http://cmapp.wcpss.net/public/guide/instructionalprint/id/1199/ref/59 com464- v560 A3hIchied VolotA)

• Grade 6 Science Unit 3 - Our Unique Planet

Day 25 through 28 - Instructional Guide

Topic(s): Rock and Roll (Unit 3 pgs. 35-45) Allocated Time for Instruction: Array

Objectives

SCoS Objectives:

3.04 Describe the processes which form and the uses of earth materials. -Rock cycle. -Characteristics of rocks.

National Objective:

Learner Objective:

Language Objective:

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As a result in learning, students should be able to... -describe the process which form and the uses of different rocks -describe the rock cycle

Prerequisite Skills/Knowledge:

Vertical alignment document [/public/uploads/files/g6sci_prerequisites.doc]

Connections to EOG/EOC/Assessments:

What family of rocks can you find in NC? A. igneous B. sedimentary C. metamorphic D. all of the above

-Listen to descriptions of rock samples and their properties. -Discuss the similarities and differences between rock samples in pairs/groups. -Read a student-generated story about the rock cycle and illustrate the story in a comic strip. -Write a short description of rock samples.

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the students' native language, as needed. • Go on a rock scavenger hunt around your school. What rock materials have been used in construction of the school building and landscape?

Have students observe an assortment of rocks and list properties of rocks such as color, texture, shape, mineral patterns, etc. Identify similarities and differences, and use differences to develop a dichotomous key for at least ten rock samples. For LEP students: -In pairs/groups, students should write short, descriptive paragraphs of the rock samples they collect. Tell them to include a minimum of 5 properties in their descriptions. They should read aloud and compare their descriptions with another pair/group. Assist students with naming the rock samples. -After identifying the properties of the rocks, students should sort the rocks according to their properties, then design a dichotomous key for the rocks. Have each pair of students select two rocks (rocks from different families will be more interesting) to study carefully. Have students study the rocks with a magnifying glass. Use available to tools to make qualitative and quantitative observations of both rocks such as mass, length, width, volume, colors, texture, luster, hardness, etc. Record data in a chart. Use information in the chart and other observations to make a double Venn diagram comparing and contrasting the properties of the rocks. Use an identification chart or a dichotomous key to try to identify each rock and the rock family to which it belongs. It is the process, NOT an accurate identification, that is important here! For LEP students: Encourage students to discuss with their partner/group the observations they make of the rocks as well as the similarities and differences they observe. Provide students with the following sentences frames for the discussion:

This rock is .. and It has It is similar to this rock because both rocks have/are or It is different from this rock because it has/is but this rock has/is After some initial activity and exposure to rocks in the classroom, have students make a three-part foldable to use for a KWL activity. Have students complete the K (What I know about rocks) and the W (What I wonder about rocks). Ask students to share info from this activity. Have student groups write some of the more interesting questions that they have on sticky notes. Classify the questions on sticky notes as to those that are best answered with a hands-on investigation and those that are research questions. Return to the foldable and complete the L (The most important things I have learned about rocks) at the end of the unit. Be sure this part of the foldable includes lots of illustrations as well as explanations and factual information.

Initial Instructional Strategies:

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Part A Direct Instruction - What the Teacher does

Explore Show students an interesting rock sample. Ask students where they think the material came from that formed this rock. Ask them where and how they think this rock may have formed. Introduce the rock cycle as the story of change that rock material experiences over millions and millions of years. The same rock material is "recycled" into different kinds of rocks as rocks are continually exposed to agents of change such as erosion and deposition close to the surface and heat and pressure deep within the earth. Tell students that they will play the role of rock material in the earth, be exposed to agents of change acting on rocks, and therefore take a journey through a cycle of change that geologists

Questions to Promote Higher Level and Critical Thinking (i.e., Socratic)

Explain After the students have collected the data in the "Rock Cycle Dice Game," they are asked to return to their seats and sketch a drawing of their adventure with the rock cycle. After the drawings are complete, the students will share their "life cycle" with other students in a small group setting allowing them to compare the different paths that each experienced. Have student groups share drawings of journeys through the rock cycle and compare them to diagrams in books or on the web showing the processes in the rock cycle. How are the diagrams alike? How are they different? In a whole class discussion the teacher will pose the following questions to guide discussion:

• How old were you at the end of the

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Part A Direct Instruction - What the Teacher does

call the rock cycle. The teacher will introduce the students to the "Rock Cycle Dice Game [http://geosun.sjsu.edu/—sedlock /Ravenswood/Rock Cycle Game.doc]."

Questions to Promote Higher Level and Critical Thinking (i.e., Socratic)

journey? • What does this tell you about time and

changes in rock? • Is everyone the same age at the end of

the journey? • Why do you think some rocks were older

than others? • With a show of hands, how many of you

became part of a rock from all three rock families (igneous, sedimentary, and metamorphic) during your journey?

• How many of you got stuck in one place for several throws of the dice? Where was this? What do you think this represents?

• Where do you think the mineral material came from before the first event in your journey?

• How does this activity show that new rock material is not added to the earth but that the same material is just changed from one form to another over time?

• What are some the processes that contribute to the formation of igneous rock?

• What are some of the processes that contribute to the formation of sedimentary rock?

• What are some of the processes that contribute to the formation of metamorphic rock?

• Which family of rock do you think were the "first" rocks to form? Give reasons for your answer.

• If a rock forms close to the surface of the earth, what family of rock can it NOT belong to? Why?

• A rock forms under a body of water, which rock family will it belong to? Why? What rocks belong to this family?

• What are some common examples of metamorphic rocks?

• What are some examples of extrusive igneous rocks?

• What are some examples of intrusive igneous rocks?

• What is the difference between a metamorphic rock and intrusive igneous

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rock? • To which family would you expect most

rocks at the surface to belong? Why? • How do you think a rock cycle on the

moon would be different from this rock cycle? How would it be the same?

• Did you travel "round and round" through the rock cycle? If not, explain some of the detours, backtracks, and stalls that you experienced.

• Do you think rock material in the earth goes "round and round" through all parts of the rock cycle or do you think its pathways would be more like yours? Explain your answer.

• How does this activity help you understand how the mineral matter moves through the rock cycle?

Use the interactive video clip on www.teachersdomain.org [http://www.teachersdomain.org/], "Rock Cycle Animation." Make a list of vocabulary words that would be essential in labeling a basic diagram of the rock cycle. Divide this list into three parts:

• Words associated with properties and formation of igneous rocks

• Words associated with properties and formation of sedimentary rocks

• Words associated with properties and formation of metamorphic rocks

Prepare a three-part foldable to list, define, and illustrate each word. For LEP students: Use the student-generated lists to make a class list. Post the list on a word wall and refer to the vocabulary throughout the lesson/unit. Add visuals when possible to reinforce comprehension of the new vocabulary.

Instructional Resources:

Primary - Description Supplemental - Description

Rock and Roll [/public/uploads/files

DPI Support Docs- Goal 3.04 [/public /g6sci5e_roll.doc] (Unit 3 pgs. 35-45)

/uploads/files/g6sciir_3.04.pdf]

Part A Direct Instruction - What the Questions to Promote Higher Level and

•Teacher does Critical Thinking (i.e., Socratic)

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