TIME: 2-3 class periods (depending on class schedules, teachers may choose to allow students more time to complete the comic strips.)
MATERIALS:
- Life Cycle cards (appendix B)
- Taffy (two bags per class) (4 pieces per student-3 for activity; 1 to eat)
- 5 votive candles per class
- Hot plate
- Pot
- Bucket Ice
- Rulers (1 per student)
- Paper towels
- Baby wipes
- Colored pencils
- Student text book Rock cycle diagram (appendix C)
- Notes on rock cycle (appendix A)
- Copy paper (2-3 sheets per student)
- Card stock cut into 3" by 3" pieces
- Construction paper
LESSON OVERVIEW:
This unit introduces the layers that form Earth with a focus on the theory of plate tectonics. It includes the identification of minerals and rocks, and the study of the rock cycle with explanations of how weathering and weathering agents affect Earth's surface. The specific lesson focuses on the rock cycle. See Appendix A for notes on the processes of the rock cycle.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Distribute Life Cycle cards to each table (see appendix B.) Each table must sort the cards into a logical sequence- baby, toddler, boy, graduate, worker, and elderly man. ACTIVITY:
Lesson Presentation: Discuss how any cycle has components in a sequential order. State that some cycles don't always follow the example given with the cards-birth to death. Using students' notes discuss how the three types of rock form and change in the rock cycle.
Guided Practice: Do Rock Cycle Taffy activity:
- On a low heat, melt five votive candles in a pot on a hot plate.
- Distribute to each student one sheet of blank paper to create a three-column table. Label the first column Rock Type , the second column How This Rock Forms and the third column Illustration .
- Distribute three pieces of taffy of different colors to each student. Tell students they will be able to eat a different piece of taffy after the activity is complete. Instruct students to open two pieces of taffy and turn them into sediment by breaking them into smaller pieces.
- Ask how sediment is turned into sedimentary rock (compaction and cementation.) Tell students to turn their sediment into a sedimentary rock.
- Have students fill in columns1 and 2 on their table. Column 2 (How This Rock Forms) must be done in paragraph form. Then, using colored pencils have students illustrate in the third column the sedimentary rock they formed.
- Ask how metamorphic rocks form (heat, pressure). Instruct students to break the third piece of taffy into pieces to create more sediment. Using the sedimentary rock already formed and the new sediment, have students create a metamorphic rock.
- Have students fill in columns1 and 2 on their table. Column 2 (How This Rock Forms) must be done in paragraph form. Then, using colored pencils have students illustrate in the third column the metamorphic rock they formed.
- While students are filling in the columns for the metamorphic rock, have them come to the back of the room one table at a time to observe how igneous rock forms. In a bucket of ice water, slowly and cautiously pour some of the melted wax from the candles into the bucket. The wax will cool and solidify quickly. Use a ruler to help push water around the wax to cool it completely. Give samples of the igneous rock, on a piece of paper towel, to the students and instruct them to return to their table and complete the columns for all their rocks.
Independent Practice: Give students a copy of the rock cycle diagram (see appendix C for the diagram.) The students' complete the diagram including the missing processes used to create rocks. Write the following processes on the board (sediments, compaction, cementation, erosion, deposition, heat, pressure.) Students may use the diagram in the book as a reference. Students will also draw a sample of the five words in squares (Magma, Sediment, Igneous rock, Metamorphic rock, and Sedimentary rock) in their proper place on the diagram. The three rock types should also include the proper rock name (e.g., Igneous?Obsidian).
Once the diagram is complete, give students several pieces of blank paper and have them use rulers to make 6 grids measuring 3" by 3" to create a comic strip style illustration of rocks going through change in the rock cycle. The sheets of paper should be for their rough drafts. Give students 3" by 3" pieces of precut card stock for their final product. Instruct students to choose one form of rock and illustrate the processes it goes through to change into another form of rock. Remind students to use the art terms they have been introduced to (value change, texture, space and color) while creating the comic strip. Students will arrange their individual strips of paper (comic strip) on a sheet of construction paper. Give each student one more piece of taffy to eat.
Closure : Randomly select students to explain how each rock type is formed.
EVALUATION/ASSESSMENT:
- Teacher observation/monitoring.
- Rubric (attached)
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Science GLEs – Grades 5-8:
Science - Science as Inquiry (Grades 5-8)
19: Communicate ideas in a variety of ways (e.g., symbols, illustrations,
graphs, charts, spreadsheets, concept maps, oral and written reports,
equations) (SI-M-A7)
Science - Earth and Space Science – Structure of Earth (Grade 8)
18: Describe how sedimentary, igneous and metamorphic rocks form and
change in the rock cycle (ESS-M-A6)
Louisiana Science Standards/Benchmarks:
Science:
SI-M-A7 communicate scientific procedures, information and explanations.
ESS-M-A6 explain the processes involved in the rock cycle
Louisiana Visual Art Content Standards/Benchmarks:
VA-CE-M1: Demonstrate art methods and techniques in visual representation
based on research of imagery (2, 3)
VA-CE-M3: Use the elements and principles of design and art vocabulary
to visually express and describe individual ideas (1, 2)
VA-CE-M2: Select and apply media, techniques, and technology to visually
express and describe individual ideas (1, 2, 3)
VA-CE-M5: Produce ideas for art productions while engaging in individual
and group activities (1, 2, 5)
ART
CONTENT/CONCEPTS:
Lesson uses previously taught concepts of: value change,
texture, space and color.
ACCOMODATIONS/MODIFICATIONS:
- Teachers must follow special needs student’s Individual Education
Plan (IEP) or 504 Modification Plan.
- Students who have difficulty with the lesson (including ESL students
experiencing difficulty with the language) will be placed with students
who have shown the willingness to assist where necessary.
- For student with attention/behavior difficulties, teacher will stand
near while giving directions, and monitor closely during practice and
performance.
VARIATIONS/ENHANCEMENTS:
TEACHER'S REFLECTIONS:
This lesson went well. The students followed directions in completing
their 3-column tables. Their descriptions of the rock type formations
were accurate. They also did a very good job drawing and coloring in the
types of rocks they created with the taffy. One reason this lesson may
have been a success over the movement lesson could be that the students
enjoy drawing and visual art work over the movements.
RESOURCES:
Prentice Hall Science Explorer Adventures in Life, Earth, and Physical
Science
http://web.rbe.sk.ca/assessment/Rubrics/
Lafourche Parish School District Curriculum Mapping UNIT: 3
Click Here to Download the Rubric for this project
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