of the EDP for this module as they engage in their inquiry activities, and they will continue to use this EDP during the design and creation of their topographic map. A good summary of the similarities and differences in the processes can be found at www.sciencebuddies.org/engineering-designprocess/engineering-design-compare-scientific-method.shtml. A graphic representation of the EDP for this module is provided at the end of this lesson (p. 153). It may be useful to post this graphic in your classroom. You should be prepared to review each step of the EDP listed on the graphic with students.

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PREPARATION FOR LESSON 3 Science

The How Do Rocks Weather? investigation is intended to be set up in stations that students will move through over the course of the class. The materials for each station are listed in the Materials section of this lesson plan (p. 109). There are three stations in total: • Station 1: Students will make plaster of paris rocks surrounding a small balloon filled with water. They will then freeze the plaster and water balloon to see that the balloon expands causing the plaster to break apart. They will also record and measure the change in volume from water to ice by measuring the amount the level increases in a cup. They will finish taking measurements and drawing conclusions on the next day. • Station 2: Students will physically break rocks by shaking them in a container. It is important to have a strong plastic container with a waterproof lid for this activity. • Station 3: Students will use different liquids with different pH levels to examine the impact pH has on chalk. It is easiest to purchase premixed buffer solutions or powdered buffers at a science education supply store. Buffer solutions of various pH levels are provided as suggestions; however, students should test neutral and basic solutions as well. For the How Does Weathered Rock Material Move? activity, students will need stream tables and a water pump that has two speeds to run this experiment. Stream tables can be purchased at an education supply store, but alternatively a piece of rain gutter at least 6 feet in length will work just as effectively. In addition, students will be working with different-size particles. Aquarium rocks of different sizes are easily purchased; they come in multiple colors, allowing for the students to easily see the differences in distance. Rocks and sand should be premixed and given to students. In the final days of this lesson, students need the Web Exploration—Weathering and Sediment Movement handout and computers with internet access to examine how weathered material moves. In addition, they will be using the Comparing Metamorphic, Sedimentary, and Igneous Rocks handout to examine metamorphic rocks.

Mathematics On the second day of this lesson, students should come to class with their completed How Do Rocks Weather? handouts. The handouts will have all of the data necessary for the work done in mathematics. They do not need to have the ice data as there will be data provided for the activity.

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ELA For the ELA connection, you need internet access to project images. Students need computers with internet access to conduct research on the plutonist and neptunist theories. Students need copies of the Argumentation Graphic Organizer handout (p. 148).

Social Studies On the first day of this lesson, students need computers with internet access to complete the USGS mapping activity. On the other days, students need foam board, topographic maps, glue, and a method for cutting the foam board following a contour line.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving question for the module and challenge: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community? Also direct their attention to the driving question for the lesson (see next paragraph). Hold a brief student discussion of how their learning in the previous days’ lesson(s) contributed to their ability to create their communication plan and build their visual display for the challenge. You may wish to hold a class discussion, creating a class list of key ideas on chart paper, or you may wish to have students create a notebook entry with this information. Driving Question for Lesson 3: How does topography influence the establishment and infrastructure of communities? Science Class: Remind students that they have discovered, like scientists did, that there are two different kinds of rocks that formed under different conditions. To the neptunists, igneous rocks were not thought to contribute significantly to the overall formation of Earth; however, a competing theory (plutonism) argued that igneous rocks might play a more important role. Have students read the following information about plutonism: • https://en.wikipedia.org/wiki/Plutonism • https://publish.illinois.edu/foundationofmoderngeology/plutonism Introduce Hutton’s observation about soil erosion and related suppositions that soil is eroded away but there is always soil remaining. Hutton argued that new soil was formed from weathered rock and decaying matter. Next, show students an image of the Grand Canyon that shows accumulated rocks on the ledges and lower down in the canyon (an example is on the following web page:

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https://commons.wikimedia.org/wiki/Grand_Canyon#/media/File:32_-_Grand_Canyon_-_ Ao%C3%BBt_2006.jpg). Ask students if the accumulation of rocks on the ledges and lower down in the canyon is evidence of rocks weathering. Tell students that in the next couple of classes they will explore how rocks weather. Mathematics Connection: Discuss with students that they are conducting experiments to answer research questions related to weathering in their science class. One important skill involved in answering research questions is to learn to communicate results both graphically and mathematically. Tell students that they can use these tools to analyze their results. Present the data in the table that follows to students. Highlight that the data were collected to determine how much freezing and thawing would affect the weathering of sandstone. Weathering was measured as the percent change in the mass of the rocks. Ask students to create ways to communicate these results graphically. Have students access the National Center for Education Statistics (NCES) Kids’ Zone Create a Graph web page at https://nces.ed.gov/nceskids/createagraph and ask them to create a graph using these data:

Average Cumulative Percent Change in Mass of 5 Samples of Sedimentary Rocks Undergoing Freeze-Thaw Cycles (data derived from Wells, Hancock, and Fryer 2008) # OF CYCLES Sandstone (5 samples averaged)

17

34

60

100

125

140

155

–0.5%

–1.2%

–1.9%

–2.8%

–3.8%

–4.3%

–4.9%

Once students have created their graphs, have them share the graphs and discuss why they made their choices. ELA Connection: Ask students to discuss what they know about argument. Discussions may focus on the idea that argument is contentious and represents groups of people with different ideas trying to argue their point. Emphasize that argumentation is often seen as being contentious but that in communication, argumentation is about communicating ideas effectively. In science, the use of argumentation is used to effectively communicate an idea in an attempt to convince others that an idea explains a natural phenomenon. Social Studies Connection: Review what the students learned in the previous lessons about maps. Ask them to consider how topography and geography might influence where a community is established.

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Activity/Exploration

How Do Rocks Weather? Investigation

Science Class: Introduce students to the three stations for the How Do Rocks Weather? investigation. Provide them with all of the How Do Rocks Weather? Day 1 handouts (pp. 131–135) and allow them to work on this activity. The next day, remind students that they placed materials in the freezer during the previous lesson on weathering. They will now need to complete the How Do Rocks Weather? Day 2 handouts (pp. 136–137). Discuss with the students the Grand Canyon image from the previous part of the lesson. Ask students to consider why, if the rocks are just weathering where they are, there aren’t bigger piles of sediments under the rocks. Tell students that the next investigation might help them understand what happens to the sediments as the rock weathers. Provide the How Does Weathered Rock Material Move? handout (p. 138). Orient the students to the stream table. Warn them that they need to be careful walking as the water is likely to splash onto the ground. In addition, they will be working with a water pump that will be plugged in, so they should be very careful not to let the water spill or get near the plug. During the next class, explain that the activities on the previous two days provide evidence that the rocks weather and the sediments can be moved. Describe that for this activity students will be looking at various internet resources to try and explain in more scientific terms what is happening at each station. Break students into pairs and provide them with a computer with internet access and the Web Exploration—Weathering and Sediment Movement handout (pp. 142–144). Instruct students to use Google and record their information in their STEM Research Notebooks. If they need some guidance about how to search for answers, encourage them to identify key words in the sentences from the handout that they can use in their search. Note: Before moving on to the next activity, complete the How Do Rocks Weather? Investigation, Continued subsection in the Explanation section (p. 124).

Hutton Exploration: Part 1 Remind the students that they learned about Hutton’s argument that soil eroded constantly, but never disappeared, suggesting new soil was being formed. This led Hutton to ask the following question: If rocks were being eroded away through weathering with no new formation of rocks, as the neptunists had argued, why hadn’t the land eroded below sea level?

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Hutton could not explain this, but he did come up with an alternative explanation. He suggested that the erosion of existing rocks was offset by the creation of new rocks by the action of volcanoes and other processes within the Earth. In his field work, Hutton explored a number of places. Siccar Point in Scotland was especially interesting to him. While doing field work there he found the rock formations pictured in the images provided at the URLs that follow. Show the students the images and ask them to make observations about the directions of the layers. Have them create diagrams of what they see. • https://commons.wikimedia.org/wiki/File:Hutton%27s_unconformity_siccar_point.JPG • https://commons.wikimedia.org/wiki/File:Siccar_Point_red_capstone_closeup.jpg Hutton and his colleagues recognized the rock in these formations were all sedimentary rocks. Review Steno’s laws of stratigraphy and ask students if any of these rock formations seem to be breaking Steno’s laws. The students should recognize that the Law of Original Horizontality appears to be inapplicable since the layers are going in very different directions. Hutton also noticed rock formations at other locations that looked similar. Show the students the image at the URL that follows (https://commons.wikimedia.org/wiki/ File:Diabase_Intrusion_into_Balls_Bluff_Siltstone_(4802114162).jpg) and point out that the darker rock layer is igneous rock. Have the students make observations about the rock layers and diagram the layers. Ask the students, “Does this rock formation also follow the Law of Original Horizontality?” Students should recognize that the layer of igneous rock was formed after the sedimentary layers on the right and left of the igneous rock. Next, explain to students that they will explore some websites to figure out how Hutton explained these rock formations. The website URLs and the questions that can be answered by exploring those websites follow. Provide the questions on the board and give students the website URLs. Students should respond to the prompts in their STEM Research Notebooks: • http://historyofgeology.fieldofscience.com/2010/10/granite-controversy-neptunism-vs.html • How did Hutton use his observations to refute the Neptunists theory of rock formation? What was his evidence? • http://kygeologist.blogspot.com/2011/02/reflections-on-geologic-time-problem.html • What is uniformitarianism? • What evidence did Hutton provide that granite was igneous and formed from melting rock?

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• What is the Law of Cross-Cutting Relationships? Which evidence did Hutton use to make the argument that this should be a law? • What is an unconformity? What is an example? • How did Hutton’s observations of an unconformity result in discovering “deep time?” • https://publish.illinois.edu/foundationofmoderngeology/plutonism .

• How did Hutton explain how granite (an igneous rock) came to be an intrusion into the already formed sedimentary rock? Note: Before moving on to the next activity, complete the Hutton Exploration: Part 1, Continued subsection in the Explanation section (p. 124).

Hutton Exploration: Part 2 The next day, remind students that Hutton had made several contributions to geologists’ understanding of rock formation. One contribution in particular was not fully appreciated until later: Specifically, Hutton argued that granite was an igneous rock because it “baked” the sedimentary rocks that it intruded into, making the sedimentary rocks more brick-like. Later, a geologist by the name of Charles Lyell argued that these “baked” rocks were actually a new type of rock that he called metamorphic rocks. Since then a great deal has been learned about metamorphic rocks. Have students go to the following websites to determine what scientists have figured out about metamorphic rocks: • http://geology.com/rocks/metamorphic-rocks.shtml • www.rocksandminerals4u.com/metamorphic_rocks.html • https://en.wikipedia.org/wiki/Metamorphic_rock Specifically, students should respond to the following prompts in their Research Notebooks: • What are the primary mechanisms by which metamorphic rocks are formed? • How do these mechanisms cause the original rocks to change into a different type of rock? • Why types of metamorphism are there? Explain them and provide examples of rocks formed under each type of metamorphism. As students finish answering the questions, provide them with the Comparing Metamorphic, Sedimentary, and Igneous Rocks handout (pp. 145–146) and the rock kits.

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Mathematics Connection: After students have shared their graphs (see the Introductory Activity/Engagement section), have them go to the websites listed below to explore information about different kinds of graphs and provide an argument for why their type of graph is a good way to visually communicate the data based on the research questions from the How Do Rocks Weather? handouts. • www.labnol.org/software/find-right-chart-type-for-your-data/6523 • www.mathgoodies.com/lessons/graphs/compare_graphs.html Have students share their arguments. Ask students how they might describe how the mass of the rocks changes from one time frame to the next. Next, have students watch the following video about unit rates: www.youtube.com/ watch?v=PN9gXDlKES4. Ask the students to work in their groups to use the data to come up with rates of weight changes. Then, ask the students to explore their data and provide an argument for whether or not the rate of the weathering remained the same throughout the experiment. ELA Connection: Provide the coats image used in Lesson 1 (attached as a new handout at the end of this lesson on p. 147) and provide different questions to prompt students to make arguments. Examples might include the following: What order did the students arrive to school? Knowing that Emily arrived just after classes started, what can we say about the arrival time of the other students? Next, show the following video about claims, evidence, and reasoning: www.youtube. com/watch?v=fkpZfpNWjWY. Then, tell students that scientific arguments are built around the following: • Claims: statements that focus on answers to problems or questions (e.g., the question, How did all of the rocks form on Earth?) • Evidence: examples of summarized data that support the claim • Reasoning: the scientific principles, rules, and understandings that connect the evidence and claim For example, with Steno’s Law of Original Horizontality, Steno claimed that sedimentary rocks were deposited horizontally, his evidence was the layers of rocks that he found, and his reasoning was that sediments will always fall horizontally. Use a new handout to revist the image of coats used in Lesson 1 (see p. 147). Ask students to evaluate and revise their original arguments to include a claim, evidence, and reasoning. The next day, have students complete the following activity from the Environmental Protection Agency (EPA) on tracking pollution: www3.epa.gov/safewater/kids/pdfs/activity_ grades_9-12_trackingpollution.pdf. This activity guides students to build an argument about

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the source of pollution in groundwater. The activity also builds on students understanding of topographic maps.

Plutonism vs. Neptunism For this activity, students will read information from websites to explore the two competing theories of rock formation presented by plutonists and neptunists. Provide the following websites and explain to the students that they should have seen some of these websites before in science. Today, they will be examining them to evaluate their scientific argument. • https://en.wikipedia.org/wiki/Plutonism • https://publish.illinois.edu/foundationofmoderngeology/plutonism • https://en.wikipedia.org/wiki/Neptunism • https://publish.illinois.edu/foundationofmoderngeology/neptunism Students will compare the two arguments, with an emphasis on the argument for basalt being either sedimentary or igneous. Guide students to recognize that these are examples of two competing ideas regarding how rocks form. Split up students into groups and assign them to be a plutonist or neptunist. Have students use the Argumentation Graphic Organizer (p. 148) to identify the claim, evidence, and reasoning for their assigned stance (plutonist or neptunist). Social Studies Connection: On the first day of this lesson for social studies, have students go to the USGS What Do Maps Show? web page (www.usgs.gov/science-support/osqi/ yes/resources-teachers/what-do-maps-show-0) to view two maps: the Shaded Relief Map and the Topographic Relief Map. Both maps are of the Salt Lake City area. Ask students to look for patterns regarding the topography for where specific community infrastructure can be found. Ask students the following questions: • What topographic features are established roads typically associated with when they are occur in mountains? Why do you think they are found here? (Answer: Typically, the roads are built along the bottom of canyons where streams have cut. These areas are typically flatter, making the roads easier to build.) • What is the topography like where airports are found? Why? (Answer: Airports are found in large areas that are relatively flat. Airports need large flat areas for planes to land.) • Where are railroads located? Why? (Answer: Railroads are located along the base of mountains. This area is flatter and easier to travel on when pulling larger loads.)

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Next, have students go to http://maps-for-free.com and access maps for their assigned areas. Have them determine if the patterns they noticed occur frequently. Have the students turn on the “admin layer” to show cities and “water layer” to show streams and lakes. Have students look for patterns where cities are typically located. Ask students to verbally share the patterns they identified with the rest of the class.

Explanation Science Class: This section continues activities that were started in the Activity/Exploration section. Go back to Activity/Exploration section to start the next activity after completing an activity in this section.

How Do Rocks Weather? Investigation, Continued Go over the Web Exploration—Weathering and Sediment Movement handout with the students after they have completed it. Ask students to relate what they saw in the previous explorations to what they read about. Highlight that they now have more scientific principles to explain what happened in their previous days’ investigations. Remind the students that they were looking at Hutton’s argument that soil eroded away constantly, but never disappeared. This suggests that new soil was being formed and implies that rocks must be breaking down and forming soil. Ask students to re-examine their current model of rock formations. Ask them to consider how they need to modify the model now that they have more information available. They should indicate that all rocks can undergo weathering and break down. Have students revise their models.

Hutton Exploration: Part 1, Continued Discuss the answer the students were able to derive from the readings about how Hutton addressed his observations about unconformity and igneous intrusions. Focus on the following points: • Hutton used his observations and information to formulate the theory of uniformitarianism, which states that the processes that formed rocks in the past are still acting in the present and act at the same rate. • Hutton provided evidence that granite was igneous and intruded into sedimentary rocks, providing the argument for the Law of Cross-Cutting Relationships. • Define intrusion. For an example image, show students the image of Acadia National Park from www.nps.gov/subjects/geology/igneous.htm (it is should be the

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third image on the page; if it is not there, a direct link to the image is available at www.nps.gov/subjects/geology/images/ACAD-diabase-dike.jpg. • Unconformities provide evidence that somehow rocks had been uplifted and tilted. Hutton’s primary argument was that heating caused objects to expand. This is related to discoveries that were being made during his lifetime: • The steam engine was becoming more useful, and science was showing that heating causes materials to expand. • Scientists were providing evidence that the temperature got warmer as you went deeper into Earth. • Hutton argued then that rock formation was a cycle. Ask students to re-examine their current model of rock formations. Ask them to consider how they need to modify the model now that they have more information available. They should indicate that the process should be cyclical with uplift causing rocks to be lifted for weathering to occur.

Hutton Exploration: Part 2, Continued Discuss with students what they learned about metamorphic rocks. Focus on the following: • Metamorphic rocks are formed from heat, pressure, or both. • There are different types of metamorphism—contact, regional, dynamic. • The type of rock that is formed is dependent on what type of rock it was before it underwent metamorphosis (the rocks will have similar features). Mathematics Connection: Continue the mathematics connection from the Activity/ Exploration section by discussing with the students the use of different kinds of graphs. In particular focus on graphs from a research question perspective for science: • When asking a question of difference, the best graphs will be box-and-whisker plots or histograms because they provide the central tendency, the spread, and the skewness of the data. • When asking a question about relationships, the best graph will be a scatterplot because it shows how one variable changes as another is changed. • For a question related to change over time, a line graph is best because it provides ways to show trends.

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Discuss rates as a measure of the speed at which something happens over a period of time. This is calculated quite simply as change divided by time. Since the timeframe is relative, you can have an instantaneous rate of change (as we saw when comparing between various time periods) or an overall rate of change (which can be calculated by looking at the overall change divided by the overall time). ELA Connection: Continue the ELA connection from the Activity/Exploration section by reviewing with students the components of good scientific arguments that you introduced earlier in this lesson: • Claims: statements that focus on answers to problems or questions (e.g., the question, How did all of the rocks form on Earth?) • Evidence: examples of summarized data that support the claim • Reasoning: the scientific principles, rules, and understandings that connects the evidence and claim Social Studies Connection: Continue the social studies connection from the Activity/ Exploration section by discussing the students’ findings regarding how topography influences community location.

Elaboration/Application of Knowledge Science Class: Ask students to re-examine their current model of rock formations. Ask them to consider how they need to modify the model now that they have more information available. They should indicate that the process should include metamorphic rock. Have students examine rocks from their study areas to determine if there are any metamorphic rocks. Ask students, “What would that suggest about the geologic history of your area?” Mathematics Connection: Inform students that they will be practicing the graphing and graph interpretation skills they will need when they start working on communicating their data from the weathering experiments in the How Do Rocks Weather? investigation. Provide the students with the data from the table below and the following research question: What is the cumulative mass loss of different types of sedimentary rock with increasing free-thaw cycles? Note: This set of data requires students to create multiple line graphs and make comparisons.

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Cumulative Percent Change in Mass of Samples of Different Sedimentary Rocks Undergoing Freeze-Thaw Cycles (data from Ghobadi and Babazadeh 2015) Sample Identifier

Number of Cycles 15

30

60

A

–0.63%

–0.66%

–0.68%

B

–0.01%

–0.1%

–0.26%

C

–0.05%

–0.17%

–0.47%

CG

–0.26%

–0.6%

–2.5%

Tr

–0.7%

–0.88%

–2.93%

Min

–0.17%

–0.24%

–0.47%

SH

–0.17%

–0.21%

–0.46%

During the next two days, students should bring their data from the How Do Rocks Weather? investigation from science class. Provide guidance and support as students work to generate graphs and calculate rates for the weathering experiments. ELA Connection: Continue the ELA connection over the last two days of the lesson by having students generate scientific arguments about weathering using the data they collected in science and mathematics (students collected data in science and generated ways to communicate the data using graphical and mathematical calculations during mathematics). On the first day, students can complete the written argument for factors influencing weathering. The second day can be used for peer review of the arguments and revisions. Social Studies Connection: Continue the social studies connection by having students use an EDP to create a topographic map model of their study area using the instructions found on the USGS website: www.usgs.gov/science-support/osqi/yes/resources-teachers/ how-make-a-topo-salad-tray-model. Note: instead of using clear plastic salad containers, students should use foam board that is approximately ¼ inch thick. Students should use the topographic maps of their study area found at https://sites.google.com/site/pblrockcycle. The following are the specifications and constraints for the models: • Students will choose their own scale, but the model must accurately represent the topography of the area so that it closely resembles their assigned region’s topography; it does not need to match every topographic feature, but it does need to accurately represent the major topographic features. Students will therefore

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need to identify an appropriate overall map scale and an appropriate contour distance. • The map model should have a legend that includes the scale and the direction of north. • Major cities and rivers should be identified on the model. Have students record their answers and notes for the following EDP steps in their STEM Research Notebook: • Step 1: Define. State the problem. (What are you trying to do?) • Step 2: Learn. What the best solutions as your team designs and builds the threedimensional map? For example, what will be the scale and contour distance? • Step 3: Plan. Make a plan for the scale, contour distance, and other information provided for the legend. • Step 4: Try. Build it! Be sure everyone on the team has an equal chance to contribute. • Step 5: Test. Test your design. Share your team’s map with another team and have them check the accuracy of your map. Do they have any suggestions? • Step 6: Decide. Make any modifications to your map based on the other group’s feedback. What did you change?

Evaluation/Assessment Students may be assessed on the following performance tasks and other measures listed. Performance Tasks • Class Participation Rubric (available at the end of Lesson Plan 1 on p. 93) • Correct identification of the rocks in assigned study areas • Rock Cycle Model Rubric—Sedimentary, Igneous, and Metamorphic Rocks (students’ models should now be a cycle that includes weathering, uplift, and metamorphic rocks; see rubric on p. 149) • Data Communication Rubric (p. 151) • Argumentation Graphic Organizer (p. 148) • Topographic Model Rubric (p. 154)

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Other Measures • How Do Rocks Weather? handouts (pp. 131–137) • How Does Weathered Rock Material Move? handout (pp. 138–141) • Web Exploration—Weathering and Sediment Movement handout (pp. 142–144) • Comparing Metamorphic, Sedimentary, and Igneous Rocks handout (pp. 145–146)

INTERNET RESOURCES USGS What Do Maps Show? teaching package • www.usgs.gov/science-support/osqi/yes/resources-teachers/what-do-maps-show-0 • www.usgs.gov/science-support/osqi/yes/resources-teachers/how-make-a-topo-salad-tray-model Topographic maps of the study areas • https://sites.google.com/site/pblrockcycle Engineering design process • www.sciencebuddies.org/engineering-design-process/engineering-design-comparescientific-method.shtml Information about plutonism and neptunism • https://en.wikipedia.org/wiki/Plutonism • https://publish.illinois.edu/foundationofmoderngeology/plutonism • https://en.wikipedia.org/wiki/Neptunism • https://publish.illinois.edu/foundationofmoderngeology/neptunism Image of the Grand Canyon • https://commons.wikimedia.org/wiki/Grand_Canyon#/media/File:32_-_Grand_ Canyon_-_Ao%C3%BBt_2006.jpg NCES Kids’ Zone Create a Graph web page • https://nces.ed.gov/nceskids/createagraph Images of rock formations • https://commons.wikimedia.org/wiki/File:Hutton%27s_unconformity_siccar_point.JPG • https://commons.wikimedia.org/wiki/File:Siccar_Point_red_capstone_closeup.jpg • https://commons.wikimedia.org/wiki/File:Diabase_Intrusion_into_Balls_Bluff_Siltstone_ (4802114162).jpg

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Information about Hutton’s explanation of rock formation • http://historyofgeology.fieldofscience.com/2010/10/granite-controversy-neptunism-vs.html • http://kygeologist.blogspot.com/2011/02/reflections-on-geologic-time-problem.html • https://publish.illinois.edu/foundationofmoderngeology/plutonism Information about metamorphic rocks • http://geology.com/rocks/metamorphic-rocks.shtml • www.rocksandminerals4u.com/metamorphic_rocks.html • https://en.wikipedia.org/wiki/Metamorphic_rock Information about graphs • www.labnol.org/software/find-right-chart-type-for-your-data/6523 • www.mathgoodies.com/lessons/graphs/compare_graphs.html Video about unit rates • www.youtube.com/watch?v=PN9gXDlKES4 Video about claims, evidence, reasoning • www.youtube.com/watch?v=fkpZfpNWjWY EPA activity on tracking pollution • www3.epa.gov/safewater/kids/pdfs/activity_grades_9-12_trackingpollution.pdf Resource for maps • http://maps-for-free.com Example image of intrusion • www.nps.gov/subjects/geology/igneous.htm • www.nps.gov/subjects/geology/images/ACAD-diabase-dike.jpg

REFERENCES Ghobadi, M., and R. Babazadeh. 2015. Experimental studies on the effects of cyclic freezing– thawing, salt crystallization, and thermal shock on the physical and mechanical characteristics of selected sandstones. Rock Mechanics and Rock Engineering 48 (3):1001–1016. Wells, T., G. Hancock, and J. Fryer. 2008. Weathering rates of sandstone in a semi-arid environment (Hunter Valley, Australia). Environmental Geology. 54 (5): 1047–1057.

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HOW DO ROCKS WEATHER? STATION 1: DAY 1 PART 1: What you need: plaster of paris, water, a small balloon, empty pint milk carton (bottom half only), a freezer What to do: 1. Fill the balloon with water until it is the size of a ping-pong ball. Tie a knot at the end. 2. Mix water with plaster of paris until the mixture is as thick as yogurt. Pour into the milk carton. 3. Push the balloon down into the plaster until it is about 1/4 inch under the surface. Hold the balloon there until the plaster sets enough so that the balloon doesn’t rise to the surface. 4. Let the plaster harden for about 1 hour. 5. Put the milk carton in the freezer overnight. PART 2: What you need: Clear plastic cup, water, marker, ruler What to do: 1. Fill cup half full with water. 2. Measure how high the water level is in the cup using the ruler (measure in millimeters). 3. Using the marker, draw a thin line showing the water layer on your cup. 4. Place the water in the freezer overnight.

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 Name: STUDENT HANDOUT, PAGE 1

HOW DO ROCKS WEATHER? STATION 2: DAY 1 What you need: 5 jagged sandstone rocks soaked in water, containers with lids, a clear jar, scale What to do: 1. Weigh, in grams, 5 rocks after drying the water off with a paper towel. Record this weight in the table below. Also, make observations about the shape of the rocks, and record these observations in the table below. 2. Pour the water the rocks were soaked in into the clear jar. Describe how the water looks (is it clear, cloudy, are the materials floating or at the bottom of the jar?) 3. Put the rocks in the container and fill the container halfway with water. 4. Securely fasten the lid on the container and shake 100 times. 5. Remove the rocks and make observations about their shape. Record in the table. Dry with a paper towel and reweigh and record in the table. 6. Pour the water into the clear jar and record your observations describing how the water looks (is it clear, cloudy, are the materials floating or at the bottom of the jar?). Compare with the previous observation. 7. Put the rocks back into the shaking container and pour the water back into the shaking container. 8. Repeat steps 4 through 7 nine more times (for a total of 1,000 shakes).

DATA FROM ROCK SHAKING # of Weight of Shakes Rocks (g)

Observation of Rocks

Observation of Water in the Clear Jar

0 100 200 300 400 500 600

700 800 900 1,000 132

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HOW DO ROCKS WEATHER? STATION 2: DAY 1 1. Look at the data. What happened to the weight of the rocks as they were shaken more?

2. What was happening that caused the changes in weight?

3. What observations did you notice about the rocks as they were shaken?

4. What observations did you notice about the water in the clear jar?

5. Obtain a sample of river rocks provided by your teacher. Make observations about the rocks. What do you notice about these rocks compared with the sandstone that you started with?

6. Think about where these river rocks were found and compare them to the activity you just did. Explain why these rocks are so smooth.

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HOW DO ROCKS WEATHER? STATION 3: DAY 1 What you need: 5 pieces of chalk, 5 50 ml beakers, scale, containers of liquids (pH 4, 5, 6, 7, 8), tape, marker, tweezers. What to do: 1. Weigh each piece of chalk to the nearest milligram and record in the table below. 2. Label each beaker with a different pH to match the pH of the liquids. 3. Pour 25 ml of each liquid into its appropriately labeled beaker. 4. Observe the liquid in the beaker (is it clear, cloudy, etc.) and record your observations in the table below. 5. Place each piece of chalk in a small beaker. 6. Observe what is happening in each beaker and record your observations in the table below. 7. Wait 5 minutes, remove the chalk, and dry with a paper towel by patting. 8. Weigh each piece of chalk to the nearest milligram and record in the table below.

pH 4

pH 5

pH 6

pH 7

pH 8

Initial Weight Ending Weight Difference (Initial Weight – Ending Weight) % Change (Difference/Initial Weight x 100) Observations of Liquid Before Chalk Observations of Liquid After Chalk Is Removed Observations While Chalk Was in Liquid 134

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HOW DO ROCKS WEATHER? STATION 3: DAY 1 1. Look at the data. What happened to the weight of the chalk in the different liquids?

2. What did you notice happening in the beakers with lower pH?

3. Describe how the liquid looked before the chalk was added and after the chalk was removed?

4. Why do you think the chalk changed weight in some and not all of the pHs?

5. Chalk is made up of calcium carbonate, minerals often found in limestone. Rain water usually has a pH of between 5 and 5.5. Based on this information, explain what you think would happen to limestone as it was rained on.

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HOW DO ROCKS WEATHER? STATION 1: DAY 2 1. Remove the containers with the plaster from the freezer. Make observations. What happened?

2. Remove the cup from the freezer. Measure the ice level with the ruler (again in millimeters). How does this compare to the level you measured before you froze the water?

3. What does the evidence suggest about what happens to water as it freezes?

4. What do you think caused the outcome with the plaster and water balloon seen in Question 1?

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HOW DO ROCKS WEATHER? STATION 1: DAY 2 The Station 1 experiment suggests that freezing and thawing can break up rocks. However, does it happen to real rocks? Below is a table of data showing sandstone that was weighed, soaked in water, and then exposed to multiple freezing and thawing events (known as freeze-thaw cycles). After a set number of freeze-thaw cycles, the rocks were rinsed and dried completely to determine changes in weight. Average Cumulative Percent Change in Mass of 5 Samples of Sedimentary Rocks Undergoing Freeze-Thaw Cycles (data derived from Wells, Hancock, and Fryer 2008) # of Cycles

17

34

60

100

125

140

155

Sandstone

–0.5%

–1.2%

–1.9%

–2.8%

–3.8%

–4.3%

–4.9%

(5 samples averaged) 5. Does this evidence support or refute that freezing and thawing cause rocks to break apart in weathering? Explain.

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HOW DOES WEATHERED ROCK MATERIAL MOVE? What you need: stream table (piece of plastic gutter), water pump with attached hoses, bucket (to catch water and in which to submerge the pump), two different sizes of aquarium gravel, sand, meter stick, tape, and marker.

What to do: 1. Mix the aquarium gravel and sand thoroughly and put 3 cups at the top of the stream. 2. Spread out the rock mixture so that it is evenly spread across the entire width of the stream table and is level on top. 3. Mark the bottom edge of the rock mixture on the side of the stream table with a piece of tape and then mark a more exact line on the tape 4. Place the hose on the edge of the upper section of the rock mixture. Secure the hose so that it does not move. 5. Turn on the pump at low speed and allow water to flow over and through the rock mixture. 6. Measure, in centimeters (cm), the farthest distance that the sand, and different-size gravel, traveled from the starting point. Record your results in the first table on the next page. 7. Gather all of the particles and mix them together and place at the start again before repeating the trial 4 more times for a total of 5 trials. Record the results from each trial in the first table on the next page.

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HOW DOES WEATHERED ROCK MATERIAL MOVE? Distance Particles Traveled (in cm) With the Pump on Low Trial

Sand

Small Gravel

Larger Gravel

1 2 3 4 5

8. Repeat the experiment 5 more times but turn the pump to high. Record the data in the table below. Distance Particles Traveled (in cm) With the Pump on High Trial

Sand

Small Gravel

Larger Gravel

1 2 3 4 5

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HOW DOES WEATHERED ROCK MATERIAL MOVE? 1. Looking at the data from each run, how does size of the particle influence how far it travels? Why?

2. Looking at the data for each run, how does the speed of the water influence how far particles travel? Why?

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HOW DOES WEATHERED ROCK MATERIAL MOVE?

Note: A full-color version of this image is available on the book’s Extras page at www.nsta.org/roadmap-earth.

3. The above image shows a river flowing into the Caribbean Coast near Trujillo, Honduras. Where do you think the sediments that are forming this delta at the mouth of the river come from?

4. Using the knowledge you have developed so far, how would you explain why the mouth of this river is so shallow where it meets the ocean? Where did the sediments come from?

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 Name: STUDENT HANDOUT, PAGE 1

WEB EXPLORATION— WEATHERING AND SEDIMENT MOVEMENT PART 1: 1. How is weathering different from erosion?

2. What are the different types of weathering?

3. For each type of weathering, provide the following information in the space below: a. Explain how this type of weathering causes rocks to break apart. b. What are examples of this type of weathering that we did in the How Do Rocks Weather? investigation? c. What are other examples of this type of weathering that could occur?

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WEB EXPLORATION— WEATHERING AND SEDIMENT MOVEMENT 4. What is transport and deposition as they relate to movement of sediments?

5. What are ways that sediments can be transported?

6. What are factors that influence transport rates?

7. Why are sedimentation particles deposited?

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WEB EXPLORATION— WEATHERING AND SEDIMENT MOVEMENT PART 2: 8. How is weathering different from erosion?

9. Explain the two types of weathering. Provide examples from the How Do Rocks Weather? investigation.

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COMPARING METAMORPHIC, SEDIMENTARY, AND IGNEOUS ROCKS If metamorphic rocks are formed by changes in already-existing rock, can we figure out the “ancestor” rock for a metamorphic rock? Earlier in this unit, you used a dichotomous key to identify rocks in the rock kit. You will be exploring these rocks and that dichotomous key again to determine the rock origins of metamorphic rocks. On the rock key, you will see that the names have letters next to them. As you can see on the bottom of the key, the letters indicate which rocks on the key are igneous, sedimentary, and metamorphic. 1. Obtain the rock kits provided by your teacher and identify all of the rocks again. 2. Propose which of the rocks that you think might have been a parent for each metamorphic rock. Provide the evidence for why you think that. Metamorphic Rock

Potential Parent Rock

Evidence

Gneiss

Schist

Marble

Phyllite Slate

Quartzite

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COMPARING METAMORPHIC, SEDIMENTARY, AND IGNEOUS ROCKS 3. Now that you have proposed which of the rocks you think might have been a parent for each metamorphic rock, do an internet search on each rock and identify the parent rock and the conditions under which the rock formed (provide all the conditions that are available, including temperature and location). Metamorphic Rock

Parent Rock

Conditions

Gneiss

Schist

Marble

Phyllite

Slate

Quartzite

146

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SCIENTIFIC ARGUMENTS Let’s revisit the image of the pile of coats that was discussed at the beginning of this module. These coats have accumulated on the floor as students arrived for school. What color coat do you think belongs to the student who was the first one to arrive at school? Why?

Note: A full-color version of this image is available on the book’s Extras page at www.nsta.org/roadmap-earth.

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 Name: STUDENT HANDOUT

ARGUMENTATION GRAPHIC ORGANIZER Problem/Question:

Original Claim:

Evidence

Reasoning

1. 2. 3.

Evidence Number

148

Rebuttal

Valid

Rationale

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Rock Cycle Model Rubric—Sedimentary, Igneous, and Metamorphic Rocks Name:

Emerging (1 point)

Proficient (2 points)

USING TERMINOLOGY

Uses a few of the terms learned so far to describe the model of rock formation.

Uses most of the terms learned so far to describe the model of rock formation.

Uses all of the terms learned so far to describe the model of rock formation

ACCURACY OF THE MODEL— SEDIMENTARY ROCKS

Model is inaccurate or only includes a few concepts learned about sedimentary rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to sedimentary rock formation.

Model fully explains all concepts learned about rock formation, including cementation and the role of minerals in cementation, compaction, and the role of gravity in the sedimentation process and formation of layers

Model is inaccurate ACCURACY OF or only includes a THE MODEL— IGNEOUS ROCKS few concepts learned

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to igneous rock formation.

Model fully explains all concepts learned about rock formation and correctly includes the terms mafic, felsic, intermediate, extrusive, and intrusive.

ACCURACY OF MODEL— METAMORPHIC ROCKS

Model is inaccurate or only includes a few concepts learned about metamorphic rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to metamorphic rock formation.

Model fully explains all concepts learned about metamorphic rock formation and correctly includes the concepts of heat and pressure, regional metamorphism, contact metamorphism, and dynamic metamorphism.

ACCURACY OF MODEL— WEATHERING, TRANSPORT, AND DEPOSITION

Model is inaccurate or only includes a few concepts learned about weathering, transport, and deposition.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to weathering, transport, or deposition.

Model fully explains all concepts learned about weathering and correctly includes the concepts of mechanical and chemical weathering and factors influencing transport and deposition.

Criteria

about igneous rock formation.

Exemplary (3 points)

Score

Continued

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Rock Cycle Model Rubric—Sedimentary, Igneous, and Metamorphic Rocks (continued ) Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

ACCURACY OF MODEL—UPLIFT

Model is inaccurate or only includes a few concepts learned regarding uplift.

Model includes most of the concepts learned about uplift and its role in the rock cycle, but some may not be complete or accurately connect to igneous rock formation.

Model includes all concepts learned about uplift and its role in the rock cycle, in particular that uplift is a result of tectonic and volcanic activity driven by the heat of Earth.

ACCURACY OF MODEL— CYCLING OF ROCKS

Model does have the rocks cycling but no correct pathways.

Model includes cycling, but may have a few incorrect pathways or mechanisms that move them through the pathways.

Model includes cycling and correctly describes all rock cycle pathways and mechanisms that move them through the pathways.

Score

TOTAL SCORE: COMMENTS:

150

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Data Communication Rubric Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

TITLES/LABELS

Graph is not clearly titled. Graph is clearly titled. OR AND All axes are labeled Axes are labeled correctly. incorrectly or missing.

Graph is clearly titled. AND All axes are labeled correctly.

SCALE

The x and y axes are not spaced evenly. AND Scale does not spread the data for easy viewing.

The x and y axes are spaced evenly. AND Scale is appropriate for spreading the data for easy viewing.

DATA

Does one of the following: Does two of the following: Does all of the following: • Data points are • Data points are • Data points are uniquely indicated uniquely indicated uniquely indicated for each treatment. for each treatment. for each treatment.

The x and y axes are spaced evenly. OR Scale is appropriate for spreading the data for easy viewing.

• Data points are of a size and shape/color to be easily viewed and distinguished from other treatments.

• Data points are of a size and shape/color to be easily viewed and distinguished from other treatments.

• Data points are of a size and shape/color to be easily viewed and distinguished from other treatments.

• Points are connected with a straight line.

• Points are connected with a straight line.

• Points are connected with a straight line.

INSTANTANEOUS RATE CHANGE

Does not correctly calculate instantaneous rate change. AND Does not provide the correct mathematical model for calculating the rate.

Correctly calculated instantaneous rate change. BUT Does not provide the correct mathematical model for calculating the rate.

Correctly calculated instantaneous rate change. AND Provided the correct mathematical model for calculating the rate.

OVERALL RATE CHANGE

Does not correctly calculate overall rate change. AND Does not provide the correct mathematical model for calculating the rate.

Correctly calculated overall rate change. BUT Does not provide the correct mathematical model for calculating the rate.

Correctly calculated overall rate change. AND Provided the correct mathematical model for calculating the rate.

The Changing Earth, Grade 8

Score

Continued

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Data Communication Rubric (continued ) Name:

Criteria INTERPRETATION

Emerging (1 point) Does not interpret the graph and rates to describe weathering, deposition, or transport.

Proficient (2 points) Interprets the graph and rates to describe weathering, deposition, or transport but is not correct.

Exemplary (3 points)

Score

Correctly interprets the graph and rates to describe weathering, deposition, or transport.

TOTAL SCORE: COMMENTS:

152

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©2015 PICTURESTEM, PURDUE UNIVERSITY RESEARCH FOUNDATION.

ENGINEERING DESIGN PROCESS

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Topographic Model Rubric Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

CONTOUR CHOICES

Students chose a contour scale that was too large, resulting in most of the topographic features being lost compared with the topography map.

Students chose a contour scale that was too large, resulting in some topographic features being lost compared with the topography map.

Students chose a contour scale that allowed the model to closely resemble the topography map.

MAP SCALE

Students chose a scale that was too large, resulting in most of the topographic features being lost compared with the topography map.

Students chose a map scale that was too large, resulting in some topographic features being lost compared to the topography map

Students chose a map scale that allowed the model to closely resemble the topography map.

LEGEND

Legend does not have a scale. AND Legend does not indicate the direction of north.

Legend provides a scale OR Legend indicates the direction of north.

Legend provides a scale. AND Legend indicates the direction of north.

FEATURES

Major cities and rivers are absent.

Most major cities and rivers are correctly identified on the model.

All major cities and rivers are correctly identified on the model.

Score

TOTAL SCORE: COMMENTS:

154

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Lesson Plan 4: Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities

This lesson focuses on science, mathematics, and social studies. In science, students examine maps of their assigned regions that include the major types of rocks, the age of the bedrock, and topography. Students use the scientific practices they have been developing and their rock cycle model to determine the type of geologic activity occurring based on the rock types. They then use the rock age map to determine a timeline of events. In mathematics, students explore radioactive decay and half-lives as a means to determine the age of rocks. In social studies, students explore the threat of natural disasters in the United States as a result of volcanoes, earthquakes, and sea level rise. All of these activities are necessary for students to complete the museum display in Lesson 6.

ESSENTIAL QUESTIONS • How can we use the rock cycle model to figure out the geologic history of an area? • How can we use mathematics to determine how old rocks are? • How can we represent topography using maps?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Use a model of rock formation to describe the geologic events based on the type and age of rock • Describe the use of exponential growth (or loss of size) to calculate the age of a rock • Describe the potential geologic threats to an area

TIME REQUIRED • 4 days (approximately 45 minutes each day, see Tables 3.9 and 3.10, pp. 43–44)

MATERIALS Science • Maps for students’ assigned study areas (found at https://sites.google.com/site/ pblrockcycle)

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Mathematics • 100 pennies for each group of students • A shoebox with lid to shake the pennies • Graph paper or digital methods of data collection and graphing Social Studies • Computers with internet access

SAFETY NOTES 1. All involved must wear safety glasses with side shields or indirectly vented chemical splash goggles during all phases of these inquiry activities (i.e., during the set-up, hands-on investigation, and takedown phases). 2. Direct supervision is required during all aspects of this activity to make sure safety behaviors are followed and enforced. 3. Make sure any items dropped on the floor or ground are picked up to avoid trip-and-fall hazards. 4. Wash hands with soap and water after completing each activity.

CONTENT STANDARDS AND KEY VOCABULARY Table 4.7 lists the content standards from the NGSS, CCSS, and the Framework for 21st Century Learning that this lesson addresses, and Table 4.8 (p. 158) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some of all of the terms to students.

Table 4.7. Content Standards Addressed in STEM Road Map Module Lesson 4 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. • MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. Continued

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Table 4.7. (continued ) SCIENCE AND ENGINEERING PRACTICES Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and use a model to describe phenomena.

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.

DISCIPLINARY CORE IDEAS ESS1.C: The History of Planet Earth • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.A: Earth’s Materials and Systems • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

CROSSCUTTING CONCEPTS Scale, Proportion, and Quantity • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Continued

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Table 4.7. (continued ) Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

COMMON CORE STATE STANDARDS FOR MATHEMATICS MATHEMATICS PRACTICES • MP1. Make sense of problems and persevere in solving them. • MP2. Reason abstractly and quantitatively. • MP4. Model with mathematics.

MATHEMATICS CONTENT • 8.EE.A.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. • 8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

FRAMEWORK FOR 21ST CENTURY LEARNING SKILLS

• Global Awareness; Critical Thinking and Problem Solving; Communication and Collaboration; Information, Communications, and Technology Literacy; Flexibility and Adaptability; Initiative and Self-Direction; Productivity and Accountability; Leadership and Responsibility

Table 4.8. Key Vocabulary for Lesson 4 Key Vocabulary

158

Definition

bedrock

solid rock that is typically buried beneath soil or other sediments

half-life

the time it takes for half of the atoms of a radioactive substance to undergo radioactive decay

isotope

atoms of the same element that have different masses because they contain different numbers of neutrons

radioactive decay

the process in which the nucleus of a radioactive atom loses energy and forms a more stable (and less radioactive) isotope

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TEACHER BACKGROUND INFORMATION Science In this lesson, students begin using their rock cycle model to describe geologic events that occurred within their assigned study areas and use the age of the bedrock to generate a timeline of geologic events. Students then form new groups to compare their events and timelines across regions in the Caledonian-Appalachians (Virginia and Great Britain), the Rockies (Wyoming and Eastern British Columbia), and the Cascades (Washington State and Western British Columbia). They should recognize that these areas have very similar events, but are geographically distant from each other, suggesting that the events were much more widespread, affecting areas far beyond their region. Students will then form new groups of six that include a representative from each region and discuss how the various timelines compare. Students should find that the western United States is relatively young, and, as they compare elevations, they should also find that the western mountains are taller than the Appalachians on the east side of the United States.

Mathematics Students start the lesson with an activity on radiometric dating of rocks using the radioactive decay rate. Radioactive decay is simply the loss of energy in the nucleus of an unstable (radioactive) isotope that results in a more stable isotope. Since this process occurs at a constant rate and can be calculated, the amount of the unstable and stable isotopes present can be used to back-date objects such as rocks. In order for an isotope to be used to age rocks, it must decay at a slow enough rate that all of the unstable isotopes have not yet decayed (i.e., longer half-lives). More information about radiometric dating can be found at https://pubs.usgs.gov/gip/geotime/radiometric.html.

Social Studies In this lesson, students explore online maps to communicate risk and occurrence of three geologic events associated with their rock cycle: flooding (as a result of increased ocean levels), earthquakes, and volcanoes. Finally, they use the same strategies they have been using to identify and map risks from geologic events to create maps, describing the risks of any of the geologic events happening within their assigned areas.

PREPARATION FOR LESSON 4 Science Print the appropriate maps for each assigned study area, providing a map for every student in a group. Maps can be found at https://sites.google.com/site/pblrockcycle.

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You will use a jigsaw approach to allow students to share and discuss timelines within and across regions. The initial grouping should be students working with their group in their assigned study areas (this is the expert group), students will then need to be reorganized into groups that represent the region their study area came from (regional groups—Appalachians, Rockies, and Cascades). You can maintain a group size of three to four students by distributing students so there is at least one person from the expert group per group. In the final part of the lesson, students will need to be in groups of six that contain one expert from each assigned area (resulting in two individuals from the same region).

Mathematics Students will use pennies in the Radiometric Dating Activity to illustrate half-life. They will shake a box of pennies and then remove those that are heads down to represent the half-life of an element. Each group will need at least 100 pennies and a large enough shoe box to allow the pennies to distribute in only a couple of layers on the bottom of the box. They will also need some method to graph their results. There is also a handout (Radiometric Dating Activity Sheet on p. 168) to complete for this activity.

Social Studies This lesson uses multiple mapping websites. Students will need computers with internet access.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving question for the module and challenge: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community? Also direct their attention to the driving questions for the lesson (see next paragraph). Each day, have students summarize their work from previous days and lessons, and describe how their worked contributed to answering the driving questions and creating a solution for the module challenge. Driving Questions for Lesson 4: How can we use the rock cycle to determine the geologic activity and age in a region? How do we communicate this clearly? Science Class: Review with students their current understanding of how rocks form. Ask students to explain how the rocks they find in their assigned regions can tell them about the type of geologic events that occurred in those regions. Students should be able to conclude that if igneous rocks are present then volcanic activity of some kind occurred in that region; if sedimentary rocks are present then the area was underwater at some

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point; and if metamorphic rocks are present then the area must have undergone some heat and pressure after the initial rocks were formed. Mathematics Connection: Show students the map titled “Geologic Map of the New York City Region” on the following web page: www.usgs.gov/media/images/nyc-regiongeologic-map). Ask them to consider how they think scientists determined the geologic periods that created this map. Next, show them the USGS geologic timeline of national parks in Utah, Colorado, Arizona, and New Mexico at https://pubs.usgs.gov/gip/geotime/ section.html that shows a geologic timeline correlated with specific geologic formations. Ask students if they know how scientists identified what geologic periods in which each of these formations originated. Then, tell students that they will be doing an activity to learn how they are able to determine ages of rocks and use that for a timeline. ELA Connection: Not applicable. Social Studies Connection: Review with students their current understanding of topographic maps. Then, ask students the following: • If you were to going to choose a place to live, where would you choose? Why? • What kinds of information would you like to know about an area before you choose to live there? • Where could you find that kind of information? Remind students that they have been looking at geologic processes that formed the topography and rocks all around us and that these forces are still in action. These forces, including volcanic activity and earthquakes, are a threat to communities worldwide. Also, many communities are found near bodies of water (streams, lakes, oceans). Scientists propose that with a change in the global climate, sea levels will rise significantly, flooding low lying areas. Fortunately, scientists are able to model the possibility of geologic events like earthquakes, floods, or volcanoes and share that information with maps. Over the next couple of days, students will be examining maps for different locations to determine what threats there are in different locations.

Activity/Exploration Science Class: Continue the science class during the first two days of the lesson by doing the following: Discuss that the rocks students have been identifying were collected from across their assigned areas. Emphasize that just having the rocks from an area doesn’t provide insight into how widespread geologic events were. Understanding where the rocks came from in their study areas would be more helpful. Provide students maps of the underlying bedrock of their assigned locations. Ask students to identify patterns they notice. Ask them to use the rock formation model they

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created in previous lessons to discuss what geologic events must have occurred in these regions to form those rocks. Once students have identified their areas’ events, discuss if they think all of these events happened at the same time or at different times. Ask them how they might figure out when these events took place. Discuss the use of the laws of stratigraphy and relative dating using layers. Introduce the concept of radiometric dating by telling students that scientists have been able to use radioactive decay to be more exact. With this method, they have been able to date events back for millions of years. Show students a sample geologic timeline (e.g., www.nps.gov/subjects/geology/time-scale.htm). Explore the timeline and encourage students to recognize that the major time scale used is Million Years Ago (MYA). Provide them with the geologic ages of rocks maps associated with their study areas. Ask each group to compare the map with their bedrock map and determine if they can derive a timeline of events for their region. Students should provide the following information: the geologic activity, the relative location that events occurred in their regions, what evidence they used to derive the geologic activity, and finally the scientific reasoning that was the basis for their geologic activity claim. Provide a table such as the one that follows for them to use as a way to show their timelines. Require students to add the range of dates for each of these time periods.

Cenozoic Era

Mesozoic Era

Paleozoic Era

Precambrian Era

Geologic activity Relative location Evidence Scientific reasoning

Mathematics Connection: Continue the first day of this lesson by passing out the materials and Radiometric Dating Activity Sheet (p. 168) and allowing students to work through the handout. ELA Connection: Not applicable. Social Studies Connection: Continue the social studies connection during the first three days of the lesson by doing the following: Hand out the Mapping Major Threats worksheet (p. 174) and have students complete the worksheet. Then, divide students into small groups and assign each group to one of the three geologic threats (volcanoes, earthquakes, sea level rise).

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Ask students to look for the answers to the following questions and record their research in their STEM Research Notebooks: • Why is the threat a problem for communities? • What is the average per year loss of life for this event? What is the average damage to property per year? • What are ways that communities try to diminish the loss of life and property due to this event? • What are ways individuals can prepare in case this disaster strikes their community? Note: The following internet resources may help students answer the research questions. Volcanoes • http://pubs.usgs.gov/fs/fs002-97/fs00297.pdf • http://pubs.usgs.gov/fs/1997/fs165-97 • www.usgs.gov/science/mission-areas/natural-hazards/volcano-hazards?utm_ source=Science%20Explorer&utm_medium=Highlighted%20Box&utm_ campaign=Volcano%20Program • www.usgs.gov/faq/natural-hazards • www.ready.gov/volcanoes Earthquakes • www.usgs.gov/news/nearly-half-americans-exposed-potentially-damaging-earthquakes • www.usgs.gov/faq/natural-hazards • www.ready.gov/earthquakes Sea level rise • http://oceanservice.noaa.gov/facts/sealevel.html • https://archive.epa.gov/climatechange/kids/impacts/signs/sea-level.html • www.epa.gov/climate-indicators/climate-change-indicators-sea-level • http://carnegieendowment.org/2013/05/16/protecting-coastal-cities-from-rising-seas • www.healthebay.org/blogs-news/how-coastal-cities-can-prepare-sea-level-rise • http://cpo.noaa.gov/sites/cpo/About_CPO/Coastal_Final.pdf

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• www.ready.gov/floods Student groups should generate digital presentations presenting the answers to the questions and share their presentations with the class.

Explanation Science Class: Discuss how each group used their rock cycle model, rock type map, and rock age map to develop their timeline. Help students understand that they have created an argument for what the past geologic events in their area looked like by using an understanding of how rocks form. Tell them that this is the same process geologists use to determine events that have happened in the past. Mathematics Connection: Discuss with students the mathematical concept of logarithmic growth (or in this case decay) shown in the graphs. Highlight the usefulness of using percentage of total rather than actual total in creating half-life graphs to age rocks. (The starting amount of the isotope can vary based on the size of the rock and using total amount would require multiple graphs for each rock. Alternatively, using a percentage allows one graph to be used for calculations of any size rock). ELA Connection: Not applicable. Social Studies Connection: Students should share their digital presentation on assigned geologic threats. Clarify with students that while these threats are challenges some communities face directly, the nation as a whole supports these communities in times of crisis. Discussion points may include individual factors in choosing where to live and governmental decisions to provide support and relief to communities directly impacted.

Elaboration/Application of Knowledge Science Class: On the third day of the lesson, have students regroup so that students from the following areas are together: • Great Britain and Virginia • Wyoming and Eastern British Columbia • Washington and Western British Columbia Have students share their timelines and maps and then compare them with the other area represented in their group. Have students answer the following: • Are the areas similar in geologic events? In timelines? • Compare the topography of each area using the topographic maps. Are there similarities?

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Discuss as a class what students found. Ask students, what these findings would suggest about these areas. Students should conclude that the areas were undergoing similar events at the same time across large areas. On the last day of the lesson, have students regroup so that there are six students in each group (one person from each of the six study area groups). The six students should have their maps and timelines for their regions: • Study Area 1: Great Britain • Study Area 2: Virginia • Study Area 3: Wyoming • Study Area 4: Washington state • Study Area 5: Western British Columbia • Study Area 6: Eastern British Columbia Have students share their timelines and maps and then compare with each area. Have students answer the following: • Are they similar in geologic events? In timelines? • Compare the topography of each area using the topographic maps. Are there similarities? Discuss as a class what the students found. Ask students what these findings would suggest about these areas. The student should conclude that not all geologic formations across the Earth are the same age. For instance the Rocky Mountains are much younger than the Appalachian Mountains. This would suggest that geologic activity across the Earth is not uniform. Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: On the last day of the lesson, have students work in their assigned study area groups to find or create maps showing the volcano distribution, earthquake distribution, and threats from sea level rise (if applicable). These maps will be used in the geologic threats posters they will create in the next lesson.

Evaluation/Assessment Students may be assessed on the following performance tasks and other measures listed. Performance Tasks • Class Participation Rubric (available at the end of Lesson Plan 1 on p. 93)

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• Timeline of Geologic Events Rubric (p. 179) • Geologic Threats Rubric (p. 180) Other Measures • Radiometric Dating Activity Sheet (pp. 168–173) • Mapping Major Threats Worksheet (pp. 174–178)

INTERNET RESOURCES Maps for the study areas • https://sites.google.com/site/pblrockcycle Information about radiometric dating • https://pubs.usgs.gov/gip/geotime/radiometric.html Geologic Map of the New York City Region • www.usgs.gov/media/images/nyc-region-geologic-map USGS geologic timeline of national parks • https://pubs.usgs.gov/gip/geotime/section.html Sample geologic timeline • www.nps.gov/subjects/geology/time-scale.htm Information on volcanoes • http://pubs.usgs.gov/fs/fs002-97/fs00297.pdf • http://pubs.usgs.gov/fs/1997/fs165-97 • www.usgs.gov/science/mission-areas/natural-hazards/volcano-hazards?utm_ source=Science%20Explorer&utm_medium=Highlighted%20Box&utm_ campaign=Volcano%20Program • www.usgs.gov/faq/natural-hazards • www.ready.gov/volcanoes Information on earthquakes • www.usgs.gov/news/nearly-half-americans-exposed-potentially-damaging-earthquakes • www.usgs.gov/faq/natural-hazards • www.ready.gov/earthquakes

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Information on sea level rise • http://oceanservice.noaa.gov/facts/sealevel.html • https://archive.epa.gov/climatechange/kids/impacts/signs/sea-level.html • www.epa.gov/climate-indicators/climate-change-indicators-sea-level • http://carnegieendowment.org/2013/05/16/protecting-coastal-cities-from-rising-seas • www.healthebay.org/blogs-news/how-coastal-cities-can-prepare-sea-level-rise • http://cpo.noaa.gov/sites/cpo/About_CPO/Coastal_Final.pdf • www.ready.gov/floods

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Name: STUDENT HANDOUT, PAGE 1

RADIOMETRIC DATING ACTIVITY SHEET 1. Place the pennies at your table into the box with all of them facing heads up. 2. Replace the lid and hold it securely as you shake the coins for 3 to 5 seconds. 3. Place the box back onto the table and carefully remove the lid. Make sure all of the coins are lying flat. 4. Take out all of the pennies that have landed with tails showing (heads down). This is considered the removal event—remove those pennies. 5. Count how many pennies you removed and record the number in the “Trial 1 Removed” column in the table below. 6. Subtract the amount you removed from the number of pennies you had when you started shaking the box during this removal event. That is how many pennies remain in the box. Record that value in the “Trial 1 Remaining” column. 7. Verify that all the remaining pennies in your box are heads up. 8. Repeat steps 2 through 7 until no more pennies remain in the box. Stop when you have 1 penny left. 9. Repeat steps 1 through 8 for a second trial. 10. Calculate the average number of pennies removed and remaining at each removal event. 11. Calculate the average removed for each removal event. For each removal event, divide the average removed at that event by the average remaining in the removal event before it and multiply by 100. For instance, in Removal Event 1, if an average of 5 pennies were removed, you would calculate as follows: 5/100 × 100 = 5% average removed.

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RADIOMETRIC DATING ACTIVITY SHEET

STUDENT HANDOUT, PAGE 2

Name:

Avg. % Removed

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 Name: STUDENT HANDOUT, PAGE 3

RADIOMETRIC DATING ACTIVITY SHEET 12. What do you notice about the percentage of pennies removed at each removal event?

13. Using the grid below to create an x-y scatterplot of your average remaining (y-axis) against the removal event (x-axis)

14. Draw a curve that you think best fits the data points. What do you notice about that line?

15. If you arrived to class late and found out that your group only had 13 pennies left, how many times did they shake and remove pennies before you got there? Hint: Use the graph you created to help find the answer.

16. If instead of 100 pennies, you had 1,000 pennies at the start, how many removal events would it take to get to around 30 pennies? Hint: Use your graph as a tool to find the answer.

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 Name: STUDENT HANDOUT, PAGE 4

RADIOMETRIC DATING ACTIVITY SHEET The penny activity models how radioactive isotopes decay to more stable isotopes. When a radioactive isotope (pennies that are heads up) loses energy (shaking the box), it becomes a more stable isotope (penny with the tail up). The decay of radioactive isotopes occurs at a constant rate. The amount of time it takes for half of the original radioactive isotope to decay is known as its halflife. Half-life in our penny activity was roughly each removal event. Scientists have used this understanding to determine the age of fossils and rocks by looking at radioactive elements. The type of radioactive element must be chosen carefully. Choosing an element that has too short of a half-life means that most of the isotopes will already be the stable kind and you will not be able to estimate the age of the object. The element must decay at a slow enough rate that there are both radioactive and stable isotopes present in the rock. Some examples of parent and stable isotopes are potassium (parent isotope) decaying to argon, rubidium decaying to strontium, and uranium decaying to thorium. Instead of calculating the actual amount of parent isotope left as we did with the pennies, most graphs show the percentage of the parent isotope left.

17. Explain how to calculate the percentage of parent isotope left.

18. Below is an example of an isotope decay rate. What is the estimated half-life of this isotope?

Decay Rate of Isotope A

Proportion of Parent Isotope Left

1.00 0.90 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00

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Time (millions of years)

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RADIOMETRIC DATING ACTIVITY SHEET 19. Below is a second example of an isotope decay rate. What is the estimated half-life of this isotope?

Decay Rate of Isotope B

Proportion of Parent Isotope Left

1.00 0.90 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00

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20. Below is an example of a third isotope decay rate. What is the estimated half-life of this isotope?

Decay Rate of Isotope C

Proportion of Parent Isotope Left

1.00 0.90 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0.00

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Time (millions of years)

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RADIOMETRIC DATING ACTIVITY SHEET 21. What do you notice about the curves on the graphs as the half-life becomes longer?

22. If you had a rock that was around 7 million years old, what percent of the parent isotope would remain for Isotope A, Isotope B, and Isotope C?

23. Which isotope(s) would be best for dating a rock that is more than 15 million years old?

24. If you had 20% of parent Isotope A remaining in a rock, how old would the rock be?

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MAPPING MAJOR THREATS VOLCANIC THREATS: Go to the U.S. Geological Survey (USGS) volcano mapping website (http://volcanoes.usgs. gov). 1. Which states have volcanoes located in them? 2. Which states have volcanoes that are in the unassigned category? 3. What does it mean when a volcano is unassigned? 4. Does that mean the communities in that area should not be concerned about those regions ever erupting? Explain. 5. Which states have volcanoes with normal activity? 6. Which states have volcano advisories? 7. What does an advisory mean? 8. What are the colors of orange and red used for in the alert system? 9. Are there any states with orange or red alerts for their volcanoes? What states are they and what alert is being given for the volcano? 10. Do a web search to provide an answer for the following question: Why is most of the volcanic activity in the United States located in the Western United States (especially in the states of the Washington, Oregon, California, and Alaska)?

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MAPPING MAJOR THREATS SEISMIC ACTIVITY (EARTHQUAKES):

Go to the USGS earthquake search page: https://earthquake.usgs.gov/earthquakes/search. Choose Magnitude 2.5+, Past 30 Days, and the World, and then click search. This should create a map of earthquakes from the previous 30 days. 1. Zoom in and identify what states had earthquakes that were a magnitude of 2.5 or more in the past 30 days. Be sure to look at Alaska and Hawaii as well.

2. Do you notice any patterns about where the earthquakes are likely to occur in the United States? Please explain.

3. This was just the last 30 days. Let’s view what a year of earthquakes looks like to see if the patterns remain the same. Go to www.youtube.com/watch?v=s-jkQqq-PaY and watch the timelapse video of earthquakes happening across Earth from February 2009 to February 2010. Watch the United States (including Alaska and Hawaii). Are the patterns you noticed when you viewed the 30-day map above the same as or different from the patterns you see in this video?

4. Navigate to https://www.usgs.gov/media/images/2018-long-term-national-seismic-hazard-map. This map is part of the hazard maps provided by the USGS at https://www.usgs.gov/naturalhazards/earthquake-hazards/hazards. The map is an image of the United States that shows the hazard level for earthquakes. Based on what you see, what states have the highest likelihood of experiencing an earthquake in the next 50 years?

5. Do a web search to answer the following question: Why do these regions show such a high likelihood of earthquakes?

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MAPPING MAJOR THREATS RISING SEA LEVELS: Go to the National Oceanic and Atmospheric Administration (NOAA) Sea Level Trends web page: http://tidesandcurrents.noaa.gov/sltrends/sltrends.html. This map shows the current trends in sea level rise. Click on the buttons at the top of the map to navigate to the different regions (e.g., East Coast, West Coast). 1. Is the east coast of the United States showing mostly increasing or mostly decreasing sea levels? 2. Circle the trends that show on the map: Above 9 mm/yr (Above 3 ft/century)

6 to 9 mm/yr (2 to 3 ft/century)

3 to 6 mm/yr (1 to 2 ft/century)

>0 to 3 mm/yr (0 to 1 ft/century)

–3 to 0 mm/yr (–1 to 0 ft/century)

–6 to –3 mm/yr (–2 to –1 ft/century)

–9 to –6 mm/yr (–3 to –2 ft/century)

Below –9 mm/yr (Below –3 ft/century)

3. Is the west coast of the United States showing mostly increasing or mostly decreasing sea levels? 4. Circle the trends that show on the map: Above 9 mm/yr (Above 3 ft/century)

6 to 9 mm/yr (2 to 3 ft/century)

3 to 6 mm/yr (1 to 2 ft/century)

>0 to 3 mm/yr (0 to 1 ft/century)

–3 to 0 mm/yr (–1 to 0 ft/century)

–6 to –3 mm/yr (–2 to –1 ft/century)

–9 to –6 mm/yr (–3 to –2 ft/century)

Below –9 mm/yr (Below –3 ft/century)

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 Name: STUDENT HANDOUT, PAGE 4

MAPPING MAJOR THREATS RISING SEA LEVELS (CONTINUED): 5. Is the gulf coast of the United States showing mostly increasing or mostly decreasing sea levels?

6. Circle the trends that show on the map: Above 9 mm/yr (Above 3 ft/century)

6 to 9 mm/yr (2 to 3 ft/century)

3 to 6 mm/yr (1 to 2 ft/century)

>0 to 3 mm/yr (0 to 1 ft/century)

–3 to 0 mm/yr (–1 to 0 ft/century)

–6 to –3 mm/yr (–2 to –1 ft/century)

–9 to –6 mm/yr (–3 to –2 ft/century)

Below –9 mm/yr (Below –3 ft/century)

7. Is the Alaska coastline showing mostly increasing or mostly decreasing sea levels?

8. Circle the trends that are showing on the map: Above 9 mm/yr (Above 3 ft/century)

6 to 9 mm/yr (2 to 3 ft/century)

3 to 6 mm/yr (1 to 2 ft/century)

>0 to 3 mm/yr (0 to 1 ft/century)

–3 to 0 mm/yr (–1 to 0 ft/century)

–6 to –3 mm/yr (–2 to –1 ft/century)

–9 to –6 mm/yr (–3 to –2 ft/century)

Below –9 mm/yr (Below –3 ft/century)

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MAPPING MAJOR THREATS RISING SEA LEVELS (CONTINUED): 9. Is the Hawaii coast showing mostly increasing or mostly decreasing sea levels?

10. Circle the trends that are showing on the map Above 9 mm/yr (Above 3 ft/century)

6 to 9 mm/yr (2 to 3 ft/century)

3 to 6 mm/yr (1 to 2 ft/century)

>0 to 3 mm/yr (0 to 1 ft/century)

–3 to 0 mm/yr (–1 to 0 ft/century)

–6 to –3 mm/yr (–2 to –1 ft/century)

–9 to –6 mm/yr (–3 to –2 ft/century)

Below –9 mm/yr (Below –3 ft/century)

11. Which coast is showing the greatest rate of sea-level change?

12. Look at the global sea level rises. Are most of the monitoring stations showing an increasing or decreasing sea level?

13. Do an internet search to answer the following question: Why are Alaska and areas around the Gulf of Bothnia (Sweden and Finland) showing decreases in sea level?

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Timeline of Geologic Events Rubric Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

USING TERMINOLOGY

Students use a few of the terms learned to describe the model of rock formation.

Students use some of the terms learned so far to describe the model of rock formation.

Students use most of the terms learned so far to describe the model of rock formation.

GEOLOGIC EVENTS

Geologic events show students have limited ability to use rock type to apply rock formation, weathering, and uplift to identify potential geologic events.

Geologic events show the following: Students apply formation of all three types of rocks to identify a geologic event but do not address weathering and uplift to identify potential geologic events. OR Students apply formation of two or fewer types of rocks but also apply information about weathering and uplift to identify potential geologic events.

Geologic events show students can apply all aspects of the model including the formation or rocks, weathering, and uplift to identify potential geologic events.

EVIDENCE AND SCIENTIFIC REASONING

Students describe the type of rock found in their area but do not connect to the rock cycle and then apply to the geologic event.

Students describe the type of rock found in their area and connect to the rock cycle but do not apply to the geologic event.

Students describe the type of rock found in their area to connect to the rock cycle and then apply to the geologic event.

Score

TOTAL SCORE: COMMENTS:

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Geologic Threats Rubric Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

THREAT FOR COMMUNITIES

Students provided only one type of threat.

LOSS AND DAMAGE

Students provided no loss Students provided or damage information. either loss OR damage information.

DIMINISHING LOSS AND DAMAGE

Students provided a list of methods communities use to minimize loss. BUT Students do not explain how the plans work to diminish the loss.

Students provide a list of methods used by communities to minimize loss. AND Students explain how a few of the plans work to diminish the loss.

Students provide an extensive list of methods used by communities. AND Students explain how most of the plans work to diminish the loss.

INDIVIDUAL PREPARATION FOR DISASTERS

Students provide limited and general preparation recommendations.

Students provide limited but specific recommendations for the potential threats.

Students provide extensive and specific recommendations for the potential threats.

OVERALL PRESENTATION

Not all team members participated.

All team members participate in the presentation; however, presentation is disorganized and difficult to follow.

Presentation is clear, organized, and engaging. It is clear that all students participated in the development and presentation of the project.

Students provided multiple threats. BUT Explanation of how the threats impact communities was incomplete.

Score

Students provided multiple threats with explanation of how the threats affect communities for each threat. Students provided both loss and damage information.

TOTAL SCORE: COMMENTS:

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Lesson Plan 5: Continental Drift and the Rock Cycle

In this lesson, students explore continental drift during science class, focusing on the evidence to support this theory and the implications of continental drift for rock cycling. In mathematics, students measure rate of displacement of the Pacific Plate. Social studies and ELA activities focus on creating posters of the geologic threats of groups’ assigned areas. After this lesson, students will have the reasoning to create their scientific arguments of the geologic history of their assigned study locations. This is necessary for students to successfully complete the museum display in Lesson 6.

ESSENTIAL QUESTIONS • How can we explain evidence of widely dispersed geologic events? • How can we use rate calculations to determine rate of plate movement?

ESTABLISHED GOALS AND OBJECTIVES At the conclusion of this lesson, students will be able to do the following: • Explain continental drift theory • Describe the connection between rock material cycling and the mechanisms of uplift and subduction • Explain the role of evidence in developing new scientific knowledge • Calculate rate of plate movements • Create a narrative explanation of the major geologic threats to their areas • Create a poster describing the major geologic threats to their areas

TIME REQUIRED • 4 days (approximately 45 minutes each day; see Table 3.10, p. 44)

MATERIALS Science • USGS curriculum resource titled This Dynamic Planet: A Teaching Companion (see https://volcanoes.usgs.gov/vsc/file_mngr/file-139/This_Dynamic_Planet-Teaching_ Companion_Packet.pdf and the Preparation for Lesson 5 section on p. 187 for more information) • Computers with internet access and the https://sites.google.com/site/pblrockcycle website

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Mathematics • NOAA’s lesson on plate tectonics (www.st.nmfs.noaa.gov/Assets/Nemo/documents/ lessons/Lesson_13/Lesson_13-Teacher’s_Guide.pdf) ELA and Social Studies Students will need the following: • Written instructions for their posters and the rubrics (pp. 194–198) • Access to the internet and a color printer to print out components of their poster • Scissors, glue, and poster board to display the materials they generate

CONTENT STANDARDS AND KEY VOCABULARY Table 4.9 lists the content standards from the NGSS, CCSS, and the Framework for 21st Century Learning that this lesson addresses, and Table 4.10 (p. 185) presents the key vocabulary. Vocabulary terms are provided for both teacher and student use. Teachers may choose to introduce some of all of the terms to students.

Table 4.9. Content Standards Addressed in STEM Road Map Module Lesson 5 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATION • MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

SCIENCE AND ENGINEERING PRACTICES Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and use a model to describe phenomena.

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. Continued

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Table 4.9. (continued ) Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. • Analyze and interpret data to provide evidence for phenomena.

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.

Connections to Nature of Science Scientific Knowledge Is Open to Revision in Light of New Evidence • Science findings are frequently revised and/or reinterpreted based on new evidence.

DISCIPLINARY CORE IDEAS ESS1.C: The History of Planet Earth • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.B: Plate Tectonics and Large-Scale System Interactions • Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

CROSSCUTTING CONCEPT Patterns • Patterns in rates of change and other numerical relationships can provide information about natural systems.

COMMON CORE STATE STANDARDS FOR MATHEMATICS MATHEMATICS PRACTICES • MP1. Make sense of problems and persevere in solving them. • MP2. Reason abstractly and quantitatively. • MP4. Model with mathematics. Continued

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Table 4.9. (continued ) MATHEMATICS CONTENT • 8.EE.A.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. • 8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS WRITING STANDARDS • W.8.1. Write arguments to support claims with clear reasons and relevant evidence. • W.8.1.A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. • W.8.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • W.8.1.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • W.8.1.E. Provide a concluding statement or section that follows from and supports the argument presented. • W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • W.8.2.B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • W.8.2.C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • W.8.3.A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • W.8.3.D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. • W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Continued

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Table 4.9. (continued ) • W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. • W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

FRAMEWORK FOR 21ST CENTURY LEARNING

• Global Awareness; Critical Thinking and Problem Solving; Communication and Collaboration; Information, Communications, and Technology Literacy; Flexibility and Adaptability; Initiative and Self-Direction; Productivity and Accountability; Leadership and Responsibility

Table 4.10. Key Vocabulary for Lesson 5 Key Vocabulary

Definition

continental drift

a theory that argues that continents are not static, but have moved in the past and continue to move as new land is formed and old land is subducted into the mantle below the crust

continental plate or crust

a tectonic plate made from silicon and aluminum that contains continents; may include regions that are under the ocean

convergent boundary

where two tectonic plates move toward one another and collide; can form collision zones that cause uplift of mountains (continental plate colliding with a continental plate), or subduction zones that result in land pushing into the mantle and rocks being melted and reformed into magma (oceanic plates colliding with oceanic plates and oceanic and continental plates colliding)

divergent boundary

where tectonic plates are moving away from each other; largely occurring at ridges along the ocean floor; results in new crust being formed along the edge of the plate and pushing the plate in the opposite direction

oceanic plate or crust

a tectonic plate made from silicon and magnesium that is completely under the ocean

seafloor spreading

the process by which new ocean crust is created by volcanic activity and then moves away from the oceanic ridge on which it was formed

subduction

the process that occurs when two tectonic plates converge; one of the plates slides beneath the other

tectonic plate

the outer, rocky crust of Earth; can be oceanic or continental

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TEACHER BACKGROUND INFORMATION Science

Students explore Wegener’s theory of continental drift in this lesson. Alfred Wegener was a German geologist who proposed, in 1915, that Earth’s crust is composed of plates that drift over a liquid core. Students will start by exploring the evidence that Wegener presented when he first proposed the theory. During the remaining days of the lesson, students will identify other pieces of evidence that would provide support for his theory. They will subsequently examine data to determine if there is evidence that continental drift works. The first part of the lesson requires materials from the USGS curriculum resource This Dynamic Planet: A Teaching Companion (available at https://volcanoes.usgs.gov/vsc/file_ mngr/file-139/This_Dynamic_Planet-Teaching_Companion_Packet.pdf). The lesson is titled “Wegener’s Puzzling Evidence Exercise” and can be found on pages 10–14 of this PDF. Specific instructions and student handouts for the activity are on pages 21–29 of the PDF. Note: this activity is suggested for sixth grade, but will work quite well for eighth grade as well. Students will then examine earthquake distribution and associate earthquakes with specific topographic features. The features primarily associated with earthquakes are mountains and the Mid-Atlantic Ridge. Next, students will more closely examine the Mid-Atlantic Ridge and the age of the ocean under these areas. They will also participate in an activity to use the reversing polarity of Earth to determine that the seafloor is spreading at the Mid-Atlantic Ridge. The activity is titled “Sea Floor Spreading Activity” and can be found on NOAA’s website at http://oceanexplorer.noaa.gov/edu/learning/player/ lesson02.html. Students will also examine vector data from Global Positioning System (GPS) locations to determine the direction in which the established point is moving over time. More information on GPS and how it is used for this type of monitoring can be found at the USGS GPS web page: http://earthquake.usgs.gov/monitoring/gps/about.php. The following website may be helpful to students in determining movement direction and magnitude: http://cddis.nasa.gov/926/slrtecto.html. Finally, students will examine the implications of continental drift (earthquakes and volcanoes along the edges of the plates, mountain building at plate collisions, and subduction zones). These ideas will be incorporated into their rock cycle models to explain how all rocks can be eventually recycled. NOAA offers useful activities to support student understanding of continental drift at www.st.nmfs.noaa.gov/nemo/pages/curriculum (see specifically Lessons 13 and 14).

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Mathematics Students will participate in an activity to measure rate of movement of the Pacific Plate. This activity can be found at the NOAA NEMO web page at www.st.nmfs.noaa.gov/Assets/ Nemo/documents/lessons/Lesson_13/Lesson_13-Teacher’s_Guide.pdf. Use the activity titled “Tracking the Hawaiian Islands: How Fast Does the Pacific Plate Move?” that starts on page 4. You will also need to print and make copies of the student handouts on pages 7–10 of the PDF.

ELA In this lesson, student groups will work on the narrative for their geologic threats poster. Teachers should work with students to locate good resources, avoid plagiarism, and ensure that they are using appropriate grammar and punctuation.

Social Studies Students will be developing a geologic threats poster to describe possible volcanic or earthquake activity in their assigned areas. Students will generate maps and build a narrative. Focus on helping students identify appropriate threat maps that communicate the threat effectively. Also support students as they work on the narrative, encouraging them to incorporate historical examples and means to minimize threats to communities.

PREPARATION FOR LESSON 5 Science

The activity the first day will be from a USGS curriculum resource titled This Dynamic Planet: A Teaching Companion (see https://volcanoes.usgs.gov/vsc/file_mngr/file-139/This_ Dynamic_Planet-Teaching_Companion_Packet.pdf). The lesson is “Wegener’s Puzzling Evidence Exercise,” which can be found on pages 10–14 of this PDF. Specific instructions and student handouts for the activity are on pages 21–29 of the PDF. The second day requires students to use computers to examine two files that can be downloaded from https://sites.google.com/site/pblrockcycle: the Earthquakes 2012.pptx file and the 2012EQs.kml file. The Earthquakes 2012.pptx file provides a slide of the worldwide earthquakes for every month of 2012. The 2012EQs.kml file shows earthquakes of a magnitude of 2 or greater that occurred in 2012. Students will import the 2012EQs. kml into Google Earth by opening Google Earth in Chrome, clicking on My Places and importing KML file (the ability to import KML files may need to be turned on in settings). Students will then point to their drive where the file is saved. It is a large file and will take some time to load onto the image of the Earth. Once the file has completely loaded, students can see the earthquakes as symbols on the map.

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Mathematics This lesson requires materials from a NOAA lesson on plate tectonics (www.st.nmfs. noaa.gov/Assets/Nemo/documents/lessons/Lesson_13/Lesson_13-Teacher’s_Guide.pdf). Use the activity in this PDF that is titled “How Fast Does the Pacific Plate Move?” You will also need to print and make copies of the student handouts on pages 7–10 of the PDF.

ELA and Social Studies Students will need written instructions for their poster (p. 194) and the rubrics for the poster (pp. 195–198). They should also have access to the internet and a color printer to print out components of their poster. Finally, they will need scissors, glue, and poster board to display the materials they generate.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving question for the module and challenge: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community? Also direct their attention to the driving questions for the lesson (see next paragraph). Hold a brief student discussion of how their learning in the previous days’ lesson(s) contributed to their ability to create their communication plan for the final challenge. You may wish to hold a class discussion, creating a class list of key ideas on chart paper, or you may wish to have students create a notebook entry with this information. Driving Questions for Lesson 5: How can we explain evidence of widely dispersed geologic events? How can we measure the rate of movement of something as big as tectonic plates? Science Class: Discuss with students the findings from the previous classes. In particular, focus on the idea that geologic events can happen across large regions. Show students the maps of Great Britain and Virginia (see the files EnglandGeology. jpg and VirginiaBedrock.jpg found at https://sites.google.com/site/pblrockcycle)—these two areas are similar in age and geologic events. Next, show students Google Maps or Google Earth to illustrate where Virginia and Great Britain are located. Ask the question, “How could two very distant locations have very similar events?” Introduce Wegener’s theory of continental drift by telling students that a scientist named Alfred Wegener observed that geographically distant continents had similar features. His theory is the result of his efforts to understand how this could happen.

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Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Introduce students to the geologic threats poster assignment. In their groups, students are to create a poster (decide on a scale that is appropriate for the display space available) about the geologic threats to the areas they were assigned. Students should include the following components: There should be two sections; one for volcanic threats and one for earthquake threats. Each section should have the following: • Map of the geologic threats within the region (students should look back at all of the maps they have seen during the module and identify those that will best communicate the threat). This map should also indicate at least three major cities within the region. • Short discussion section that describes the following: • Which major cities or towns are at higher risk for specific threats and why this is so. • At least one known historical example of the geologic disaster currently happening within the region. • A discussion of what communities could do to reduce the potential risk from the geologic threat.

Activity/Exploration Science Class: Continue the first day of the lesson by having students explore Wegener’s theory of continental drift (use the USGS’s Wegener’s Puzzling Evidence Exercise at https:// volcanoes.usgs.gov/vsc/file_mngr/file-139/This_Dynamic_Planet-Teaching_Companion_Packet. pdf). Specific instructions and student handouts for the activity are on pages 21–29 of the PDF. At the end of this activity, discuss with the students the evidence that would provide more support for Wegener’s theory, including the following: • We expect that places where continents are moving to have greater earthquake activity. • If the continent were moving, we would expect new land to be formed somewhere. • If we could measure actual movement of continents, these measurements would provide indisputable evidence that continents move.

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On the second day of the lesson, discuss with students what data scientists could collect that would show that earthquake activity is centered on locations where there is more movement. Provide students with the Earthquakes 2012.pptx presentation found at https://sites. google.com/site/pblrockcycle. Ask them to look for patterns. Also ask, “Do earthquakes seem to occur more frequently in some locations than they do in others?” Students should discover from the 2012 earthquakes that there are very distinct patterns where earthquakes occur. Have students go to Google Earth or another mapping website and display satellite images. Have students work in groups to describe the patterns that they see with regard to where earthquakes are located and what topographic features are associated with these areas. They should describe both the patterns of earthquakes as well as the associated topographic features. Students using Google Earth can be given the 2012EQs.kml file downloaded from https://sites.google.com/site/pblrockcycle. The 2012EQs.kml file shows the earthquakes of a magnitude of 2 or greater that occurred in 2012. Students can import the 2012EQs.kml file into Google Earth by opening Google Earth in Chrome, clicking on My Places and importing the KML file (the ability to import KML files may need to be turned on in settings). Students will then point to their drive where the file is saved. It is a large file and will take some time to load onto the image of the Earth. Once the file has completely loaded, the students can see the earthquakes as symbols on the map. After students have written their descriptions, they should answer the following questions: • Do earthquakes occur with specific topographic features? What evidence do you have to support your conclusion? • If they are associated with specific topographic features, why do you think that earthquakes might be associated with them? Discuss with students whether their findings support the idea that the continents might be moving. On the third day of the lesson, remind student that finding areas where new rock is formed (new land) would also provide evidence that continents are moving. Have students go to the Mid-Ocean Ridges page on the NOAA website (http://oceanexplorer.noaa.gov/edu/learning/player/lesson02.html) to explore the concept of the mid-ocean ridge. Students may also explore the Sea Floor Spreading Activity located in the lower right corner of the page. Discuss with students if the information on the NOAA web page provides support for Wegener’s theory of continental drift. Ask them to provide evidence for their claim.

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Highlight with students that more solid evidence would be to show that the land on Earth is actually moving from where it once was. GPS technology has the potential to provide such evidence. Discuss the following with the class: • GPS technology and it usefulness for navigation and location. • The potential to use this technology to measure both the direction and magnitude of any movement. Have students go to http://cddis.nasa.gov/926/slrtecto.html and click on the different regions on the Index map to view vector maps of various regions of the Earth. They are not called vector maps but the arrows show the direction of the horizontal motion of the plates. Discuss the maps with the students and ask, “Does the GPS data provide support for continental movement?” Mathematics Connection: On the third day of the lesson, have students complete the NOAA activity titled “How Fast Does the Pacific Plate Move?” (see www.st.nmfs.noaa. gov/Assets/Nemo/documents/lessons/Lesson_13/Lesson_13-Teacher’s_Guide.pdf). Print out and make copies of the student handouts on pages 7–10 of the PDF. ELA Connection: During the last three days of the lesson, coordinate with the social studies teacher to guide student writing of the narrative for their geologic threats poster assignment. Social Studies Connection: In social studies, students should work on maps and the final poster on all four days of this lesson.

EXPLANATION Science Class: On the last day of the lesson, use parts I and II of Lesson 14 of the NOAA NEMO Curriculum found at www.st.nmfs.noaa.gov/nemo/pages/curriculum. This activity allows students to explore the implications of plate movements. You should be prepared to model plate movement with a candy bar (instructions provided at the NOAA site) and then provide more information about the impacts of plate movement, which can be found in the lesson’s “Teacher’s Guide” and PowerPoint links. Mathematics Connection: Not applicable. ELA Connection: Have students swap poster narratives with another group and use the Geologic Threats Poster Rubric—Narrative (p. 195) to evaluate the writing quality and content. Once students have completed the peer review, pair the peer review groups and have the students discuss their comments and ratings with the group whose narrative they reviewed.

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Social Studies Connection: Have students swap posters with another group and use the Geologic Threats Poster Rubric—Maps and Content (p. 197) to evaluate the usefulness of the maps and overall information in the poster. Once students have completed the peer review, pair the peer review groups and have the students discuss their comments and ratings with the group whose narrative they reviewed.

Elaboration/Application of Knowledge Science Class: Have students revisit their rock cycle models and discuss how what they learned about continental drift and plate tectonics should be incorporated. Specifically, they should be able to add the following: • Uplift is explained by plate collisions at convergent boundaries between two continental plates. • All rock types can be completely melted and formed into magma to become igneous rocks at subduction zones at oceanic-oceanic or oceanic-continental plate boundaries. Mathematics Connection: Not applicable. ELA Connection: Have students revise posters based on feedback from peers about the narrative. Social Studies Connection: Have students revise posters based on feedback from peers about the maps and content.

Evaluation/Assessment Students may be assessed on the following performance tasks. Performance Tasks • Class Participation Rubric (available at the end of Lesson Plan 1 on p. 93) • Final Rock Cycle Model Rubric (p. 199) • Geologic Threats Poster Rubrics (pp. 195–198)

INTERNET RESOURCES USGS curriculum resource: This Dynamic Planet: A Teaching Companion • https://volcanoes.usgs.gov/vsc/file_mngr/file-139/This_Dynamic_Planet-Teaching_ Companion_Packet.pdf Earthquake files and maps of Great Britain and Virginia • https://sites.google.com/site/pblrockcycle

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NOAA resources • www.st.nmfs.noaa.gov/Assets/Nemo/documents/lessons/Lesson_13/Lesson_13-Teacher’s_ Guide.pdf • http://oceanexplorer.noaa.gov/edu/learning/player/lesson02.html • www.st.nmfs.noaa.gov/nemo/pages/curriculum GPS information and vector data • http://earthquake.usgs.gov/monitoring/gps/about.php • http://cddis.nasa.gov/926/slrtecto.html

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Name: STUDENT HANDOUT

INSTRUCTIONS FOR GEOLOGIC THREATS POSTER You and your partners will be creating a poster to describe the potential geologic threats within your assigned study area. The purpose of this poster is to communicate the geologic threats citizens in your study area might face. You should include maps to show the geologic threats (specifically volcanic and earthquake) within the study area. Additionally, you should provide historical examples of each of these threats (along with pictures if possible) to provide evidence that the threats you are describing are real concerns. Finally, you should provide citizens a set of guidelines and suggestions for how they can reduce the risk of loss of life or property if the geologic event were to happen. Be sure to provide evidence and information from reliable resources within your narrative. Additionally, remember to provide citations for any references, images, or tables you might be using in your poster.

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Geologic Threats Poster Rubric—Narrative Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

VOCABULARY

No vocabulary is used. OR Vocabulary is never defined for the reader.

Writing uses some vocabulary to convey the ideas. OR Vocabulary isn’t always defined for the reader.

Writing effectively uses important vocabulary to convey the ideas. AND Vocabulary is defined for the reader.

USE OF FACTS AND DETAILS

Few facts and details are provided.

Facts and details chosen are not always appropriate for communicating the idea.

Facts and details chosen are appropriate, effectively communicating the idea.

USE OF EXAMPLES

No examples are provided. OR Examples do not communicate the ideas.

Examples are provided to support ideas. BUT Too few examples provided. OR Examples do not always effectively communicate the ideas.

Examples are provided to support ideas. AND All examples provided effectively communicate the ideas.

SYNTAX

Students use poor sentence structure.

Students mostly use appropriate sentence structure.

Students use appropriate sentence structure.

OVERALL ORGANIZATION

Organization is lacking.

Organization is apparent, Organization effectively builds understanding in but is not effective in building understanding in the reader. the reader.

USES RELIABLE SOURCES FOR EVIDENCE

Uses unreliable resources (such as Wikipedia or blog)

Only uses textbook as resource.

Uses outside reliable resources (such as a scientific journal or .gov or .edu website)

APPROPRIATE USE OF PARAPHRASING AND QUOTATIONS

Students plagiarize material. OR Students are over-reliant on using quotations.

Students use some paraphrasing and judiciously use quotes.

Students effectively use paraphrasing and judiciously use quotes.

Score

Continued

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Geologic Threats Poster Rubric—Narrative (continued) Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

EXAMPLES OF PARAPHRASING

Few examples of paraphrasing are appropriate and accurately reflect the original resource.

Some examples of paraphrasing are appropriate and accurately reflect the original resource.

All examples of paraphrasing are appropriate and accurately reflect the original resource.

EXAMPLES OF QUOTES USAGE

Few examples of using quotes are correctly done.

Some examples of using quotes are correctly done.

All examples of using quotes are correctly done.

Score

TOTAL SCORE: COMMENTS:

196

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Geologic Threats Poster Rubric—Maps and Content Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

Score

MAPS LEGENDS

No legend provided.

Legend provided but incomplete.

Legend is complete.

CONNECTION OF MAPS TO THREAT

Zero maps.

At least two maps. AND At least two maps clearly indicate volcanic or earthquake threats.

More than two maps. AND All maps clearly indicate volcanic or earthquake threat.

OR One map that shows either volcanic or earthquake threats. OR Two or more maps but none of the maps show actual threats.

CONTENT VOLCANIC THREATS TO MAJOR CITIES

No indication of what major cities are threatened.

Indicates only those cities that are threatened but does not explain why or provides an inadequate explanation.

Indicates cities that are threatened and those that are not threatened and provides an appropriate explanation.

HISTORICAL EXAMPLE OF VOLCANIC EVENT

No historical event provided.

One historical example provided.

Two or more historical examples provided and pictures are provided with appropriate referencing.

RISK REDUCTION DISCUSSION

No risk reduction discussion provided. OR Risk reduction not connected to volcanic activity.

Minimal risk reduction provided. BUT Risk reduction is related to volcanic activity.

Thorough risk reduction provided that is related to volcanic activity.

EARTHQUAKE THREATS TO MAJOR CITIES

No indication of what major cities are threatened.

Indicates only those cities that are threatened but does not explain why or provides an inadequate explanation.

Indicates cities that are threatened and those that are not threatened and provides an appropriate explanation why. Continued

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Geologic Threats Poster Rubric—Maps and Content (continued) Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

Score

CONTENT (continued) HISTORICAL EXAMPLE OF EARTHQUAKE

No historical event provided.

One historical example provide.

Two or more historical examples provided and pictures are provided with appropriate referencing.

RISK REDUCTION DISCUSSION

No risk reduction discussion provided. OR Risk reduction not connected to earthquakes.

Minimal risk reduction provided. BUT Risk reduction is related to earthquakes.

Thorough risk reduction provided that is related to earthquakes.

TOTAL SCORE: COMMENTS:

198

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Final Rock Cycle Model Rubric Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

USING TERMINOLOGY

Model uses a few of the terms learned so far to describe the model of rock formation.

Model uses most of the terms learned so far to describe the model of rock formation.

Model uses all terms learned so far to describe the model of rock formation.

ACCURACY OF THE MODEL— SEDIMENTARY ROCKS

Model is inaccurate or only includes a few concepts learned about sedimentary rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to sedimentary rock formation.

Model fully explains all concepts learned about sedimentary rock formation including cementation and the role of minerals in cementation, compaction, and the role of gravity in the sedimentation process and formation of layers.

ACCURACY OF THE MODEL— IGNEOUS ROCKS

Model is inaccurate or only includes a few concepts learned about igneous rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to igneous rock formation.

Model fully explains all concepts learned about igneous rock formation and correctly includes the terms mafic, felsic, intermediate, extrusive, and intrusive.

ACCURACY OF MODEL— METAMORPHIC ROCKS

Model is inaccurate or only includes a few concepts learned about metamorphic rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to metamorphic rock formation.

Model fully explains all concepts learned about metamorphic rock formation and correctly includes the concepts of heat and pressure, regional metamorphism, contact metamorphism, and dynamic metamorphism.

Score

Continued

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Final Rock Cycle Model Rubric (continued) Name:

Criteria INCORPORATION OF PLATE TECTONICS

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

Model includes the cycle showing all rocks melting to become magma but does not address subduction or uplift as a result of tectonic activity.

Model does one of the following: Includes the mechanism of uplift from collisions between two continental plates. OR Adds an additional cycle to move igneous, metamorphic, and sedimentary rocks through subduction, resulting in melting and forming new magma that will eventually become new igneous rock.

Model includes the mechanism of uplift from collisions between two continental plates and the additional cycle to move igneous, metamorphic, and sedimentary rocks through subduction, resulting in melting and forming new magma that will eventually become new igneous rock.

Score

TOTAL SCORE: COMMENTS:

200

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Lesson Plan 6: Putting It All Together

In this lesson, students finalize their museum displays and present their materials to each other and to elementary school students.

ESSENTIAL QUESTION • How can we effectively communicate our materials in written and visual ways?

ESTABLISHED GOAL AND OBJECTIVE At the conclusion of this lesson, students will be able to do the following: • Build a poster to communicate the geological timeline for their assigned area, including images and narratives to help the reader understand how geologists determine the past geologic events of an area.

TIME REQUIRED • 5 days (approximately 45 minutes each day; see Table 3.11, p. 44)

MATERIALS Students will need written instructions for their poster (p. 208) and the rubrics (pp. 209– 214). They will also need access to the internet and a color printer to print out components of their poster as well as scissors, glue, and poster board to display materials they generate.

CONTENT STANDARDS AND KEY VOCABULARY Table 4.11 lists the content standards from the NGSS, CCSS, and the Framework for 21st Century Learning that this lesson addresses. Key vocabulary was introduced in the previous lessons.

Table 4.11. Content Standards Addressed in STEM Road Map Module Lesson 6 NEXT GENERATION SCIENCE STANDARDS PERFORMANCE EXPECTATIONS • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. • MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. • MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Continued

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Table 4.11. (continued ) SCIENCE AND ENGINEERING PRACTICES Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and use a model to describe phenomena.

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. • Analyze and interpret data to provide evidence for phenomena.

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.

Connections to Nature of Science Scientific Knowledge Is Open to Revision in Light of New Evidence • Science findings are frequently revised and/or reinterpreted based on new evidence.

DISCIPLINARY CORE IDEAS ESS1.C: The History of Planet Earth • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.A: Earth’s Materials and Systems • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. Continued

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Table 4.11. (continued ) • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

ESS2.B: Plate Tectonics and Large-Scale System Interactions • Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

CROSSCUTTING CONCEPTS Patterns • Patterns in rates of change and other numerical relationships can provide information about natural systems.

Scale Proportion and Quantity • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS WRITING STANDARDS • W.8.1. Write arguments to support claims with clear reasons and relevant evidence. • W.8.1.A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. • W.8.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • W.8.1.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • W.8.1.E. Provide a concluding statement or section that follows from and supports the argument presented. • W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • W.8.2.B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • W.8.2.C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Continued

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Table 4.11. (continued ) • W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • W.8.3.A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • W.8.3.D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. • W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. • W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. • W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SPEAKING AND LISTENING STANDARDS • SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. • SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. • SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

FRAMEWORK FOR 21ST CENTURY LEARNING

• Global Awareness; Critical Thinking and Problem Solving; Communication and Collaboration; Information, Communications, and Technology Literacy; Flexibility and Adaptability; Initiative and Self-Direction; Productivity and Accountability; Leadership and Responsibility

TEACHER BACKGROUND INFORMATION Science

Student groups create a poster that provides the geologic history and timeline of their assigned area. The poster should also include the rock cycle model they have created over the course of the module. In addition, students provide a narrative that explains how

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geologists use rocks within an area, stratigraphy, and an understanding of the cycling of rock matter (including rock formation) to describe past geologic events within an area.

ELA Students work on the narrative that explains how geologists use rocks within an area, stratigraphy, and an understanding of the cycling of rock matter (including rock formation) to describe past geologic events within an area.

Social Studies Students organize their materials (topographic model, maps of the area, geologic threats poster) into a static museum display.

PREPARATION FOR LESSON 6 Students need written instructions for their poster (p. 208) and the rubrics (pp. 209–214). They also need access to the internet and a color printer to print out components of their poster as well as scissors, glue, and poster board to display the materials they generate. In addition, students need space to organize and create the static museum display. The science and social studies teachers should work together to identify a space for students’ museum displays to be displayed in their school (e.g., tables in a hallway, auditorium, or gym). They should also work together to identify an elementary school that will display students’ museum displays.

LEARNING COMPONENTS

Introductory Activity/Engagement Connection to the Challenge: Begin each day of this lesson by directing students’ attention to the driving question for the module and challenge (which also serves as the driving question for the lesson): Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community? Hold a brief student discussion of how their learning in the previous days’ lesson(s) contributed to their ability to create their communication plan for the challenge. You may wish to hold a class discussion, creating a class list of key ideas on chart paper, or you may wish to have students create a notebook entry with this information. Science Class: Introduce students to the geologic timeline poster assignment. Working in their assigned study area groups, students use materials they have generated to create a poster (decide on a scale that is appropriate for the display space available) that includes the following: • Maps of the area showing the general rock types, ages, and topography

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• List of the common rocks found in the area grouped by type of rock (igneous, sedimentary, or metamorphic rock) • A general geologic timeline • The geologic events and timeline for their assigned regions with evidence and scientific reasoning • Rock cycle model that show how rocks are formed and decomposed (including mountain-building events) • A written narrative that describes the following: • How geologists use knowledge of Steno’s laws of stratigraphy and radiometric dating to age rocks and determine timelines • How geologists use the types of rocks found in an area and their knowledge of the rock cycle to determine the geologic events that occurred Mathematics Connection: Not applicable. ELA Connection: Not applicable. Social Studies Connection: Discuss with students that they will organize all the materials they have generated so far (geologic threats poster and topographic model) and the one they are generating in science (geologic timeline poster) into a museum type display for others to view and learn from. Show the video “Online Museum Training—Creating a Small Exhibition” (see www. youtube.com/watch?v=2YviD1Pcq9Y) as a starting point to discuss what students should consider when organizing their museum display.

Activity/Exploration Science Class: Have students work on the geologic timeline poster during the first three days of this lesson. Mathematics Connection: Not applicable. ELA Connection: In ELA, students should write the narratives for the geologic timeline poster assignment during the first few days of the lesson. The ELA and science teachers should work together to guide students’ writing. Social Studies Connection: In social studies, students should discuss and determine ways to organize their materials for their static museum display.

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Explanation Science Class: After students finish their geologic timeline posters, have them swap their posters with another group and use the Geologic Timeline Poster Rubric—Maps and Content (p. 211) to evaluate the usefulness of the maps and overall information in the poster. To evaluate the students’ rock cycle models, use the Geologic Timeline Poster Rubric—Rock Cycle Model (p. 212). Once students have completed the peer review, pair the peer review groups and have the students discuss their comments and ratings with the group whose narrative they reviewed. Mathematics Connection: Not applicable. ELA Connection: After students have drafted their narratives, have them swap their narratives with another group and use the Geologic Timeline Poster Rubric—Narrative (p. 209) to evaluate the student writing quality and content. Once students have completed the peer review, pair the peer review groups and have the students discuss their comments and ratings with the group whose narrative they reviewed. Social Studies Connection: Have students finalize their museum display organization by the third day of the lesson.

Elaboration/Application of Knowledge Science Class and ELA and Social Studies Connections: The last few days of the lesson is intended as a preparation for the presentation to the elementary students. Students should do the following: • Reflect on and revise posters based on feedback from peers. • Put their museum display together and prepare for presentations. • Share their museum display and view other groups’ displays. Mathematics Connection: Not applicable.

Evaluation/Assessment Students may be assessed on the following performance tasks. Performance Tasks • Class Participation Rubric (available at the end of Lesson Plan 1 on p. 93) • Geologic Timeline Poster Rubrics (pp. 209–214)

INTERNET RESOURCE “Online Museum Training—Creating a Small Exhibition” video • www.youtube.com/watch?v=2YviD1Pcq9Y

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Name: STUDENT HANDOUT

INSTRUCTIONS FOR GEOLOGIC TIMELINE POSTER You and your partners will be creating a poster to describe the geologic events and timeline for your student area. You should provide geologic maps with appropriate legends that include topography, rock types, and rock ages. Additionally, you should provide a summary list of the rocks found in your area along with a general geologic timeline. You should also provide a discussion of how Steno’s laws and radiometric dating can be used to provide relative ages of rocks. You should also provide a two-dimensional pictorial model of the rock cycle for all three rock types along with the tectonic activities the form them. Additionally, provide a description of how knowing the type of rock and the rock cycle can tell you the geologic events that occurred to form the rocks in your study area.

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Geologic Timeline Poster Rubric—Narrative Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

VOCABULARY

No vocabulary is used. OR Vocabulary is never defined for the reader.

Writing uses some vocabulary to convey the ideas. OR Vocabulary isn’t always defined for the reader.

Writing effectively uses important vocabulary to convey the ideas. AND Vocabulary is defined for the reader.

USE OF FACTS AND DETAILS

Few facts and details are provided.

Facts and details chosen are not always appropriate for communicating the idea.

Facts and details chosen are appropriate and effectively communicating the idea.

USE OF EXAMPLES

No examples are provided. OR Examples do not communicate the ideas.

Examples are provided to support ideas. BUT Examples provided are too few. OR Examples provided do not always effectively communicate the ideas.

Examples are provided to support ideas. AND All examples provided effectively communicate the ideas.

SYNTAX

Poor sentence structure is used.

Appropriate sentence structure is mostly used.

Appropriate sentence structure is used.

OVERALL ORGANIZATION

Organization is lacking.

Organization is apparent, but is not effective in building understanding in the reader.

Organization effectively builds understanding in the reader.

USE OF RELIABLE SOURCES FOR EVIDENCE

Unreliable resources (such as Wikipedia or blog) are used.

Only textbook used as resource.

Outside reliable resources (such as a scientific journal or .gov or .edu website) are used.

APPROPRIATE USE OF PARAPHRASING AND QUOTATIONS

Students plagiarize material. OR Students are over-reliant on using quotations.

Students use some paraphrasing and judiciously use quotes.

Students effectively use paraphrasing and judiciously uses quotes in their developing communication.

Score

Continued

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Geologic Timeline Poster Rubric—Narrative (continued) Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

EXAMPLES OF PARAPHRASING

Few examples of paraphrasing are appropriate and accurately reflect the original resource.

Some examples of paraphrasing are appropriate and accurately reflect the original resource.

All examples of paraphrasing are appropriate and accurately reflect the original resource.

EXAMPLES OF QUOTES USAGE

Few examples of using quotes are correctly done.

Some examples of using quotes are correctly done.

All examples of using quotes are correctly done.

Score

TOTAL SCORE: COMMENTS:

210

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The Changing Earth Lesson Plans Geologic Timeline Poster Rubric—Maps and Content Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

Score

MAPS LEGENDS

No legend is provided.

Legend is provided but incomplete.

Legend is complete.

MAPS PROVIDED

No maps are provided.

Provides some but not all maps.

Provides the rock type, rock age, and shaded relief map of the area.

CONTENT LIST OF ROCKS IDENTIFIED FOR AREA

List is missing or incomplete.

List of rocks is provided but does not indicate the major type of rock.

List of rocks is provided and major type of rock is indicated.

GENERAL GEOLOGIC TIMELINE

Timeline is missing or eras are listed in incorrect order.

Timeline lists eras in the correct order.

Timeline lists eras in the correct order along with range of years encompassed by the era.

UNDERSTANDING No discussion of Steno’s laws. OF STENO’S LAWS FOR AGING ROCKS

Discusses Steno’s laws but does not connect the laws to relative aging.

Discusses Steno’s laws and clearly connects the laws to relative aging.

RADIOMETRIC DATING

No discussion of radiometric dating or explanation is incorrect.

Discusses radioactive decay and half-life but does not discuss how this can be used to determine rock age.

Discusses radioactive decay, half-life, and how this method can be used to determine a more precise rock age.

RELATING ROCK CYCLE AND GEOLOGIC EVENTS

Discussion just describes Discussion states that the rock cycle the rock cycle provides the information about how rocks are formed but does not discuss how this information along with the type of rocks found in an area can be used to infer the geologic events.

Discussion clearly indicates that the knowledge from the rock cycle and the events associated with the formation of rocks can be used along with the knowledge of the type of rocks found in an area to identify the type of geologic events that occurred in the area.

TOTAL SCORE: COMMENTS:

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Geologic Timeline Poster Rubric—Rock Cycle Model Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

Score

ROCK CYCLE USING TERMINOLOGY

Uses a few of the terms learned so far to describe the model of rock formation.

Uses most of the terms learned so far to describe the model of rock formation.

Uses all of the terms learned so far to describe the model of rock formation.

ACCURACY OF THE MODEL— SEDIMENTARY ROCKS

Model is inaccurate or only includes a few concepts learned about sedimentary rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to sedimentary rock formation.

Model fully explains all of the concepts learned about sedimentary rock formation including cementation and the role of minerals in cementation, compaction, and the role of gravity in the sedimentation process and formation of layers.

ACCURACY OF THE MODEL— IGNEOUS ROCKS

Model is inaccurate or only includes a few concepts learned about igneous rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to igneous rock formation.

Model fully explains all of the concepts learned about igneous rock formation and correctly includes the terms mafic, felsic, intermediate, extrusive, and intrusive.

ACCURACY OF MODEL— METAMORPHIC ROCKS

Model is inaccurate or only includes a few concepts learned about metamorphic rock formation.

Model includes most of the concepts learned about rock formation, but some may not be complete or accurately connect to metamorphic rock formation.

Model fully explains all of the concepts learned about metamorphic rock formation and correctly includes the concepts of heat and pressure, regional metamorphism, contact metamorphism, and dynamic metamorphism. Continued

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Geologic Timeline Poster Rubric—Rock Cycle Model (continued ) Name:

Criteria

Emerging (1 point)

Proficient (2 points)

Exemplary (3 points)

Score

ROCK CYCLE (continued ) INCORPORATION OF PLATE TECTONICS

Model includes the cycle showing all rocks melting to become magma but does not address subduction or uplift as a result of tectonic activity.

Model does one of the following: Includes the mechanism of uplift from collisions between two continental plates. OR Adds an additional cycle to move igneous, metamorphic, and sedimentary rocks through subduction, resulting in melting and forming new magma that will eventually become new igneous rock.

Model includes the mechanism of uplift from collisions between two continental plates and the additional cycle to move igneous, metamorphic, and sedimentary rocks through subduction, resulting in melting and forming new magma that will eventually become new igneous rock.

GEOLOGIC TIMELINE FOR AREA USING TERMINOLOGY

Uses a few of the terms learned to describe the model of rock formation.

Uses some of the terms learned so far to describe the model of rock formation.

Uses most of the terms learned so far to describe the model of rock formation.

GEOLOGIC EVENTS

Geologic events show students have limited ability to use rock type to apply rock formation, weathering, and uplift to identify potential geologic events.

Geologic events show students can do one of the following: Apply formation of all three types of rocks to identify a geologic event but do not address weathering and uplift to identify potential geologic events. OR Apply formation of two or fewer types of rocks but also apply information about weathering and uplift to identify potential geologic events.

Geologic events show students can apply all aspects of the model, including the formation of rocks, weathering, and uplift, to identify potential geologic events

Continued

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Geologic Timeline Poster Rubric—Rock Cycle Model (continued ) Name:

Criteria EVIDENCE AND SCIENTIFIC REASONING

Emerging (1 point) Students describe the type of rock found in their area but do not connect to the rock cycle and then apply to the geologic event.

Proficient (2 points) Students describe the type of rock found in their area but either do not connect to the rock cycle or do not apply to the geologic event.

Exemplary (3 points)

Score

Students describe the type of rock found in their area to connect to the rock cycle and then apply to the geologic event.

TOTAL SCORE: COMMENTS:

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5 TRANSFORMING LEARNING WITH THE CHANGING EARTH AND THE STEM ROAD MAP CURRICULUM SERIES Carla C. Johnson

T

his chapter serves as a conclusion to The Changing Earth integrated STEM curriculum module, but it is just the beginning of the transformation of your classroom that is possible through use of the STEM Road Map Curriculum Series. In this book, many key resources have been provided to make learning meaningful for your students through integration of science, technology, engineering, and mathematics, as well as social studies and English language arts, into powerful problem- and projectbased instruction. First, The Changing Earth curriculum is grounded in the latest theory of learning for students in grade 8 specifically. Second, as your students work through this module, they engage in using an engineering design process (EDP) and build prototypes like engineers and STEM professionals in the real world. Third, students acquire important knowledge and skills grounded in national academic standards in mathematics, English language arts, science, and 21st century skills that will enable their learning to be deeper, retained longer, and applied throughout, illustrating the critical connections within and across disciplines. Finally, authentic formative assessments, including strategies for differentiation and addressing misconceptions, are embedded within the curriculum activities. The Changing Earth curriculum in the Cause and Effect STEM Road Map theme can be used in single-content classrooms (e.g., science) where there is only one teacher or expanded to include multiple teachers and content areas across classrooms. Through the exploration of the Geology and the Community Challenge, students engage in a realworld STEM problem on the first day of instruction and gather necessary knowledge and skills along the way in the context of solving the problem.

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Transforming Learning With The Changing Earth and the STEM Road Map Curriculum Series

The other topics in the STEM Road Map Curriculum Series are designed in a similar manner, and NSTA Press has additional volumes in this series for this and other grade levels and plans to publish more. The volumes covering Innovation and Progress have been published and are as follows: • Amusement Park of the Future, Grade 6 • Construction Materials, Grade 11 • Harnessing Solar Energy, Grade 4 • Transportation in the Future, Grade 3 • Wind Energy, Grade 5 The volumes covering The Represented World have also been published and are as follows: • Car Crashes, Grade 12 • Improving Bridge Design, Grade 8 • Investigating Environmental Changes, Grade 2 • Packaging Design, Grade 6 • Patterns and the Plant World, Grade 1 • Radioactivity, Grade 11 • Rainwater Analysis, Grade 5 • Swing Set Makeover, Grade 3 In addition, several volumes covering Cause and Effect have been published: • Influence of Waves, Grade 1 • Natural Hazards, Grade 2 • Physics in Motion, Grade K The tentative list of other books includes the following themes and subjects: • Cause and Effect (continued) • Healthy living • Human impacts on our climate • Sustainable Systems • Composting: Reduce, reuse, recycle

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Transforming Learning With The Changing Earth and the STEM Road Map Curriculum Series

• Creating global bonds • Hydropower efficiency • System interactions • Optimizing the Human Experience • Genetically modified organisms • Mineral resources • Rebuilding the natural environment If you are interested in professional development opportunities focused on the STEM Road Map specifically or integrated STEM or STEM programs and schools overall, contact the lead editor of this project, Dr. Carla C. Johnson ([email protected]), associate dean and professor of science education and executive director of the William and Ida Friday Institute at North Carolina State University. Someone from the team will be in touch to design a program that will meet your individual, school, or district needs.

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APPENDIX CONTENT STANDARDS ADDRESSED IN THIS MODULE NEXT GENERATION SCIENCE STANDARDS Table A1 (p. 220) lists the science and engineering practices, disciplinary core ideas, and crosscutting concepts this module addresses. The supported performance expectations are as follows. • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. • MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. • MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

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APPENDIX

Table A1. Next Generation Science Standards (NGSS) Science and Engineering Practices DEVELOPING AND USING MODELS Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and use a model to describe phenomena.

PLANNING AND CARRYING OUT INVESTIGATIONS Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

ANALYZING AND INTERPRETING DATA Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. • Analyze and interpret data to provide evidence for phenomena.

CONSTRUCTING EXPLANATIONS AND DESIGNING SOLUTIONS Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.

CONNECTIONS TO NATURE OF SCIENCE Scientific Knowledge Is Open to Revision in Light of New Evidence • Science findings are frequently revised and/or reinterpreted based on new evidence.

Disciplinary Core Ideas Continued

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APPENDIX

Table A1. (continued ) ESS1.C: THE HISTORY OF PLANET EARTH • Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

ESS2.A: EARTH’S MATERIALS AND SYSTEMS • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. • The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.

ESS2.B: PLATE TECTONICS AND LARGE-SCALE SYSTEM INTERACTIONS • Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

Crosscutting Concepts PATTERNS • Patterns in rates of change and other numerical relationships can provide information about natural systems.

SCALE, PROPORTION, AND QUANTITY • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

STABILITY AND CHANGE • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

Source: NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards.

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APPENDIX

Table A2. Common Core Mathematics and English Language Arts (ELA) Standards MATHEMATICS PRACTICES

WRITING STANDARDS

• MP1. Make sense of problems and persevere in solving them.

• W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

• MP2. Reason abstractly and quantitatively.

• W.8.1.A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

• MP4. Model with mathematics.

MATHEMATICS CONTENT • 8.EE.A.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. • 8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. • 8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

• W.8.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • W.8.1.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • W.8.1.E. Provide a concluding statement or section that follows from and supports the argument presented. • W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • W.8.2.B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • W.8.2.C. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. • W.8.3.A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • W.8.3.D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. • W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. • W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Continued

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APPENDIX

Table A2. (continued ) WRITING STANDARDS (continued) • W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SPEAKING AND LISTENING STANDARDS • SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. • SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. • SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Source: National Governors Association Center for Best Practices and Council of Chief State School Officers (NGAC and CCSSO). 2010. Common core state standards. Washington, DC: NGAC and CCSSO.

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Table A3. 21st Century Skills From the Framework for 21st Century Learning 21st Century Skills

Learning Skills and Technology Tools

Teaching Strategies

Evidence of Success

INTERDISCIPLINARY THEMES

• Global Awareness

• Students will describe • Teachers will help geologic events that students focus on the have occurred in various implications of geologic locations around the activities across the globe. world and what their • They will encourage impacts have been on students to examine societies within these geologic activities and locations. relate them to current environmental conditions • Students will also articulate the pros within regions. and cons of various • Additionally, teachers human activities that will focus students’ are intended to either attention on the impact tame geologic events or that humans are having harness their power for on the geologic processes, other purposes. including phenomenon • Students will also debate such as fracking and the suitability and societal waste water injections or impacts of development the threats associated within geologically active with development around areas (e.g., property geologically active areas. loss/property insurance, government services for disasters, etc.)

LEARNING AND INNOVATION SKILLS

• Critical Thinking and Problem Solving

• Teachers will create situations where students will be challenged to think critically about a collection of evidence and generate alternate explanations for the evidence.

• Communication and Collaboration

• Students will have multiple opportunities to work together on model development and communicate to peers about their models.

• Students will develop an accurate model that describes the current geologic explanation for processes shaping the Earth. • Students will be able to communicate their model to their peers as well as evaluate and give feedback to peers regarding their models.

Continued

224

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APPENDIX

Table A3. (continued ) 21st Century Skills INFORMATION, MEDIA AND TECHNOLOGY SKILLS

Learning Skills and Technology Tools • Information Literacy • Information, Communications, and Technology Literacy

Teaching Strategies • Teachers will require the use of and examination of various reliable resources for this project and the development of models to explain observed changes on the Earth.

Evidence of Success • Students will develop appropriate key-word searches to examine current geological knowledge of processes shaping the Earth. • They will also be able to evaluate the reliability of these resources in providing that information. • Additionally, students will be able use mapping software and access secondary data to build evidence to support or refute arguments.

LIFE AND CAREER SKILLS

• Flexibility and Adaptability • Initiative and SelfDirection • Productivity and Accountability • Leadership and Responsibility

• Teachers will provide check points for students to self-monitor their progress. • Teachers will create situations where students are able to work in groups collaboratively.

• Students will articulate their goals for each check point for the project and devise strategic plans to show progress toward their goals. • Students will work effectively in collaborative groups and be clear about roles of each member. Students will take responsibility for their own learning.

Source: Partnership for 21st Century Learning, Battelle for Kids. 2015. Framework for 21st Century Learning. www. battelleforkids.org/networks/p21/frameworks-resources.

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APPENDIX

Table A4. English Language Development (ELD) Standards ELD STANDARD 1: SOCIAL AND INSTRUCTIONAL LANGUAGE English language learners communicate for Social and Instructional purposes within the school setting.

ELD STANDARD 2: THE LANGUAGE OF LANGUAGE ARTS English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

ELD STANDARD 3: THE LANGUAGE OF MATHEMATICS English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

ELD STANDARD 4: THE LANGUAGE OF SCIENCE English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

ELD STANDARD 5: THE LANGUAGE OF SOCIAL STUDIES English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Source: WIDA. 2012. 2012 amplification of the English language development standards: Kindergarten–grade 12. https://wida.wisc.edu/teach/standards/eld.

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INDEX

Page numbers printed in boldface type indicate tables, figures, or handouts. A Activity/Exploration Continental Drift and the Rock Cycle lesson plan, 189–191 Igneous Rock Formation lesson plan, 101–103 Putting It All Together lesson plan, 206 Rocks and Topography lesson plan, 60–62 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 161–164 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 119–124 after learning, SRL theory, 16, 18 application of knowledge, 29 argument, 118, 147, 148 assessment. See also Evaluation/Assessment; performance tasks; rubrics assessment maps, 15–16 comprehensive assessment system, 14 desired outcome of module, 35, 36 embedded formative assessment, 14–15 plan overview and map, 36, 37–41 role of, 13–16 B before learning, SRL theory, 16, 17 Bowen’s reaction series, 98–99 C cause and effect theme, 3, 216 Changing Earth module, 23 challenge or problem to solve, 25 Changing Earth module overview, 23–45 assessment plan overview and map, 36, 37–41

challenge or problem to solve, 25 content standards addressed, 25 desired outcomes and monitoring success, 35, 36 differentiating instruction, 29, 33–34 English language learners strategies, 34 established goals and objectives, 24 lead discipline, 23 module launch, 28 module summary, 23–24 potential STEM misconceptions, 30, 31 prerequisite skills, 28–29, 29 resources, 45 safety considerations, 35 SRL process components, 31, 32 STEM Research Notebook, 25–26, 27 theme, 23 timeline, 42–44 Common Core State Standards for English Language Arts (CCSS English Language Arts) Continental Drift and the Rock Cycle lesson plan, 184–185 module summary, 222–223 Putting It All Together lesson plan, 203–204 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 113 Common Core State Standards for Mathematics (CCSS Mathematics) Continental Drift and the Rock Cycle lesson plan, 183–184 module summary, 222 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 158 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 112–113

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INDEX comprehensive assessment system, 14 content standards Continental Drift and the Rock Cycle lesson plan, 182–185 Putting It All Together lesson plan, 201–204 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 156–158 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 111–113 content standards addressed Changing Earth module overview, 25 Igneous Rock Formation lesson plan, 96–98 Rocks and Topography lesson plan, 49, 49–50 Continental Drift and the Rock Cycle lesson plan content standards, 182–185 essential questions, 181 goals and objectives, 181 handouts, 194 internet resources, 192–193 key vocabulary, 185 learning components Activity/Exploration, 189–191 Elaboration/Application of Knowledge, 192 Evaluation/Assessment, 192 Explanation, 191–192 Introductory Activity/Engagement, 188–189 materials, 181–182 preparation, 187–188 rubrics, 195–200 teacher background information English language arts, 187 mathematics, 187 science, 186 social studies, 187 time required, 181 crosscutting concepts Continental Drift and the Rock Cycle lesson plan, 183 Igneous Rock Formation lesson plan, 97 module summary, 221 Putting It All Together lesson plan, 203 Rocks and Topography lesson plan, 50

228

Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 157–158 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 112 D dichotomous key, 68, 99–100 differentiating instruction, 29, 33–34 disciplinary core ideas Continental Drift and the Rock Cycle lesson plan, 183 Igneous Rock Formation lesson plan, 97 module summary, 220 Putting It All Together lesson plan, 202–203 Rocks and Topography lesson plan, 50 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 157 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 112 driving question, 25 during learning, SRL theory, 16, 17–18 E earthquakes, 163 Elaboration/Application of Knowledge Continental Drift and the Rock Cycle lesson plan, 192 Igneous Rock Formation lesson plan, 104–105 Putting It All Together lesson plan, 207 Rocks and Topography lesson plan, 65 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 164–165 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 126–128 embedded formative assessment, 14–15 engineering design process (EDP), 9–11, 10, 31, 115, 129, 153 English language arts connections Continental Drift and the Rock Cycle lesson plan, 191, 192

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INDEX Putting It All Together lesson plan, 206, 207 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 122–123, 126, 127 English language arts teacher background information Continental Drift and the Rock Cycle lesson plan, 187 Putting It All Together lesson plan, 205 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 115 English Language Development Standards, 226 English language learners strategies, 34 erosion, 117 essential questions Continental Drift and the Rock Cycle lesson plan, 181 Igneous Rock Formation lesson plan, 95 Putting It All Together lesson plan, 201 Rocks and Topography lesson plan, 47 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 155 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 108 Evaluation/Assessment Continental Drift and the Rock Cycle lesson plan, 192 Igneous Rock Formation lesson plan, 105 Putting It All Together lesson plan, 207 Rocks and Topography lesson plan, 66 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 166 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 128–129 Explanation Continental Drift and the Rock Cycle lesson plan, 191–192 Igneous Rock Formation lesson plan, 103–104 Putting It All Together lesson plan, 207 Rocks and Topography lesson plan, 62–65

Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 164 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 124–126 extrusive rocks, 99 F Framework for 21st Century Learning Continental Drift and the Rock Cycle lesson plan, 185 Igneous Rock Formation lesson plan, 98 module summary, 224–225 Putting It All Together lesson plan, 204 Rocks and Topography lesson plan, 50 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 158 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 113 G global positioning systems, 186 goals and objectives Continental Drift and the Rock Cycle lesson plan, 181 Igneous Rock Formation lesson plan, 95 overview, 24 Putting It All Together lesson plan, 201 Rocks and Topography lesson plan, 47 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 155 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 108 Grand Canyon, 129 graphs, 130 H Hutton, James, 98, 114, 130

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INDEX I Igneous Rock Formation lesson plan content standards, 96–98 essential questions, 95 goals and objectives, 95 internet resources, 105–106 key vocabulary, 98 learning components Activity/Exploration, 101–103 Elaboration/Application of Knowledge, 104–105 Evaluation/Assessment, 105 Explanation, 103–104 Introductory Activity/Engagement, 100–101 materials, 95–96 preparation, 99–100 safety notes, 96 teacher background information science, 98–99 social studies, 99 time required, 95 information, media and technology skills, 225 innovation and progress theme, 3, 216 integrated curricula difficulties, 24 interdisciplinary themes, 224 internet resources Continental Drift and the Rock Cycle lesson plan, 192–193 Igneous Rock Formation lesson plan, 105–106 Putting It All Together lesson plan, 207 Rocks and Topography lesson plan, 53–54, 66–67 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 166–167 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 129–130 Introductory Activity/Engagement Continental Drift and the Rock Cycle lesson plan, 188–189 Igneous Rock Formation lesson plan, 100–101 Putting It All Together lesson plan, 205–206 Rocks and Topography lesson plan, 58–60

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Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 160–161 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 117–118 intrusion, 130 K key vocabulary Continental Drift and the Rock Cycle lesson plan, 185 Igneous Rock Formation lesson plan, 98 Rocks and Topography lesson plan, 51 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 158 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 113–114 L learning and innovation skills, 224 learning cycle, 11–12 life and career skills, 225 M maps, 130 materials Continental Drift and the Rock Cycle lesson plan, 181–182 Igneous Rock Formation lesson plan, 95–96 Putting It All Together lesson plan, 201 Rocks and Topography lesson plan, 48 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 155–156 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 109–110 mathematics connections Continental Drift and the Rock Cycle lesson plan, 191

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INDEX Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 161, 162, 164 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 122, 125–127 mathematics teacher background information Continental Drift and the Rock Cycle lesson plan, 187 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 159 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 114 metamorphic rocks, 130 misconceptions, potential STEM, 30, 31 N National Center for Educational Statistics Kids’ Zone Create a Graph web page, 118, 129 neptunist theory, 52–54, 117, 123–124 Next Generation Science Standards (NGSS) Continental Drift and the Rock Cycle lesson plan, 182–183 Igneous Rock Formation lesson plan, 96–97 module summary, 219, 220–221 Putting It All Together lesson plan, 201–203 Rocks and Topography lesson plan, 49–50 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 156–158 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 111–112 O optimizing the human experience theme, 5, 216 outcomes, desired, 35, 36 P Pacific Plate, 187 performance tasks, 35, 36. See also assessment

Igneous Rock Formation lesson plan, 105 Putting It All Together lesson plan, 207 Rocks and Topography lesson plan, 66 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 166 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 128 plate tectonics, 188 plutonist theory, 98–99, 117, 123–124 preparation Igneous Rock Formation lesson plan, 99–100 Putting It All Together lesson plan, 205 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 159–160 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 116–117 process components, self-regulated learning theory (SRL), 16, 16–18 project- and problem-based learning, 9 Putting It All Together lesson plan content standards, 201–204 essential questions, 201 goals and objectives, 201 handouts, 208 internet resources, 207 learning components Activity/Exploration, 206 Elaboration/Application of Knowledge, 207 Evaluation/Assessment, 207 Explanation, 207 Introductory Activity/Engagement, 205–206 materials, 201 preparation, 205 rubrics, 209–214 teacher background information, 204–205 time required, 201 R radiometric dating, 159 the represented world theme, 4, 216 Research Notebook. See STEM Research Notebook

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INDEX resources, module, 45 rock cycle, 31 rock dichotomous key, 55, 68 Rocks and Topography lesson plan class participation rubric, 93 content standards, 49, 49–50 essential questions, 47 goals and objectives, 47 handouts, 68–92 internet resources, 66–67 key vocabulary, 51 learning components Activity/Exploration, 60–62 Elaboration/Application of Knowledge, 65 Evaluation/Assessment, 66 Explanation, 62–65 Introductory Activity/Engagement, 58–60 materials, 48 preparation, 54–58 rock cycle rubric, 94 safety notes, 48–49 teacher background information science, 52–54 social studies, 54 time required, 48 rubrics class participation rubric, 66, 93 data communication rubric, 151–152 geologic threats rubric, 180, 195–198 geologic timeline poster rubric, 209–212 rock cycle rubric, 66, 94, 107, 149–150, 199–200, 213–214 timeline of geologic events rubric, 179 topographic model rubric, 154 S safety considerations, 35 safety notes Igneous Rock Formation lesson plan, 96 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 156 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 110–111 science and engineering practices Continental Drift and the Rock Cycle lesson plan, 182–183

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Igneous Rock Formation lesson plan, 97 module summary, 220 Putting It All Together lesson plan, 202 Rocks and Topography lesson plan, 49–50 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 157 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 111–112 science classes Continental Drift and the Rock Cycle lesson plan, 188, 189–191, 192 Igneous Rock Formation lesson plan, 100–102, 103–105 Putting It All Together lesson plan, 205–206, 207 Rocks and Topography lesson plan, 59, 60–64, 65 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 160–162, 164–165 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 119–121, 124–125, 126 science teacher background information Continental Drift and the Rock Cycle lesson plan, 186 Igneous Rock Formation lesson plan, 98–99 Putting It All Together lesson plan, 204–205 Rocks and Topography lesson plan, 52–54 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 159 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 114 sea level rise, 163–164 sedimentary rocks, 31 self-regulated learning theory (SRL), 16, 16–18 social studies connections Continental Drift and the Rock Cycle lesson plan, 189, 191, 192

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INDEX Igneous Rock Formation lesson plan, 101, 103, 104, 105 Putting It All Together lesson plan, 206, 207 Rocks and Topography lesson plan, 59–60, 62, 64–65 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 161, 162–164, 165 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 123–124, 126, 127–128 social studies teacher background information Continental Drift and the Rock Cycle lesson plan, 187 Igneous Rock Formation lesson plan, 99 Putting It All Together lesson plan, 205 Rocks and Topography lesson plan, 54 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 159 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 115 speaking and listening standards module summary, 223 Putting It All Together lesson plan, 204 SRL process components, 16, 16–18, 31, 32 STEM Research Notebook about, 25–26 described, 12–13 guidelines, 27 Igneous Rock Formation lesson plan, 102–103 Rocks and Topography lesson plan, 65 STEM Road Map Curriculum Series about, 1 cause and effect theme, 3 engineering design process (EDP), 9–11, 10 framework for STEM integration, 6–7 innovation and progress theme, 3 learning cycle, 11–12 need for, 7 need for integrated STEM approach, 5–6 optimizing the human experience theme, 5 project- and problem-based learning, 9

the represented world theme, 4 role of assessment in, 13–16 safety in STEM, 18–19 self-regulated learning theory (SRL), 16, 16–18 standards-based approach to, 2 STEM Research Notebook, 12–13 sustainable systems theme, 4–5 themes in, 2–3 Stratigraphy Stations exploration, 56, 61–62, 64, 78–92 success, evidence of, 224–225 sustainable systems theme, 4–5, 216–217 T teacher background information. See specific course subjects theme, 23 This Dynamic Planet: A Teaching Companion (USGS), 186, 187 timeline of module, 42–44 U uniformitarianism, 114 unit rates, 130 Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan content standards, 156–158 essential questions, 155 goals and objectives, 155 handouts, 168–178 internet resources, 166–167 key vocabulary, 158 learning components Activity/Exploration, 161–164 Elaboration/Application of Knowledge, 164–165 Evaluation/Assessment, 166 Explanation, 164 Introductory Activity/Engagement, 160–161 materials, 155–156 preparation, 159–160 safety notes, 156 teacher background information, 159 time required, 155 V volcanoes, 163

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INDEX W Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan content standards, 111–113 essential questions, 108 goals and objectives, 108 handouts, 131–148 How Do Rocks Weather? investigation, 119–126 Hutton Exploration, 119–123, 125–126 internet resources, 129–130 key vocabulary, 113–114 learning components Activity/Exploration, 119–124 Elaboration/Application of Knowledge, 126–128 Evaluation/Assessment, 128–129 Explanation, 124–126 Introductory Activity/Engagement, 117–118 materials, 109–110 plutonism vs. neptunism, 123–124

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preparation, 116–117 safety notes, 110–111 teacher background information English language arts, 115 mathematics, 114 science, 114 social studies, 115 time required, 109 Wegener, Alfred, 186 Werner, Abraham Gottlob, 53 What Do Maps Show? (USGS), 54, 58, 100, 105, 129 WIDA learning standards, 34 writing standards Continental Drift and the Rock Cycle lesson plan, 184–185 module summary, 222–223 Putting It All Together lesson plan, 203–204 Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 113

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Grade

8

STEM Road Map for Middle School

The Changing Earth

What if you could challenge your eighth graders to help people recognize the inherent risks of living in a region that’s prone to flooding, earthquakes, and volcanoes? With this volume in the STEM Road Map Curriculum Series, you can!

The Changing Earth outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. This interdisciplinary, six-lesson module uses project- and problem-based learning to introduce the powerful idea that Earth is shaped by ongoing geologic processes that can alter our landscape in a short time. The module also helps students appreciate the nature and process of science, including the roles of evidence, conjecture, and modeling. Students will learn about the rock cycle, including how it’s driven by the Sun’s energy and heat from Earth’s core. To support this goal, students will do the following: • Learn that Earth is a dynamic system, shaped by many geological processes that are driven by energy from the Sun and internally from Earth. • Build a model to explain the evidence suggesting that Earth’s surface has changed in the past and will continue to change in the future. • Evaluate claims based on provided evidence. • Use mathematics content and skills to collect and analyze data to support or refute a claim, and use appropriate graphics or tables to summarize data. • Create a museum display to explore the geology of an area in North America or Great Britain. Students’ displays will include scale models of influential rock formations in their assigned area and posters about topics such as geology’s impact on culture and community. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, The Changing Earth can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

Grades K–12

PB425X14 ISBN 978-1-68140-468-4

Grade 8

9 781681 404684 Copyright © 2020 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681404684