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Earthworks
Earth System Science for Secondary Teachers
Rocks in our Backyard
Grade Level:9-12
Content Area: Geological Science
Time: 3 - 4 weeks
Science Standards
Standard 1: Science as Inquiry
P2 - Compare observations of the real world to observations of a constructed model
P6 - Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss finds.
Standard 2: History and Nature of Science
P4 - Trace the development and consequences of an invention, theory or discovery to demonstrate the dynamic nature of science
Standard 3: Personal and Social Perspectives in Science and Technology
P4 - Identify and describe the basic processes of the natural ecosystems and how these processes affect, and are affected by, humans
Language Arts
Standard 1: Reading
Concept 4 - Vocabulary: Acquire & use new vocabulary in relevant context.
Technology Standards
- Students use technology tools to enhance learning, to increase productivity and creativity, and to construct technology- enhanced models, prepare publications and produce other creative works.
Background Needs : Basic Science
Learning objectives :
Students will be able to recognize the difference between igneous and sedimentary rocks in the classroom setting and in the field. Students will observe geological formations at their homes and surrounding areas. They will be able to identify key characteristics of igneous and sedimentary rocks and their origins. Through hands-on projects, students will learn how to identify the basic mineral composition of the igneous and sedimentary rocks in our area. Students will understand the basic processes involved in igneous and sedimentary rock formation. Students will identify igneous and sedimentary geological layers using a geological map. Students will locate UTM coordinates on a geological map, create waypoints in a GPS unit to locate two geological formations in our area (one igneous, one sedimentary)
Procedures:
EXAMPLE OF FIRST DAY ACTIVITIES:
Introduction to implementation of "Rocks in our Backyard"
Students will arrive in class and find several different types of rocks on their tables. As they begin to ask why are these rocks here, I will ask them if the recognize any of them from around their homes. They will be encouraged to describe where they have seen them and any stories they may have to share about the locations. i.e. threw that rock at somebody, fell off the top of a rock pile, etc.
When discussion ends, I will ask them to divide them into two groups based on what the rocks look like. At this point, I will introduce the concept of how the different rocks were formed and ask them to think about what they have seen at home. I will ask them to bring rocks from home.
Overview of structure:
- How rocks are formed
- What a geological map looks like
- Locate geological formations close to their homes
- What are UTM's
- What is a GPS and how to input waypoints
- Field trip to Painted Desert to look at sedimentation and practice using GPS units Download GPS points and find the locations on the geological map
- Field trip observing the surrounding areas collecting rock samples
- In lab identification of different characteristics of rocks
- Field trip to the Grand Canyon and Sunset Crater observing igneous rocks and sedimentary layers
Assessment
- Weekly quiz on vocabulary
- Demonstrated ability to use a GPS unit
- Final project demonstrating student knowledge of igneous and sedimentary rock formation and mineral characteristics
Enhancement
- Field trip to NAU geology lab
- Guest speakers with geological background
Resources
- Close proximity to Grand Canyon and Sunset Crater
- GPS units
- GIS software
Barriers
- Enough computers for students to be in small groups
- Geological equipment
- Transportation if a large class
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