Topic: Rocks, Minerals and Soil Duration: Grade Level: 6 9 days

6 th Grade Science Unit: Sedimentary Rocks Unit Snapshot Topic: Rocks, Minerals and Soil Duration: Grade Level: 6 9 days Summary The following activities allow students to focus on the study of rocks. Classifying and identifying different types of rocks and can decode the past environment in which they formed. Clear Learning Targets I can statements use the unique characteristic of sedimentary rocks to identify and classify sedimentary rocks. Activity Highlights and Suggested Timeframe Day 1 Engagement: Students bring in rocks and then classify them using observation skills based on their similarities. Groups will share out how they classified their rocks. Students then begin to learn that rocks are classified by the way they are formed. Day 2-3 Exploration: Students will explore how sandstone, coal and limestone are formed. Day 4-5 Explanation: Students will observe the sedimentary rocks that they formed and complete a Venn-Diagram comparing and contrasting the three rocks. Day 6-7 Day 8 and ongoing Day 9 Elaboration: Students will read about Clastic, Chemical and Organically formed sedimentary rocks. They will sort rocks from a rock sample kit into the three categories. Information gathered will be added to the Venn-Diagram that was completed in the explain section of the lesson. Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to identifying sedimentary rocks. A teacher-created short cycle assessment will be administered at the end of the unit to assess all clear learning targets. Extension/Intervention: Based on the results of the short-cycle assessment, facilitate extension and/or intervention activities. 1

LESSON PLANS NEW LEARNING STANDARDS: 6.ESS.2 Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification. Most rocks are composed of one or more minerals, but there are a few types of sedimentary rocks that contain organic material, such as coal. The composition of the rock, types of mineral present, mineral arrangement, and/or mineral shape and size can be used to identify the rock and to interpret its history of formation, breakdown (weathering) and transport (erosion). SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering) that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/ccssi_ela%20standards.pdf CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. *For more information: http://www.corestandards.org/assets/ccssi_ela%20standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Surface of Earth PreK-2: Objects have physical properties, properties of objects can change and Earth s nonliving resources have specific properties. Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways, and objects are composed of matter and may exhibit electrical conductivity and magnetism. Future Application of Concepts Grades 7-8: Sedimentary, metamorphic and igneous environments, and the history of Earth (including the changing environments) from the interpretation of the rock record are studied. High School: The formation of elements, chemical bonding and crystal structure are found in the Physical Sciences. In grades 11/12 Physical Geology, depositional environments, volcanic, characteristics of rocks and mineralogy are explored in depth. 2

MATERIALS: Engage o Materials per class: Rocks samples from home or school Hand lens scale Explore o Demo: Plaster Cement Milk cartons (pint) Sand Soil Mud Water Mixing Spoon Computer / Internet Access VOCABULARY: Primary Chemical Sedimentary Rock Clastic Sedimentary Rock Organic Sedimentary Rock Sedimentary Rocks Strata Stratification o Materials per class: Computer Internet access Explain Earth Science Book Rock Books Computer with Internet access Elaborate Venn-Diagram Template Venn-Diagram Rubric SAFETY ADVANCED PREPARATION ENGAGE 1 day (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?) Students will be working with hand lenses. Remind students the safety rules regarding using scientific tools. All other lab safety rules and procedures apply (see lab safety contract). Gather Sedimentary rock samples: limestone, sandstone, shale, conglomerate, and breccia. Material to make a sedimentary rock (plaster, cement, 3 pint milk cartons, sand, soil, mixing spoon, computer, water, mud). Objective: Students will observe sedimentary rock and infer how they may have formed, as well as consider how these rocks inform us about the environment millions of years ago. Students will begin to understand that sedimentary rocks form through the deposition, compaction, and cementation of sediments over millions of years and the conditions necessary for sedimentary rocks to form. What is the teacher doing? Rock Observations (Day 1) Have students make observations about the rocks that they have brought from home or the sedimentary rocks that you have provided. (Pictures are included if necessary, but actual rocks are preferred). What are the students doing? Rock Observations (Day 1) 1. Make observations with their groups rock sample. 3

Facilitate as students classify the rocks according to their similarities. Each group will explain how they classified their rocks. Explain to students that these rocks are classified according to the way they are formed. 2. Classify the rocks according to their similarities. 3. Students orally explain their system of classification. Objective: Students will be exposed to a simulation of how sedimentary rocks form. EXPLORE 2 days (How will the concept be developed? How is this relevant to students lives? What can be done at this point to identify and address misconceptions?) What is the teacher doing? Sedimentary Rock Formation (Days 2-3) Demonstrate: Making of Sedimentary Rocks Follow the procedures on the lab Remind them to think about the conditions that are necessary for these rocks to form in the environment. OPTIONAL: The Earth Science Textbook Lab Manual also contains Making Models of Sedimentary that has additional questions. What are the students doing? Sedimentary Rock Formation (Days 2-3) 1. Participate in discussion in the process of how sedimentary rocks are made and the possible condition of the environment at that time. 2. Label each rock as sandstone, coal, and limestone. 3. With the materials provided, students should infer what conditions were necessary for these rocks to form. Objective: Make inferences on how sedimentary rocks are formed. Look at similarities and differences. EXPLAIN 2 days (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) What is the teacher doing? Rock Venn Diagram (Days 4-5) Provide a three circle Venn- Diagram for each group to complete. Have students compare and contrast the three different rocks. Have students explain how each sedimentary rock was formed on their chart. If students are struggling, post words: Layers, Erosion, Weathering, Compaction and Cementation to use in their chart. Assist students in completing the Enrich activity from the Earth Science Textbook-Teacher Resources on the Formation of Coal What are the students doing? Rock Venn Diagram (Days 4-5) 1. Remove their rocks from the carton. 2. Examine each rock and complete the Venn-Diagram. Compare and contract the three types of rocks. 3. On the chart explain how each rock formed. 4. Complete handout Formation of Coal 4

Objective: Introduction of Clastic, Chemical, and Organic types of sedimentary rock. Examine other sedimentary rocks and compare them with rocks made in class. ELABORATE (2 days) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) What is the teacher doing? It s Sedimentary My Dear Watson! (Days 6-7) Provide students with It s Sedimentary My Dear Watson. Have students read about the different types of Sedimentary Rock. Provide students with different types of sedimentary rock and have them complete the chart. Students may also create a foldable on the different types or rock and place the rocks from their lab on their Venn- Diagram and foldable in the correct category. What are the students doing? It s Sedimentary My Dear Watson! (Days 6-7) 1. Examine It s Sedimentary My Dear Watson. 2. Complete the chart on the different types of sedimentary rock, identify the color and texture of each rock. 3. Identify the rocks from the lab into the Venn-Diagram, grouping correctly. 4. Make a foldable of Clastic, Chemical, and Organic Sedimentary rocks. Include rocks from the lab in each section of the foldable. Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit. EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) EXTENSION/ INTERVENTION (1 day or more) Formative How will you measure learning as it occurs? 1. Consider developing a teacher-created formative assessment. 2. Rock observations will formatively assess student knowledge related to physical properties of rocks and classification. 3. Rock Venn Diagram will assess student knowledge related to different types of sedimentary rocks and their formation. EXTENSION 1. Have students create a rap, Glogster, Prezi, or power point on different types of sedimentary rocks and their properties. This can also be used to assist students with special needs. Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. It s Sedimentary My Dear Watson chart will assess students ability to apply knowledge in order to identify sedimentary rocks. 2. Teacher created short cycle assessment will assess all clear learning targets INTERVENTION 1. Related Discovery Ed Videoclips 2. Sedimentary Rock Videos For Kids: http://www.youtube.com/watch? v=nygkd8uatng 5

All rocks are the same, and it s hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals. COMMON MISCONCEPTIONS Strategies to address misconceptions: 1. Rocks can be distinguished in different types, based on their origins and compositions. 2. Rocks and minerals are not the same thing; rocks are composed of minerals, which are naturally existing chemical compounds. 3. Rocks and minerals are naturally occurring substances that are usually crystalline and solid. Other resources include: For examples of misconceptions that students may have about rocks and minerals, and resources to address misconceptions through investigation, visit http://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/commonmisconceptions-about-rocks-and-minerals Lower-Level: Adapted Review and Study Guide. Higher-Level: Allow students to research sedimentary rocks found in Ohio and local examples of where sedimentary rocks can be found. DIFFERENTIATION ADDITIONAL RESOURCES Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: http://www.ode.state.oh.us/gd/documentmanagement/documentdownload.aspx?documentid =105521 Gifted Learners: http://www.ode.state.oh.us/gd/documentmanagement/documentdownload.aspx?documentid =105522 Students with Disabilities: http://www.education.ohio.gov/gd/documentmanagement/documentdownload.aspx?docume ntid=105523 Websites: Geology.com: Sedimentary Rocks http://geology.com/rocks/sedimentary-rocks.shtml Rock Hounds: How Sedimentary Rock is Formed http://www.fi.edu/fellows/fellow1/oct98/create/sediment.htm Science Kids: Sedimentary Rock Facts http://www.sciencekids.co.nz/sciencefacts/earth/sedimentaryrocks.ht ml Discovery Ed: Sedimentary Rock video segment (3:36) Literature: Sedimentary Rocks by Holly Cefrey http://sciencewithtradebooks.weebly.com/grade-6-books.html Beyond Penguins: http://beyondpenguins.ehe.osu.edu/issue/rocksand-minerals/rocks-and-minerals-virtual-bookshelf The Coolest Rock : http://www.hbavenues.com/bookfinder/pdf/lbtg/ave_lbtg_gr_4_8_02. pdf Other Media: YouTube Video about Sedimentary Rocks http://www.youtube.com/watch?v=nygkd8uatng 6

Name Date Period Time: 1 class period Conclusion/Discussion: Write or discuss the differences in the rocks that you made. How does this inform us about Ohio s geological past? Objective: Students should understand that sedimentary rocks, like coal, are formed by the cementing together of smaller pieces of rocks. Or, like coal, from the accumulation of plant material. Materials: Activity: plaster cement milk cartons (pint) sand soil water mixing spoon In this activity we will be making three different sedimentary rocks. Sandstone Coal Limestone 1. Cut the top off of a milk carton 2. Label the carton "A" 3. Mix 3 teaspoons of cement with wet sand in the carton. 4. Allow to dry. 5. Remove carton to see the sandstone. 1. Cut the top off of a milk carton. 2. Label the carton "B" 3. Mix 3 teaspoons of cement with wet mud and decomposed leaves in the carton. 4. Allow to dry. 5. Remove carton to see the coal. 1. Cut the top off of a milk carton. 2. Label the carton "C" 3. Mix plaster with water in the carton. 4. Allow to dry. 5. Remove carton to see the limestone. http://www.coaleducation.org/lessons/sme/elem/7.htm 7

3 Circle Venn Diagram Name Date Period 8

3 Circle Venn Diagram Teacher Answer Key Name Date Period Sandstone Clastic Weatered Eroded Small grains Usually quartz Visible grains possible Loosely cemented Part of other rock or mineral Sedimentary Found in Ohio Water involved Organism remains Limestone Evaporation Chemical finer grain size Usually calcite Reacts with acid Deeper in water Coal Organic Compact remains of dead plants/animals From tropical environment 9

Name Date Period Explain how you think each sedimentary rock formed. Sandstone Coal Limestone 10

Name: Date: Period: It s Sedimentary, My Dear Watson How can you spot a sedimentary rock? Will often have layers or bands across them Will often contain fossils which are fragments of animals or plants preserved within the rock Tend to scrape and crumble easily Often made up of pieces of preexisting rock Often have rounded grains Now, it s your turn to look at sedimentary rocks. There are three types of sedimentary rocks: clastic, chemical and organic. Let s take a few seconds to review them. Clastic Chemical Organic Made up of pieces (clasts) of preexisting rocks Have particle sizes ranging from microscopic clay to heavy boulders Formed by precipitation Water traveling through rock dissolves some of the minerals, which are redeposited when the water evaporates or becomes over saturated Form from once living organisms They may form from carbon-rich plant material or from deposits of animals shells 11

Name: Date: Period: It s Sedimentary, My Dear Watson Directions: Make observations about the color and texture of sedimentary rocks. Name of Sedimentary Rock Color Texture Limestone Sandstone Shale Conglomerate Breccia Bituminous Coal Coquina Chert 12

Name: Date: Period: It s Sedimentary, My Dear Watson Directions: Make observations about the color and texture of sedimentary rocks. Name of Sedimentary Rock Color Texture Limestone Variety Course to fine grain Can have fossils Sandstone Variety Grains Shale Variety Clay Conglomerate Variety Rounded rocks Breccia Variety Angular rocks Bituminous Coal Black Smooth Coquina Shades of Brown Fossils and fragments Chert Variety Very fine grains 13

Made up of pieces (clasts) of preexisting rocks Have particle sizes ranging from microscopic clay to heavy boulders Formed by precipitation Water traveling through rock dissolves some of the minerals, which are redeposited when the water evaporates or becomes over saturated Form from once living organisms They may form from carbon-rich plant material or from deposits of animals shells 14

Clastic Rock Chemical Rock Organic Rock 15