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 way we taught our lesson overcame many of the misconceptions that would have arouse with kids in third grade.
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
together. Part C: I believe our lesson flowed nicely. There were no long pauses and one thing came after another in a logical order. In the beginning of the lesson Laura did a great job of opening up the discussion of sedimentary rocks. I believe she smoothly eased into it and showed signs of active learning when she had the students come to the conclusion of what sediment is and knowing that sediment is what is used to make a sedimentary rock. However, all the students did not seem to be engaged in this step. We only had two people volunteer to answer questions which tells me that we could have had a move engaging hook or lead in to our lesson. Another time we lost attention was when all of the students were playing with their starburst, trying to create their “rock”. The students were consumed in their own conversations and it was hard to get the class to come back together. Students, for the most part did not ask many questions. However, one student asked about the formation of the rock and we did not know how to answer it. Instead we told him that we would come back to that question at a later date once we researched it. I think that we responded back to his question in a proper way because we did not just write him off and act like his question was not important, we let him know that we were going to take the time to research it. I believe that my group was well equipped with knowledge of the rock from our science research log, however; because the question was complex we were unsure of how to approach the answer. As a result, we should have been prepared for all types of questions. While listening to my peers evaluate everyone’s teaching performance I agreed with everything other then a few comments that were made. They felt that the flow was choppy and that the groups took to long to get to the next part of the lesson. However, I personally thought that everyone who performed did an exceptional job. I believe that the flow of each lesson, my lesson included were well paced and if changed in anyway it would have messed up the lesson. Each group took their time in getting the information out to the students and each part of the lesson was created in logical order. The class also said that all the students addressed questions that were asked. However, I do not agree with this because I felt that when a student asked the group a question they either responded back saying “okay” or “hmm interesting”. I felt that these responses did not sufficiently satisfy the curiousity of the student who asked the question for obvious reasons. Groups should have either tried to address the question or nicely say “ lets research this at a later time”. This makes the student feel better about the question while at the same time not letting their confidence dwindle. I believe that my group answered questions as best as we could; however, there is always room for improvement. The comments that I agreed with were that all of the performances were engaging and well thought out. All of the students were expressing how if they were in elementary school all of the experiments would have been something that they would have been excited about. The class specifically gave an example of our lesson. This made my group feel good because our goal was to engage all students and to target elementary kids. In addition to that, the class mentioned how each group worked well together and knew their materials. The groups collaborated well together, when one student looked as though they forgot what to say their partner would jump in immediately and finish the sentence. It looked natural, which in turn showed the audience that the group practiced teamwork. When reflecting on my lesson I believe that everyone in my group collaborated well together. We reassured each other before we presented that we would help each other out if one of us became stuck. Therefore, we all went into the performance trusting each other. The objectives in this lesson were, students will be able to create a model of a sedimentary rock, Illustrate and label a sedimentary rock diagram, and describe how sedimentary rocks are formed. All of these objectives were reached in our lesson. The first objective was reached by having the class create their own rock using different color starburst and sour patch kids. The second objective was reached by having the class draw their rock that they made in their science notebook, assign each piece of starburst and sour patch kid a sediment such as mud, sand, bones, etc and label them on their picture. Finally, the third objective was met in the very beginning of our lesson when we had the students describe to us what sediment is, what kinds of sediment is out there, and knowing this information, how did they think sediment rocks were formed. In addition, I believe since all my objectives were met, the possible misconceptions were put to rest too. If I had to teach this lesson again I would make sure I taught it in the same order. I would begin the lesson by giving background knowledge about sedimentary rock, presenting it in a way that students are led to the answer on their own; just like we did in our lesson. I would not change how we presented the starburst activity, however, I would change the way we lost control during the creation of the rocks. Students began talking about other subjects and we seemed to get off topic. Next time around I would want to have more control and know how to quickly move their attention to us. In addition, I would want to add visuals such as a poster of the rock cycle and go into more depth about sedimentary rock. I feel as though we might have just scratched the surface, but we could have gone deeper.
...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.
In Bright Star, Keats utilises a mixture of the Shakespearean and Petrarchan sonnet forms to vividly portray his thoughts on the conflict between his longing to be immortal like the steadfast star, and his longing to be together with his love. The contrast between the loneliness of forever and the intenseness of the temporary are presented in the rich natural imagery and sensuous descriptions of his true wishes with Fanny Brawne.
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
The Pre-K and Kindergarten class studied habitats of various animals and insects. They were given examples and tough how the animals made their homes. The students built a bird house as their project and as something to take home to remind them of what they learned. Finally they went on a field trip to Legoland where they explored and built “habitats” for their families and the Lego people. The first and second grade class learned about marine life and the ocean. They built shoe box dioramas of coral reefs and created art projects depicting sea life as well as learning new facts about the ocean. The students got to go to the Aquarium for their field trip. Finally the third and fourth graders studied the rain forests and their ecosystems. The students built rainforest models and terrariums along with small group discussions on different ideas human intervention and conservation. They finished their week at the zoo where they studied different rainforest inhabitants in
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,
Pipkin, Bernard W.. Geology and the environment. 6th ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2011. Print.
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
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,
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.
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