This lesson is called the starburst rock cycle. We found this source on lemonlimeadventures.com/edible-rock-cycle-for-kids/. The big ideas that connected to this lesson were the rock cycle and that rocks can fall under three categories, igneous, sedimentary, and metamorphic. This lesson focused mainly on the sedimentary rock. The key concepts in this lesson were that sedimentary rocks are formed over a long period of time with the help of pressure put on them by the earth, different types of sediment make up a sedimentary rock, models can be used to represent the components and materials that make up a sedimentary rock, and finally students will understand that sedimentary rocks can be found all around us if we just take a closer look. The Pennsylvania standards that were covered in this lesson were S3.A3.2.1: Identify what models represent, S3.D.1.1.1: Recognize that rock is composed of different kinds of materials, S3.D.1.1.2: Describe the composition of soil as weathered rock and decomposed organic material. …show more content…
The first misconception, that all rocks are formed the same and are composed of the same materials was put to rest when we explained to students that sedimentary rocks are formed from by pressure and time and are made up of many types of materials such as mud, sand, pebbles, bones, etc. This became more concrete for the students when we had them create their own rock out of different sediments (starbust and sour patch kids). This also put to rest the other misconception that the streaks on the rock are just its color and nothing else. The students realized by applying pressure to the starburst and having it form into one that the streaks were the result of the different sediments forming
...e morphed it into the quartzite that is seen surrounding the butte (4). Rocks that undergo this process are called metamorphic rock, which is the same as the rock seen years ago by dinosaurs and other extinct creatures. The quartzite rocks were formerly seafloor sediment that was forced upwards, and then surrounded by lava basalt flows. Once erupted through fissures and floods through out most of the area, lava flow eventually created enough basalt to form a thickness of about 1.8 kilometers (1). All of this basalt flow eventually led to the covering of most mountains, leaving the buttes uncovered. The igneous lava flows and loess is reasons that the Palouse consists of such sprawling hills, and rich soil for farming (2). In result of the lava flows, the Precambrian rock Quartzite was formed. And lastly covered by the glacial loess, which were carried by the wind.
This sedimentary rock has hardened over the many years with sand shells, small pebbles, grains of sand and rocks of various sizes. In comparison to our 4.5 billion year old Earth, these sand shells might as well be brand new, when in reality they could be up to 1,000 years old. If the sandstone were to be replaced with calcite it would completely change the subclass of rock, it would then be chemical & organic limestone. The variation in sand stone is due to different rates of deposition and change in patterns of the sediment movement (Mc Knight, p. 384). These tightly compacted varying stones and shells will be weathered away by wind and waves over time and could eventually be reduced to a rock the size of your hand.
A strategy I would use to address this need is to create a graphic organizer using the information Brian read. It is an organized visual for him to be able to see the connections. The top of the graphic organizer would be “Earthquakes.” Since Brian said that earthquakes are caused by vibrations, we would draw an arrow from “earthquakes” to “vibrations.” Next, I would ask what causes vibrations? Brian said “Rocks slipping. Rocks falling. Like an avalanche, I guess. Big boulders probably.” We would write “rocks” on our graphic organizer and I would elaborate on rocks. I would ask him about the type of rocks that were addressed in the passage. This will prompt Brian to reread and hopefully discover that the rocks that were mentioned in the passage were actually plates. Once we have our
Having loved to study rock fragments under her microscope as a child, Tarbell especially enjoyed showing her students the scientific process in lab work. From science, she learned the importance of gathering sound facts before drawing conclusions.
Education is very important so, why not make it fun! Providence Canyon's history of rock formation is scientific. It shows how erosion compacted a variety of soils to make huge canyons! As stated in the passage, "The natural cause-and-effect pattern was simple: Rain would fall; then, another inch or two of soil would flow downstream leaving a trench behind. It seemed there was no way to stop it. By the 1850's, many of the cotton fields in Stewart County had three- to five-foot gullies carved across them." Students can learn how the rocks formed and how the erosion is caused. Including, there are 43 colors of sand in the Providence Canyons. Students could identify the different types of rocks and soil. This could really help the students learn in one day, in one park, and all subjects at one
Pipkin, Bernard W.. Geology and the environment. 6th ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2011. Print.
The goal for this activity would be to help toddlers learn how to explore, discover, and investigate physical properties of the earth. There would be a water table filled with dirt along with fossil rocks, regular rocks, and toy bugs. The toddlers would be allowed to take turns digging and sifting through the dirt looking for the fossil rocks. This gives them a spectacular opportunity to use fine motor skills and use their developing social skills. While they dig in the dirt the teacher would ask questions like “How does the dirt feel?” and “How many bugs can you find?”. “Finding Fossils” is a great activity for toddlers because they it will help build their social skills by letting them interact with other toddlers, it will help them build their fine motor skills when they use the digging tools, and it helps give them get a sense of the environment by letting them explore different concepts of the earth.
Explain to her what it is, making sure to talk about it big picture, but also with focus on the teacher’s role as well as the child’s role? A constructivist philosophy is when the students experience their knowledge by making or building through learning. For example, the teacher may give a long lecture in the classroom, but some students will learn and some will recall a little of the information. While, if the students are making something, then they pretty much will get what they learn. Another example is, instead of the teacher telling, she must begin asking. However, Students should be exposed to data,
The geologic history of the Rocky Mountains has come about as an aggregation of millions of years. Briefly speaking, the formation of the Rockies transpired from hundreds and millions of years of uplift by tectonic plates and millions of years of erosion and ice have helped sculpt the mountains to be what we see today. The majority of the rocks that make up the Rocky Mountains began as simple shale, siltstone, and sandstone accompanied by smaller amounts of volcanic rock which formally built up for approximately 1.8 to 2 billion years in the ancient sea. By 1.7 to 1.6 billion years, these sedimentary rocks got caught in the zone of collision between parts of the earth’s crust and its tectonic plates. The incredible heat at the core of the mountain range then recrystallized the rock into metamorphic rock by the heat and pressure of the collision forces. Eventually, the shale would be transformed into both schist and gneiss. It is believed that granite found in the Rocky Mountain parks came from pre-existing metamorphic rock created shortly after the formation of the earth. Ultimately, the high mountains of the period were slowly eroded away to a flat surface exposing metamorphic rocks and granite. This process occurred around the period of 1,300 to 500 million years ago. This flat surface would become covered with shallow seas and rocks from the Paleozoic period and would be deposited and eventually cover the surface. There is...
The Rock Cycle The Rock Cycle is a group of changes. Igneous rock can change into
The performance of rock, under a particular condition depends upon physical and mechanical properties of rock materials. But we discuss only their physical properties here only. Physical properties are also called inherent properties or index properties, which describe the rock material and classify them which give information about the performance of rock material under different stress conditions. The different properties of rock depends on the size of rock mass On a megascale the structural properties of the rock mass, such as bedding,
When people think of geology, they usually think of rocks and fossils. However, geology is actually a very large field of study. The knowledge of geologists ranges from rocks and fossils to the moon and other planets (Hammonds 7-8). Geologists use a variety of subjects in their work, but the sciences and math are the most important. Some of the sciences geologists study are physics and chemistry (12). English is also a subject that geologists use when communicating with other scientists, the media, and the public (12) . Because of these tasks, it is important for geologists to have a wide knowledge of these different subjects.
There are two types of Igneous rocks. The first is intrusive, which is when the magma slowly cools beneath the earths surface. Because the magma is cooling slowly it allows the rocks end result to form crystal- like pigments. Examples of intrusive igneous rocks are Diorite, Gabbro, Granite, Pegmatite, and Periodotite. All of these rocks are course and grainy. The other type is an extrusive Igneous rock. This lava erupts onto the surface of the earth and cools rapidly also forming crystals, the lava cools so fast that at times it allows the rocks to form as clear-like glass. Examples of these rocks are Andesite, Basalt, Obsidian, Pumice, Rhyolite, Scoria,
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).
take place at a time of convenience to the student. The bricks and mortar world classroom is