Established Goals: 1: Classify igneous, sedimentary, and metamorphic rocks by how they were formed. 2: Explain how rocks change through the rock cycle. 3. Determine the effects of weathering and erosion on rocks.
Understanding(s):
Students will understand that the three types of rocks change through the rock cycle.
Students will understand how weathering and erosion affect rocks.
Essential Question(s):
What are the characteristics of the three different types of rocks?
What conditions occur during each phase of the rock cycle?
What is the effect of weathering and erosion on rocks?
Students will know...
Students will know that rocks have been through all phases of the rock cycle, some multiple times.
Students will know that the Earth’s landscape has been shaped by the weathering and erosion of rocks.
Students will be able to...
Use related vocabulary in context when responding to the classroom blog.
Explain how rocks change through the rock cycle.
Identify real world examples of the impact of weathering and erosion.
OUTCOMES
Assessment Evidence
Performance Task(s):
Using an authentic collection of rocks, students will sort sedimentary, metamorphic, and igneous rocks.
Students will create their own sedimentary rock and write a summary about how they created the rock and what makes it a sedimentary rock.
Students will use the heat and pressure of their hands to create a simulated metamorphic rock using two differently flavored and colored Starburst candies and explain how the metamorphic rock was formed.
Students reflect and respond to the classroom blog using new vocabulary to demonstrate new learning.
Students will create a PowerPoint about one aspect of the Rock Cycle (igneous, sedimentary, metamorphic, weathering, erosion)
Other Evidence:
Blog responses
Completion of webquest
Rock cycle thinksheet
K-W-L chart
Cooperative Learning Community Project (Sedimentary Rock)
Weathering and Erosion T-Chart
Individual Simulation (Metamorphic Rock)
Cooperative Learning Community Project: PowerPoint
ISTE/NETS for Students
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
ISTE/NETS for Teachers
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
b.) Introduce class to the teacher created wiki-get students excited about learning in the digital age!!!: http://therockingrockcycle.wikispaces.com/Welcome+to+The+Rock+Cycle%21 c.) Model how to navigate through the wiki, how to post in the discussion, and how to print documents needed for the project.
Assignment 1: Interactive Tour of the Rock Cycle. See storyboard for detail directions. Add to K-W-L. Respond to discussion question.
Assignment 2: Rock Worksheet-Igneous Rocks. Add to K-W-L. Respond to discussion question.
Assignment 3: Rock Worksheet-Sedimentary Rocks. Add to K-W-L. Respond to discussion.
Cooperative Group Activity: Make a sedimentary rock.
Assignment 5: Rock Worksheet-Metamorphic Rocks. Add to K-W-L.
Cooperative Group Activity: Make a metamorphic rock.
Assignment 5: Weathering and erosion video and T-Chart. Add to K-W-L. Respond to discussion.
The Rock Cycle Learning Map:
1: Classify igneous, sedimentary, and metamorphic rocks by how they were formed.
2: Explain how rocks change through the rock cycle.
3. Determine the effects of weathering and erosion on rocks.
- Assess Prior Knowledge: Teacher facilitates a K-W-L chart as students create their own K-W-L chart titled “The Rock Cycle”.
- Anticipatory Set: a.) Show this video clip. The teacher reads the slides. http://www.youtube.com/watch?v=EcfstbQyrzU&feature=player_embedded
b.) Introduce class to the teacher created wiki-get students excited about learning in the digital age!!!: http://therockingrockcycle.wikispaces.com/Welcome+to+The+Rock+Cycle%21c.) Model how to navigate through the wiki, how to post in the discussion, and how to print documents needed for the project.
(Adapted from ASCD and Grant Wiggins & Jay McTighe http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf)