Sandie Nichols

SMFT 697: Space Science

 

 

 

8th Grade SC Science Standards:

IIIB1b: The solid Earth is layered with a lithosphere; hot, convecting asthenosphere within the mantle; and dense metallic core.

Explain the relative position, density, and composition of EarthÕs crust, mantle, and core.

IIIB1g: Examine how the lithosphere responds to tectonic forces (faulting and folding).

IIIB4b: Compare and contrast the characteristics and interactions of the three types of plate boundaries (divergent, convergent, and transform plate boundaries).

IIIB4d: Explain how paleoclimate evidence of fossil records supports the theory of plate tectonics.

IIIB2c:Identify and classify common rock types based on physical characteristics (such as minerals present, grain size, banding or layering, presence of organic material).

IIIB2d: Compare and contrast intrusive and extrusive igneous rock; clastic and chemical sedimentary rocks; and foliated and nonfoliated metamorphic rocks.

IIIB2e: Explain how igneous, metamorphic, and sedimentary rocks are related in a rock cycle.

 

 

 

 

 

Lesson 1: Crust, mantle, core and Plate tectonics (1-2 days)

Lesson 2: Rock formation (1-2 days)

 

 

 

 

 

 

                                                                                           

Lesson 1: Crust, mantle, and core and plate tectonics

 

8th Grade SC Science Standard: IIIB1b, IIIB4b, IIIB4d

 The solid Earth is layered with a lithosphere; hot, convecting asthenosphere within the mantle; and dense metallic core.

Explain the relative position, density, and composition of EarthÕs crust, mantle, and core.

Examine how the lithosphere responds to tectonic forces (faulting and folding).

Compare and contrast the characteristics and interactions of the three types of plate boundaries (divergent, convergent, and transform plate boundaries).

Explain how paleoclimate evidence of fossil records supports the theory of plate tectonics.

 

 

OBJECTIVE: Students will make comparisons and inferences as to the composition of the Earth. Students will describe how faults are made and the effects on the EarthÕs crust.

 

Materials List:

1 snack size Milky Way bar for each student

paper towels

blank transparencies for each group

dry erase markers for each group

transparency of EarthÕs interior from textbook

assortment of olives, oranges, grapefruits, cherries, dried beans, nuts, any spherical vegetable or fruit

copies of Worksheet #1 for each student

 

Vocabulary words:

Crust               Mantle            Inner core        Outer core       Lithosphere            Asthenosphere

Tectonic plates           Divergent        Convergent      Transform       Faults      Magma

Vents               Volcanoes

 

 

Engage:

Teacher will have students open candy bar and pull apart gently to reveal the inside. Teacher will ask for observations and textures of the candy bar. Teacher will show the overhead transparency of the layers of the earth from the textbook. Students will make comparisons and determine what the layers of the Earth contain and attempt to explain why they think so. Teacher will provide appropriate vocabulary as needed.

 

 

Explore:

Students will work in groups of 3-4 to build a model of the Earth. Teacher will provide an assortment of fruits, nuts, and beans such as oranges, olives, cherries, black-eyed peas, raisins, grapes, for the students to use. Students need to justify their choices of selected items.

 

 

Elaborate:

Students will be given 10 minutes to build their model of the Earth. Groups will present to the class and give justification for their choices. The use of new vocabulary will be required. Students will be directed to squeeze their model of the Earth and describe what happens. Students will be lead through their discoveries about magma, vents, volcanoes and faults in the EarthÕs crust.

 

 

Explicate:

Teacher will demonstrate using candy bars the different types of faults; divergent, convergent, and transform. Students will be instructed to determine how these may occur and the causes of the shifting. Students will use their candy bars to make conclusions.

 

 

Evaluate:

Groups will be given a blank overhead transparency to create a concept map, graphic organizer, written summary, chart, table, or other appropriate summary of the conceptual learning. Groups will present to class. Students will be evaluated individually with Worksheet #1.

 

 

Questions to ask along the way:

  1. Why do you think the juice came out of your Earth model when you squeezed it?
  2. Where exactly did the juice come out of your Earth?
  3. Why do you think it came out in that spot?
  4. Can you think of something similar occurring on the real Earth?
  5. What would happen if you heated up your Earth model?
  6. The candy barÕs chocolate layer is similar to the EarthÕs crust, what other parts of the candy bar have similarities?
  7. Where are the candy bar would fossils be found?
  8. How thick do you think the EarthÕs crust really is?
  9. Could we drill a hole completely through the Earth to the other side?

 

 

 

 

 

 

 

 

 

 

 

 

Worksheet#1

 

4 Block Big Ideas

 

Name________________________  

           

Concept or Big Idea ____________________________________

 

 

 

Definition Paragraph

 

 

Picture with Labels

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example

Compare or relate to something else

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 2: Rock formation

(Lesson will take 1-2 days)

8th Grade SC Science Standard: IIIB2c, IIIB2d, IIIB2e

Identify and classify common rock types based on physical characteristics (such as minerals present, grain size, banding or layering, presence of organic material).

Compare and contrast intrusive and extrusive igneous rock; clastic and chemical sedimentary rocks; and foliated and nonfoliated metamorphic rocks.

Explain how igneous, metamorphic, and sedimentary rocks are related in a rock cycle.

 

 

OBJECTIVE: Students will create 3 different types of rocks and compare them to actual rocks. Students will determine the differences and be able to explain how each was made.

 

DO NOT TELL STUDENTS WHICH ROCKS ARE BEING MADE BY THE INSTRUCTIONS!

 

Materials List:

Actual samples of igneous, sedimentary, and metamorphic rocks for each group of 3-4 students (I suggest granite, marble and mica)

1-2 bags of HersheyÕs Cookies and Cream chocolate bars

red food coloring

microwave

small glass bowls

metal spoons

wax paper

paper towels

Ziploc baggies

permanent markers

poster for KWL chart

Nutella chocolate spread or marshmallow spread (CHECK FOR FOOD ALLERGIES)

Peanut butter or jam (CHECK FOR FOOD ALLERGIES: Peanut allergies are life threatening)

2 small appetizer bread loaves in white or wheat

2 small appetizer bread loaves in pumpernickel or rye

plastic knives

paper towels

1-2 boxes of Rice Krispies cereal

small glass bowls

measuring cups

metal spoons

1-2 bags of marshmallows

margarine

1-2 bags of chocolate chips morsels

wax paper

paper towels

1 cake pan for each group of students

plastic knives

microwave

Ziploc baggies

permanent markers

Copies of Rock Cycle Song for each student

Copies of rock making instructions for each group

 

 

 

 

Vocabulary Words:

Igneous            Sedimentary                Metamorphic              Minerals          Layering

Banding           Intrusive          Extrusive         Organic            Foliated           Non-foliated

Clastic             Chemical

 

 

 

 

Engage:

Teacher will have actual samples of the three types of rocks available for each group of 3-4 students. Students will compare and contrast the rocks using lists or Venn diagrams for about 5 minutes. Students will share their general ideas with the class. Teacher will elicit information from students and put it on a KWL chart. Teacher will question students as to why they are considered different and lead the discussion to the formation of the rocks.

 

 

Explore:

Teacher will give each group the instructions for making 3 rocks. Teacher will NOT tell students what type of rock they are making. Students will place completed rocks in labeled Ziploc baggies. Students will write observations in their journals including the directions for making each type of rock.

 

 

Elaborate:

Student groups will find comparisons between their made rocks and the actual samples. Groups will brainstorm ideas as to how these 3 rocks were made in the EarthÕs interior. The Venn diagrams or comparison charts will be adjusted as needed. Teacher will provide appropriate vocabulary as students discover new correlations.

 

Explicate:

Teacher will revise KWL chart including new discoveries and removing prior misconceptions. Groups will be asked to share their ideas to the class and answer any speculations by other groups.

 

 

 

Evaluate:

Students will write a one-page summary of the learning in their science journals. Students must use new vocabulary where appropriate. A diagram, table, or picture must be included with the writing.

 

 

 

Questions to ask along the way:

  1. How are the rocks different specifically?
  2. What are your observations about each rock?
  3. How are the rocks the same?
  4. What differences did you notice in the way these rocks were made?
  5. Do you think rocks are made that way inside the earth?
  6. Can you speculate how rocks might be made inside the Earth?
  7. What are the differences in grain size?
  8. Can you see any organic material?

 

 

 

Rubric for grading journals: (25 Points total)

 

Summary is comprehensive and expresses the learning appropriately. (0-5 points)

 

There is appropriate use of new vocabulary words. (0-5 points)

 

Sentences are fluent and complete. (0-5 points)

 

The grammar and spelling are appropriate. (0-5 points)

 

The diagram, picture, or table is included and correct. (0-5 points)

 

 

 

 

 

When all journals are completed, collect and allow students to taste their rocks. Give out copies of the Rock Cycle Song for reinforcement.

 

 

 

Instructions for making rocks:

 

 Rock 1:

 

Unwrap 7 small Cookies and Cream chocolate bars and place in a glass bowl. Add 3 drops of red food coloring. Heat in microwave until melted. Drop by spoonfuls onto wax paper and leave alone until the clumps solidify.

 

 

 

Rock 2:

 

Use 2 pieces of rye bread and 2 pieces of white bread to build this rock. Spread chocolate between 2 layers and marshmallow fluff between 2 layers. Connect layers with peanut butter. Forcefully press down to combine all ingredients.

 

 

 

Rock 3:

 

Follow instructions on the back of the Rice Krispies box for making Krispie Treats. Add chocolate chips with the microwave-melted marshmallows. Spread mixture in a cake pan. Cover with wax paper and forcefully press down to compact the ingredients.

 

 

 

 

 

When all rocks are completed, place 1 sample of each in a Ziploc baggie labeled with your name.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE ROCK CYCLE

By Wanda Blackmon and Ginger Tezza

 

There are 3 kinds of rocks you see

Igneous, metamorphic, sedimentary.

 

 

Each is made in a different way

But the strange thing about it is they

Never stay----

The same.

 

 

Igneous rocks are made by fire.

Magma or lava

They never tire

Of heating and cooling

In or out the Earth

Volcanoes are often

The source of their birth.

 

Sedimentary rocks like to settle down

Layer on layer they can be found.

Dinosaur bones and fossil ferns

Are found in these layers

As the earth turns.

 

Finally, we come to the last of the three.

Metamorphic rocks are the hardest you see.

Heat and pressure work together to make

A rock like marble

Now isnÕt that great!

 

All 3 put together

The rock cycle will be

Changing the rocks

Your grandchildren

Will see.

The changes keep happening all the time.

Now go back to the beginning of the rhyme.