The Changing Earth - NSTA

Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

STEM Road Map for Middle School

Grade 8

The Changing Earth

STEM Road M

ap for M

iddle School

The ChangingEarth

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Grade 8

The ChangingEarth



Arlington, Virginia


Grade 8

Edited by Carla C. Johnson, Janet B. Walton, and Erin Peters-Burton

The Changing Earth


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Library of Congress Cataloging-in-Publication DataNames: Johnson, Carla C., 1969- editor. | Walton, Janet B., 1968- editor. | Peters-Burton, Erin E., editor. Title: The changing earth, grade 8 : STEM road map for middle school / edited by Carla C. Johnson,

Janet B. Walton, and Erin Peters-Burton. Description: Arlington, VA : National Science Teaching Association, [2020] | Includes bibliographical references

and index. Identifiers: LCCN 2019051383 (print) | LCCN 2019051384 (ebook) | ISBN 9781681404684 (paperback) |

ISBN 9781681404691 (pdf ) Subjects: LCSH: Geodynamics--Study and teaching (Middle school) Classification: LCC QE505.5 .C43 2020 (print) | LCC QE505.5 (ebook) | DDC 551.1071/2--dc23 LC record available at https://lccn.loc.gov/2019051383LC ebook record available at https://lccn.loc.gov/2019051384


About the Editors and Authors vii

Acknowledgments ix

Part 1: The STEM Road Map: Background, Theory, and Practice

Overview of the STEM Road Map Curriculum Series 1

Standards-Based Approach 2

Themes in the STEM Road Map Curriculum Series 2

The Need for an Integrated STEM Approach 5

Framework for STEM Integration in the Classroom 6

The Need for the STEM Road Map Curriculum Series 7

References 7

Strategies Used in the STEM Road Map Curriculum Series 9

Project- and Problem-Based Learning 9

Engineering Design Process 9

Learning Cycle 11

STEM Research Notebook 12

The Role of Assessment in the STEM Road Map Curriculum Series 13

Self-Regulated Learning Theory in the STEM Road Map Modules 16

Safety in STEM 18

References 19

Part 2: The Changing Earth: STEM Road Map Module

The Changing Earth Module Overview 23

Module Summary 23

Established Goals and Objectives 24

Challenge or Problem for Students to Solve: Geology and the Community Challenge 25

1

2

3

CONTENTS


Content Standards Addressed in This STEM Road Map Module 25

STEM Research Notebook 25

Module Launch 28

Prerequisite Skills for the Module 28

Potential STEM Misconceptions 30

SRL Process Components 31

Strategies for Differentiating Instruction Within This Module 33

Strategies for English Language Learners 34

Safety Considerations for the Activities in This Module 35

Desired Outcomes and Monitoring Success 35

Assessment Plan Overview and Map 36

Module Timeline 42

Resources 45

References 45

The Changing Earth Lesson Plans 47

Lesson Plan 1: Rocks and Topography 47

Lesson Plan 2: Igneous Rock Formation 95

Lesson Plan 3: Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation 108

Lesson Plan 4: Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities 155

Lesson Plan 5: Continental Drift and the Rock Cycle 181

Lesson Plan 6: Putting It All Together 201

Transforming Learning With The Changing Earth and the STEM Road Map Curriculum Series 215

Appendix: Content Standards Addressed in This Module 219

Index 227

4

5

CONTENTS


viiThe Changing Earth, Grade 8

ABOUT THE EDITORS AND AUTHORS

Dr. Carla C. Johnson is a professor of science education in the College of Education and Office of Research and Innovation Faculty Research Fellow at North Carolina State University in Raleigh. She was most recently an associate dean, provost fellow, and pro-fessor of science education at Purdue University in West Lafayette, Indiana. Dr. Johnson serves as the director of research and evaluation for the Department of Defense–funded Army Educational Outreach Program (AEOP), a global portfolio of STEM education pro-grams, competitions, and apprenticeships. She has been a leader in STEM education for the past decade, serving as the director of STEM Centers, editor of the School Sci-ence and Mathematics journal, and lead researcher for the evaluation of Tennessee’s Race to the Top–funded STEM portfolio. Dr. Johnson has published over 100 articles, books, book chapters, and curriculum books focused on STEM education. She is a former sci-ence and social studies teacher and was the recipient of the 2013 Outstanding Science Teacher Educator of the Year award from the Association for Science Teacher Education (ASTE), the 2012 Award for Excellence in Integrating Science and Mathematics from the School Science and Mathematics Association (SSMA), the 2014 award for best paper on Implications of Research for Educational Practice from ASTE, and the 2006 Outstanding Early Career Scholar Award from SSMA. Her research focuses on STEM education policy implementation, effective science teaching, and integrated STEM approaches.

Dr. Janet B. Walton is a senior research scholar and the assistant director of evaluation for AEOP in the College of Education at North Carolina State University. She merges her economic development and education backgrounds to develop K–12 curricular materials that integrate real-life issues with sound cross-curricular content. Her research focuses on mixed methods research methodologies and collaboration between schools and com-munity stakeholders for STEM education and problem- and project-based learning ped-agogies. With this research agenda, she works to bring contextual STEM experiences into the classroom and provide students and educators with innovative resources and curricular materials.

Dr. Erin Peters-Burton is the Donna R. and David E. Sterling endowed professor in science education at George Mason University in Fairfax, Virginia. She uses her experi-ences from 15 years as an engineer and secondary science, engineering, and mathematics teacher to develop research projects that directly inform classroom practice in science


viii NATIONAL SCIENCE TEACHING ASSOCIATION

ABOUT THE EDITORS AND AUTHORS

and engineering. Her research agenda is based on the idea that all students should build self-awareness of how they learn science and engineering. She works to help students see themselves as “science-minded” and help teachers create classrooms that support student skills to develop scientific knowledge. To accomplish this, she pursues research projects that investigate ways that students and teachers can use self-regulated learning theory in science and engineering, as well as how inclusive STEM schools can help stu-dents succeed. During her tenure as a secondary teacher, she had a National Board Certi-fication in Early Adolescent Science and was an Albert Einstein Distinguished Educator Fellow for NASA. As a researcher, Dr. Peters-Burton has published over 100 articles, books, book chapters, and curriculum books focused on STEM education and educa-tional psychology. She received the Outstanding Science Teacher Educator of the Year award from ASTE in 2016 and a Teacher of Distinction Award and a Scholarly Achieve-ment Award from George Mason University in 2012, and in 2010 she was named Univer-sity Science Educator of the Year by the Virginia Association of Science Teachers.

Dr. Stephen Burton is the science outreach teacher for Loudoun County Public Schools in Virginia. In this role, he is responsible for assisting teachers in providing more authen-tic science experiences to their students. Dr. Burton received his doctorate of arts from Idaho State University in 2001.

Dr. Tamara J. Moore is an associate professor of engineering education in the College of Engineering at Purdue University. Dr. Moore’s research focuses on defining STEM integration through the use of engineering as the connection and investigating its power for student learning.

Dr. Toni A. Sondergeld is an associate professor of assessment, research, and statistics in the School of Education at Drexel University in Philadelphia. Dr. Sondergeld’s research concentrates on assessment and evaluation in education, with a focus on K–12 STEM.

Michael Wagner is the GIS lead teacher for Loudoun County Public Schools. In this role, he is responsible for integrating geospatial technology into the K–12 curriculum. Wagner has been teaching for 14 years and is professionally certified in geographic information systems (GIS).


ixThe Changing Earth, Grade 8

ACKNOWLEDGMENTSThis module was developed as a part of the STEM Road Map project (Carla C. Johnson, principal investigator). The Purdue University College of Education, General Motors, and other sources provided funding for this project.

Copyright © 2015 from STEM Road Map: A Framework for Integrated STEM Education, edited by C. C. Johnson, E. E. Peters-Burton, and T. J. Moore. Reproduced by permission of Taylor and Francis Group, LLC, a division of Informa plc.

See www.routledge.com/products/9781138804234 for more information about STEM Road Map: A Framework for Integrated STEM Education.



23The Changing Earth, Grade 8

3THE CHANGING EARTH

MODULE OVERVIEWStephen Burton, Michael Wagner, Carla C. Johnson, Janet B. Walton,

and Erin Peters-Burton

THEME: Cause and Effect

LEAD DISCIPLINE: Science

MODULE SUMMARYThe idea that Earth is shaped by dynamic and ongoing geologic processes is a power-ful one for a scientifically literate society to understand. This module focuses on help-ing students understand more about this idea: Knowing that flooding, earthquakes, and volcanoes can alter the landscape in a short amount of time will help students recognize the inherent risks of living in specific locations around the globe. Understanding the impact that the geology of an area plays on the establishment of a community will help students better appreciate the challenges communities face and the diversity in culture that arises as a result of the geology. And recognizing that some short-term events (e.g., earthquakes and volcanoes) have underlying causes that are modifying Earth on a much longer time scale is critical for students to better understand our place on this planet.

From a geologic perspective, this module also offers an opportunity for students to more fully appreciate the nature and process of science. Students often have a naïve view that the only way to know what happened in the past is to look at human recorded his-tory. This module is intended to address this misconception and help students develop the understanding that the rock record is a valid account of history. Through this unit, they will gain a better understanding of how scientific knowledge changes as new ideas, technology, and evidence emerge. Students also will recognize that geologists can exam-ine current processes and use that knowledge to retrodict about Earth’s past (to retrodict is to make conclusions about the past based on the condition of the Earth in the present). Furthermore, students will gain a deeper understanding of the role of evidence, conjec-ture, and modeling in developing scientific knowledge.


24 NATIONAL SCIENCE TEACHING ASSOCIATION

The Changing Earth Module Overview3

In this module, students have the opportunity to explore the historical scientific debates regarding the geologic history of the Earth. These complex scientific debates are simplified here so that students can understand the basic principles of how science progresses with-out requiring the extensive background knowledge necessary to appreciate the full com-plexity of the original arguments. Students also have the opportunity to appreciate that scientists, by being skeptical, add to the scientific knowledge already determined by others.

As an assessment in the module, students develop a museum display to explore the geology of an assigned area in the Northern Hemisphere (primarily in North America but also including Great Britain). Within the museum displays, students present a poster that focuses on the geology of their assigned areas. This poster will include models of rock formation for the three types of rocks students studied during the module, a set of images showing the types of rocks found within their assigned areas, and timelines showing the major rock-forming events that occurred within their study areas. Along with this poster, students present two scale models of their study areas—one model that shows the major topographic features and the major groups of rocks found in the bed-rock and a second that shows the major topographic features and the ages of the different regions. Finally, students create a second poster that focuses on the impact of geology on culture and communities within their study areas. This poster will also describe the importance that geology and the resulting topography has played in the location of major cities and towns in the region (adapted from Johnson et al. 2015).

ESTABLISHED GOALS AND OBJECTIVESAt the conclusion of this module, students will be able to do the following:

• Understand that Earth is a dynamic system, shaped by many geological processes that are driven by energy from the Sun and internally from Earth

• Understand that scientific knowledge is built on empirical evidence

• Explain the actions of the rock cycle that form and break down the different types of rocks

• Explain how the Sun’s energy and heat from Earth’s core drive the rock cycle

• Build a model that include a textual explanation as well as visual representations of processes, based on evidence, to explain the evidence suggesting that Earth’s surface has changed in the past and will continue to change in the future

• Evaluate claims based on the evidence provided

• Use mathematical content and skills to collect and analyze data to support or refute a claim

• Use appropriate graphical or tabular representations to summarize data




CHALLENGE OR PROBLEM FOR STUDENTS TO SOLVE: GEOLOGY AND THE COMMUNITY CHALLENGEStudents are challenged to work in teams to create a museum display that relates mul-tiple geologic ideas about an area. Each group’s display should include a poster that describes a model of the rock cycle the students will develop over the course of the mod-ule and a timeline of geologic events that occurred within the region. In addition, they will provide a narrative explaining how geologists use different rock types and knowl-edge of the rock cycle to determine the geologic past of an area. The museum display should also include a second poster that describes the geologic threats from volcanoes and earthquakes that a particular region might face and a narrative that describes how communities can prepare for and diminish the potential impacts if such a disaster occurs. Finally, the display should include a physical model of the topography of the assigned region. Students first share their displays with each other and other members of their school community (plan on having a space such as a hallway with tables, an auditorium, or gym for the displays) and then have the opportunity to share these displays with local elementary schools. The displays are intended to not to be manned, so students should build them in a way that communicates information effectively.

Driving Question: Using only a display, how can we communicate vital information about the geology of an area and how that affects the building of a community?

CONTENT STANDARDS ADDRESSED IN THIS STEM ROAD MAP MODULEA full listing with descriptions of the standards this module addresses can be found in the appendix. Listings of the particular standards addressed within lessons are provided in a table for each lesson in Chapter 4.

STEM RESEARCH NOTEBOOKEach student should maintain a STEM Research Notebook, which will serve as a place for students to organize their work throughout the module (see p. 12 for more general discussion on setup and use of this notebook). All written work in the module should be included in the notebook, including records of students’ thoughts and ideas, fictional accounts based on the concepts in the module, and records of student progress through the engineering design process that is used in this module. The notebooks may be main-tained across subject areas, giving students the opportunity to see that although their classes may be separated during the school day, the knowledge they gain is connected.

Lessons in this module include student handouts that should be kept in the STEM Research Notebooks after completion, as well as prompts to which students should




respond in their notebooks. You may also wish to have students include the STEM Research Notebook Guidelines student handout in their notebooks.

Emphasize to students the importance of organizing all information in a Research Notebook. Explain to them that scientists and other researchers maintain detailed Research Notebooks in their work. These notebooks, which are crucial to researchers’ work because they contain critical information and track the researchers’ progress, are often considered legal documents for scientists who are pursuing patents or who wish to provide proof of their discovery process.




STUDENT HANDOUT

STEM RESEARCH NOTEBOOK GUIDELINES

STEM professionals record their ideas, inventions, experiments, questions, observations, and other work details in notebooks so that they can use these notebooks to help them think about their projects and the problems they are trying to solve. You will each keep a STEM Research Notebook during this module that is like the notebooks that STEM professionals use. In this notebook, you will include all your work and notes about ideas you have. The notebook will help you connect your daily work with the big problem or challenge you are working to solve.

It is important that you organize your notebook entries under the following headings:

1. Chapter Topic or Title of Problem or Challenge: You will start a new chapter in your STEM Research Notebook for each new module. This heading is the topic or title of the big problem or challenge that your team is working to solve in this module.

2. Date and Topic of Lesson Activity for the Day: Each day, you will begin your daily entry by writing the date and the day’s lesson topic at the top of a new page. Write the page number both on the page and in the table of contents.

3. Information Gathered From Research: This is information you find from outside resources such as websites or books.

4. Information Gained From Class or Discussions With Team Members: This information includes any notes you take in class and notes about things your team discusses. You can include drawings of your ideas here, too.

5. New Data Collected From Investigations: This includes data gathered from experiments, investigations, and activities in class.

6. Documents: These are handouts and other resources you may receive in class that will help you solve your big problem or challenge. Paste or staple these documents in your STEM Research Notebook for safekeeping and easy access later.

7. Personal Reflections: Here, you record your own thoughts and ideas on what you are learning.

8. Lesson Prompts: These are questions or statements that your teacher assigns you within each lesson to help you solve your big problem or challenge. You will respond to the prompts in your notebook.

9. Other Items: This section includes any other items your teacher gives you or other ideas or questions you may have.




MODULE LAUNCHBegin the module by showing students images from various geologically interesting loca-tions. Then, present students with the following discussion prompt: “If you have ever paid attention to the landscape as you were riding in a car, you may have noticed lots of different and interesting rock formations. Geologists looking at that same landscape are often perplexed with the following questions: What kind of rocks are they? How did they get there?” Finally, introduce to students the following dilemma: How we can figure out what has happened to Earth in the past when there was no human-recorded history?

Introduce the module challenge by informing the students that they will be help-ing a local museum produce an exhibit that helps elementary school students explore the geologic past of the local region, North America, and the world. Explain that they will be learning a variety of concepts to help them create the museum exhibit. In sci-ence, students learn how to look at Earth like a geologist and describe Earth’s history using a theoretical model that explains how changes could have occurred. In social stud-ies, students explore how to represent information through maps, with an emphasis on topographic maps, and consider how geologic features might determine the historical location of community settlements. They also explore the impact that geology has on communities, including examining how communities prepare and respond to earth-quakes, floods, and volcanoes. In mathematics, students explore mathematical concepts that are useful in summarizing, analyzing, and communicating data. Finally, in English language arts (ELA), students examine ways to identify and evaluate the sources they will use as resources to create their exhibit. They will also learn to evaluate and commu-nicate a scientific argument.

Each museum display will focus on a particular location. Assign groups of students one of the following areas

• Study Area 1: Great Britain

• Study Area 2: Virginia

• Study Area 3: Wyoming

• Study Area 4: Washington state

• Study Area 5: Western British Columbia

• Study Area 6: Eastern British Columbia

PREREQUISITE SKILLS FOR THE MODULEStudents enter this module with a wide range of preexisting skills, information, and knowledge. Table 3.1 provides an overview of prerequisite skills and knowledge that stu-dents are expected to apply in this module, along with examples of how they apply this




knowledge throughout the module. Differentiation strategies are also provided for stu-dents who may need additional support in acquiring or applying this knowledge.

Table 3.1. Prerequisite Key Knowledge and Examples of Applications and Differentiation Strategies

Prerequisite Key Knowledge

Application of Knowledge by Students

Differentiation for Students Needing

Additional Support

Science• Analyze and interpret data

from maps to describe patterns of Earth’s features.

Science• Understand that

topography is a result of weathering and tectonic activity and recognize that topographical differences provide clues to past geologic events.

Science• Model interpreting

topography using aerial photos and topographic maps and provide exercises where students do the same.

Mathematics• Understand basic graph

types.

Mathematics• Communicate and

interpret rate flow by creating graphs.

Mathematics• Have one-on-one

discussions with students as they are exploring the communication of rate data.

English Language Arts• Know the basic mechanics

of grammar, syntax, and punctuation.

• Understand organization and flow of narrative.

English Language Arts• Create several narratives

and arguments using appropriate grammar, syntax, punctuation, and organization.

English Language Arts• Provide worksheets and

resources for students to work on grammar, syntax, punctuation, and organization as homework.

Social Studies• Understand directionality

(north, south, east, west)

Social Studies• Apply the concept of

orientation in relation to the north in learning about maps and provide an orientation of their assigned locations.

Social Studies• Review directions of

north, south, east, and west during Lesson 1. Spend one-on-one time with students to help them understand that directions are in relation to orientation on the globe and the poles.




POTENTIAL STEM MISCONCEPTIONSStudents enter the classroom with a wide variety of prior knowledge and ideas, so it is important to be alert to misconceptions, or inappropriate understandings of founda-tional knowledge. These misconceptions can be classified as one of several types: “pre-conceived notions,” opinions based on popular beliefs or understandings; “nonscien-tific beliefs,” knowledge students have gained about science from sources outside the scientific community; “conceptual misunderstandings,” incorrect conceptual models based on incomplete understanding of concepts; “vernacular misconceptions,” misun-derstandings of words based on their common use versus their scientific use; and “fac-tual misconceptions,” incorrect or imprecise knowledge learned in early life that remains unchallenged (NRC 1997, p. 28). Misconceptions must be addressed and dismantled in order for students to reconstruct their knowledge, and therefore teachers should be pre-pared to take the following steps:

• Identify students’ misconceptions.

• Provide a forum for students to confront their misconceptions.

• Help students reconstruct and internalize their knowledge, based on scientific models. (NRC 1997, p. 29)

Keeley and Harrington (2010) recommend using diagnostic tools such as probes and formative assessment to identify and confront student misconceptions and begin the process of reconstructing student knowledge. Keeley’s Uncovering Student Ideas in Science series contains probes targeted toward uncovering student misconceptions in a vari-ety of areas and may be useful resources for addressing student misconceptions in this module.

Students will have various types of prior knowledge about the science concepts presented and used in this module. Table 3.2 outlines some common misconceptions students may have concerning these concepts. Because of the breadth of students’ expe-riences, it is not possible to anticipate every misconception that students may bring as they approach the lessons. Incorrect or inaccurate prior understanding of concepts can influence student learning in the future, however, so it is important to be alert to misconceptions such as those presented in the table. The American Association for the Advancement of Science has also identified misconceptions that students frequently hold regarding science concepts (see the links at http://assessment.aaas.org/topics).




Table 3.2. Common Misconceptions About the Concepts in This Module

Topic Student Misconception Explanation

Engineering design process (EDP)

Engineers use only a scientific process to solve problems in their work.

A scientific process is used to test predictions and explanations about the world. An EDP, on the other hand, is used to create a solution to a problem. In reality, engineers use both kinds of processes.

Sedimentary rocks (rocks formed by cementing together materials from the Earth)

Layered rocks are always sedimentary.

Many metamorphic rocks are layered, and even a few igneous rocks can have layers.

Rock cycle (the processes by which rocks change among the three types: igneous, metamorphic, and sedimentary)

One type of rock can only change to another type.

All three rock types can change into another.

Metamorphic rocks are a “little melted.”

If there is melting, then the process is igneous.

Metamorphic rocks require both heat and pressure.

There are cases of metamorphism that are just heat or predominantly pressure.

SRL PROCESS COMPONENTSTable 3.3 (p. 32) illustrates some of the activities in The Changing Earth module and how they align with the self-regulated learning (SRL) process before, during, and after learning.




Table 3.3. SRL Process Components

Learning Process Components Example From The Changing Earth Module

Lesson Number and Learning Component

BEFORE LEARNING

Motivates students Students engage with a flyover video of the Grand Canyon and are then challenged to think about how much they pay attention to the geology around their own community.

Lesson 1, Introductory Activity/ Engagement

Evokes prior learning Students participate in a discussion, “What do you know about rocks?” Students also have an opportunity to describe any experiences they have had with maps.

Lesson 1, Introductory Activity/Engagement

DURING LEARNING

Focuses on important features

Students discuss their findings from the rock cycle activities. This discussion should focus on the key knowledge:

• Sedimentary rocks form from the compaction and cementation process.

• Cementation process is a result of minerals forming in the spaces between grains that “glue” the particles together.

• The type of minerals that form can influence the strength of the “glue.”

• Sedimentary rocks form in layers as materials are deposited.

Lesson 1, Explanation

Helps students monitor their progress

Students create a conceptual model for how sedimentary rocks form. Students are encouraged to consider if their model provides them a way to think about rocks in the location they were assigned. If it does not, then students revise the conceptual model.


AFTER LEARNING

Evaluates learning Students create a museum display that relates multiple geologic ideas about an area, including posters about the relevant rock cycle, timeline of geologic events that occurred in the region, and how communities are affected by geologic events. First students share these products with their classmates and school community, and then they share them with local elementary schools.


Takes account of what worked and what did not work

Students reflect on the feedback they receive when they present to their school community.

Lesson 6, Elaboration, Application of Knowledge




STRATEGIES FOR DIFFERENTIATING INSTRUCTION WITHIN THIS MODULEFor the purposes of this curriculum module, differentiated instruction is conceptualized as a way to tailor instruction—including process, content, and product—to various stu-dent needs in your class. A number of differentiation strategies are integrated into les-sons across the module. The problem- and project-based learning approach used in the lessons is designed to address students’ multiple intelligences by providing a variety of entry points and methods to investigate the key concepts in the module (e.g., when cre-ating a museum display, students are given choices in the ways they can communicate their knowledge). Differentiation strategies for students needing support in prerequisite knowledge can be found in Table 3.1 (p. 29). You are encouraged to use information gained about student prior knowledge during introductory activities and discussions to inform your instructional differentiation. Strategies incorporated into this lesson include flexible grouping, varied environmental learning contexts, assessments, compacting, and tiered assignments and scaffolding.

Flexible Grouping. Students work collaboratively in a variety of activities through-out this module. Grouping strategies you might employ include student-led grouping, grouping students according to ability level or common interests, grouping students ran-domly, or grouping them so that students in each group have complementary strengths (for instance, one student might be strong in mathematics, another in art, and another in writing).

Varied Environmental Learning Contexts. Students have the opportunity to learn in vari-ous contexts throughout the module, including alone, in groups, in quiet reading and research-oriented activities, and in active learning in inquiry and design activities. In addition, students learn in a variety of ways, including through doing inquiry activities, journaling, reading texts, watching videos, participating in class discussion, and con-ducting web-based research.

Assessments. Students are assessed in a variety of ways throughout the module, including individual and collaborative formative and summative assessments. Students have the opportunity to produce work via written text, oral and media presentations, and modeling. You may choose to provide students with additional choices of media for their products (e.g., slide presentations, posters, or student-created websites or blogs).

Compacting. Based on student prior knowledge, you may wish to adjust instructional activities for students who exhibit prior mastery of a learning objective. For instance, if some students exhibit mastery with maps in Lesson 1, you may wish to limit the amount of time they spend practicing these skills and instead introduce associated activities.

Tiered Assignments and Scaffolding: Based on your awareness of student ability, under-standing of concepts, and mastery of skills, you may wish to provide students with vari-ations on activities by adding complexity to assignments or providing more or fewer




learning supports for activities throughout the module. For instance, some students may need additional support in identifying key search words and phrases for web-based research or may benefit from cloze sentence handouts to enhance vocabulary under-standing. Other students may benefit from expanded reading selections and additional reflective writing or from working with manipulatives and other visual representations of mathematical concepts. You may also work with your school librarian to compile a set of topical resources at a variety of reading levels.

STRATEGIES FOR ENGLISH LANGUAGE LEARNERSStudents who are developing proficiency in English language skills require additional supports to simultaneously learn academic content and the specialized language associ-ated with specific content areas. WIDA (2012) has created a framework for providing support to these students and makes available rubrics and guidance on differentiating instructional materials for English language learners (ELLs). In particular, ELL students may benefit from additional sensory supports such as images, physical modeling, and graphic representations of module content, as well as interactive support through collab-orative work. This module incorporates a variety of sensory supports and offers ongoing opportunities for ELL students to work with collaboratively. The focus in this module on understanding the geology of a specific area provides opportunities to access the cultur-ally diverse experiences of ELL students in the classroom.

When differentiating instruction for ELL students, you should carefully consider the needs of these students as they introduce and use academic language in various lan-guage domains (listening, speaking, reading, and writing) throughout this module. To adequately differentiate instruction for ELL students, you should have an understand-ing of the proficiency level of each student. The following five overarching WIDA learn-ing standards are relevant to this module:

• Standard 1: Social and Instructional Language. Focus on social behavior in group work and class discussions.

• Standard 2: The Language of Language Arts. Focus on forms of print, elements of text, picture books, comprehension strategies, main ideas and details, persuasive language, creation of informational text, and editing and revision.

• Standard 3: The Language of Mathematics. Focus on numbers and operations, patterns, number sense, measurement, and strategies for problem solving.

• Standard 4: The Language of Science. Focus on safety practices, scientific process, and scientific inquiry.

• Standard 5: The Language of Social Studies. Focus on change from past to present, historical events, resources, map reading, and location of objects and places.




SAFETY CONSIDERATIONS FOR THE ACTIVITIES IN THIS MODULEThe safety precautions associated with each investigation are based in part on the use of the recommended materials and instructions, legal safety standards, and better pro-fessional safety practices. Selection of alternative materials or procedures for these investigations may jeopardize the level of safety and therefore is at the user’s own risk. Remember that an investigation includes three parts: (1) setup, in which you prepare the materials for students to use; (2) the actual hands-on investigation, in which students use the materials and equipment; and (3) cleanup, in which you or the students clean the materials and put them away for later use. The safety procedures for each investigation apply to all three parts. For more general safety guidelines, see the Safety in STEM sec-tion in Chapter 2 (p. 18).

We also recommend that you use a safety acknowledgment form and that you go over the safety rules that are included as part of the form with your students before beginning the first investigation. Once you have gone over these rules with your stu-dents, have them sign the safety acknowledgment form. You should also send the form home with students for parents or guardians to read and sign to acknowledge that they understand the safety procedures that must be followed by their children. A sample middle school safety acknowledgment form can be found at http://static.nsta.org/pdfs/SafetyAcknowledgmentForm-MiddleSchool.pdf.

DESIRED OUTCOMES AND MONITORING SUCCESSThe desired outcome for this module is outlined in Table 3.4 (p. 36), along with suggested ways to gather evidence to monitor student success. For more specific details on desired outcomes, see the Established Goals and Objectives section for the module (p. 24) and for the individual lessons.




Table 3.4. Desired Outcome and Evidence of Success in Achieving Identified Outcome

Desired Outcome

Evidence of Success

Performance Tasks Other MeasuresStudents create museum displays that relate multiple geologic ideas about an area. The displays should include two posters and a physical model of the topography of the assigned region.

• Students are assessed on their ability to use knowledge regarding formation of rocks to describe major geologic events that have shaped their local area, North America, and the world based on their museum displays. (Science and Engineering Practices: Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions)

• Their understanding of the role the rock cycle and continental drift has played on shaping and reshaping the earth will also be evaluated. (Crosscutting Concepts: Patterns, Stability and Change)

• Students’ understanding of potential geologic threats from volcanoes and earthquakes and the impacts and means to mitigate losses will be assessed as will their ability to interpret maps, with a particular focus on topographic maps. (Science and Engineering Practice: Developing and Using Models)

Students are assessed on collaboration, participation in class, individual activity sheets, and development of the materials that will be used in the final museum display.

Note: The “Performance Tasks” column includes related science and engineering practices and crosscutting concepts from the Next Generation Science Standards.

ASSESSMENT PLAN OVERVIEW AND MAPTable 3.5 provides an overview of the major group and individual products and deliver-ables, or things that student teams will produce in this module, that constitute the assess-ment for this module. See Table 3.6 for a full assessment map of formative and summa-tive assessments in this module.




Table 3.5. Major Products and Deliverables for Groups and Individuals

LessonMajor Group Products and

DeliverablesMajor Individual Products and

Deliverables

1 • Rock cycle models • Class participation

• Individual investigation activity sheets

• STEM Research Notebook entries

2 • Rock cycle models • Class participation



3 • Rock cycle models

• Topographic model of assigned area

• Class participation



4 • Class participation rubric • Class participation


5 • Rock cycle models

• Geologic threats poster

• Class participation

6 • Geologic timeline poster • Challenge product

Table 3.6. Assessment Map for The Changing Earth Module

Lesson AssessmentGroup/

IndividualFormative/Summative Lesson Objective Assessed

1 Identification of the rocks in the students’ study area

Group Formative • Use a dichotomous key to identify different kinds of sedimentary rocks. (SEP: Developing and Using Models)

1 Rock Cycle Model—Sedimentary Rock rubric

Group Formative • Describe the basic mechanisms for the formation of sedimentary rocks. (CC: Stability and Change)

1 Sedimentary rock activities handouts

Individual Formative • Describe the basic mechanisms for the formation of sedimentary rocks. (CC: Stability and Change)

Continued




Table 3.6. (continued )



1 Steno’s laws of stratigraphy handouts

Individual Formative • Explain Steno’s laws of stratigraphy

• Relate Steno’s laws to figuring out the relative ages of rocks

(SEP: Developing and Using Models)

1 Reading a map activity handouts

Individual Formative • Describe how latitude and longitude can be used to pinpoint a location on a map.

• Define scale in terms of a map.

• Explain how differences in scale would alter the view of a map.

(CC: Scale, Proportion, and Quantity)

1 STEM Research Notebook prompt

Group Formative • Identify maps and their features. (CC: Scale, Proportion, and Quantity)

2 Identification of the rocks in the students’ study area

Group Formative • Create a dichotomous key to use to identify different kinds of igneous rocks. (SEP: Developing and Using Models)

2 Rock Cycle Model—Sedimentary and Igneous Rocks rubric

Group Formative • Describe the formation of igneous rocks.

• Describe the difference between intrusive and extrusive rocks.

• Relate igneous rock formation using the terms felsic, mafic, and intermediate.

(CC: Stability and Change)

2 Reading a map activity handouts

Individual Formative • Use a map legend to explain features shown on a map.

• Describe ways in which maps can be used to communicate information.

(CC: Scale, Proportion, and Quantity)

2 STEM Research Notebook prompt

Individual Formative • Describe the formation of igneous rocks. (CC: Stability and Change)

Continued







3 Identification of the rocks in their study area

Group Formative • Use a dichotomous key to identify different kinds of metamorphic rocks. (SEP: Developing and Using Models)

3 Rock Cycle Model—Sedimentary, Igneous, and Metamorphic Rocks rubric

Group Formative • Describe the role of weathering, transport, and deposition in the rock cycle.

• Describe the role of uplift and intrusion in the rock cycle.

(CC: Stability and Change)

3 Data Communication rubric

Group/Individual

Formative • Identify appropriate methods for visually displaying rate data. (SEPs: Developing and Using Models, Planning and Carrying Out Investigations)

3 Argumentation graphic organizer

Group/Individual

Formative • Define the terms claim, evidence, and reasoning.

• Explain the relationships among claim, evidence, and reasoning in a scientific argument.

(SEP: Constructing Explanations and Designing Solutions)

3 Topographic Model rubric

Group/Individual

Formative • Describe the role that topography has on the placement of community infrastructure.

• Explain how a topographic map describes the topography of a region.

(CCs: Scale, Proportion, and Quantity; Stability and Change)

3 How Do Rocks Weather? handout

Group/Individual

Formative • Explain the mechanisms of weathering.

• Describe the role of weathering, transport, and deposition in the rock cycle.


3 How Does Weathered Rock Material Move? handout

Group/Individual

Formative • Explain the mechanisms of weathering.



Continued







3 Web Exploration— Weathering and Sediment Movement handout

Group Formative • Explain the mechanisms of weathering.



3 Comparing Metamorphic, Sedimentary, and Igneous Rocks handout

Group Formative • Differentiate between metamorphic, sedimentary, and igneous rocks. (CC: Stability and Change)

4 Timeline of Geologic Events rubric

Group Summative • Use terms to describe rock formation.

• Apply all aspects of rock formation, weathering, and uplift to describe geologic events.

• Describe type of rock(s) found in local geography.

• Explain why type of rock(s) is found in local area.

(SEPs: Developing and Using Models, Planning and Carrying Out Investigations)

4 Geologic Threats rubric

Group Summative • Identify geologic threats to communities.

• Explain how geologic threats affect communities.

• Identify loss and damage information related to geologic threats.

• Explain how communities attempt to diminish loss and damage from geologic threats.

• Create specific recommendations to mitigate or minimize geologic threats.

(SEPs: Developing and Using Models, Analyzing and Interpreting Data)

4 Radiometric Dating handout

Group Formative • Describe the use of exponential growth (or loss of size) to calculate the age of a rock. (SEP: Constructing Explanations and Designing Solutions)

4 Mapping Major Threats handout

Group/Individual

Formative • Describe the potential geologic threats to an area. (SEP: Developing and Using Models)

Continued







5 Final Rock Cycle Model rubric

Group Summative • Describe the basic mechanisms for the formation of sedimentary rocks.

• Describe the formation of igneous rocks.

• Describe the formation of metamorphic rocks.


• Describe the role of uplift and intrusion in the rock cycle.

• Explain continental drift theory.

• Describe the connection between rock material cycling and the mechanisms of uplift and subduction.

• Explain the role of evidence in developing new scientific knowledge.

(SEPs: Developing and Using Models, Analyzing and Interpreting Data; CC: Patterns)

5 Geologic Threats Poster rubric

Group Summative • Create a narrative explanation of the major geologic threats to their study areas.

• Create a poster describing the major geologic threats to their study areas.

(SEPs: Developing and Using Models, Analyzing and Interpreting Data)

6 Geologic Timeline Poster rubric

Group Summative • Communicate the geological timeline for assigned area.

• Use images to help readers understand how geologists determine the past geologic events of an area.

• Use narratives to help readers understand how geologists determine the past geologic events of an area.

(SEPs: Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data)

Note: The “Lesson Objective Assessed” column includes the related science and engineering practices (SEPs) and crosscutting concepts (CCs) from the Next Generation Science Standards for each assessment.




MO

DU

LE T

IMEL

INE

Tabl

es 3

.7–3

.11

(pp.

42–

44) p

rovi

de

less

on ti

mel

ines

for e

ach

wee

k of

the

mod

ule.

The

se ti

mel

ines

are

pro

vid

ed fo

r gen

eral

gui

d-

ance

onl

y an

d a

re b

ased

on

clas

s ti

mes

of a

ppro

xim

atel

y 45

min

utes

.

Tabl

e 3.

7. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k O

ne

Day

1 D

ay 2

D

ay 3

D

ay 4

D

ay 5

Less

on 1

Rock

s and

Top

ogra

phy

• La

unch

mod

ule

and

enga

ge s

tude

nts

with

m

aps.

Less

on 1

Rock

s and

Top

ogra

phy

• Id

entif

y ro

cks

usin

g a

dich

otom

ous

key.

• Ex

plor

e m

ap re

adin

g.

Less

on 1

Rock

s and

Top

ogra

phy

• Ex

plor

e m

echa

nism

s of

sed

imen

tary

rock

fo

rmat

ion.

• Ho

ld n

ept u

nist

th

eory

disc

ussio

n.

• Co

ntin

ue m

ap

read

ing.

Less

on 1

Rock

s and

Top

ogra

phy

• Ex

plor

e St

eno’

s La

ws

of S

trat

igra

phy.

• Cr

eate

firs

t roc

k cy

cle

mod

el.

• Ex

plor

e di

ffere

nt

kind

s of

map

s.

Less

on 2

Igne

ous R

ock

Form

atio

n•

Intr

oduc

e pl

uton

ist

theo

ry.

• Cr

eate

a d

icho

tom

ous

key

for i

gneo

us ro

cks.

• Ex

plor

e wh

at

info

rmat

ion

can

be

lear

ned

from

a m

ap.




Tabl

e 3.

8. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k Tw

o

Day

6

Day

7D

ay 8

Day

9D

ay 10

Less

on 2

Igne

ous R

ock

Form

atio

n•

Expl

ore

igne

ous

rock

cha

ract

erist

ics

furt

her.

• Ex

plor

e to

pogr

aphi

c m

aps.

Less

on 3

Wea

ther

ing,

Tra

nspo

rt,

Depo

sitio

n, U

plift

, and

M

etam

orph

ic R

ock

Form

atio

n•

Mod

ify ro

ck

form

atio

n m

odel

, lo

okin

g at

to

pogr

aphy

of

assig

ned

area

s.

Less

on 3

Wea

ther

ing,

Tra

nspo

rt,

Depo

sitio

n, U

plift

, and

M

etam

orph

ic R

ock

Form

atio

n•

Expl

ore

weat

herin

g sc

ient

ifica

lly a

nd

mat

hem

atic

ally

.

• Ex

plor

e th

e re

latio

nshi

p be

twee

n to

pogr

aphy

and

co

mm

uniti

es.

• Be

gin

disc

ussin

g ar

gum

enta

tion.

Less

on 3

Wea

ther

ing,

Tra

nspo

rt,

Depo

sitio

n, U

plift

, and

M

etam

orph

ic R

ock

Form

atio

n•

Cont

inue

exp

lorin

g we

athe

ring

scie

ntifi

cally

and

m

athe

mat

ical

ly.

• In

trod

uce

build

ing

a to

pogr

aphi

c m

odel

.

• Di

scus

s cr

eatin

g an

ar

gum

ent.

Less

on 3

Wea

ther

ing,

Tra

nspo

rt,

Depo

sitio

n, U

plift

, and

M

etam

orph

ic R

ock

Form

atio

n•

Expl

ore

tran

spor

t and

de

posit

ion.

• Bu

ild th

e m

odel

for

assig

ned

area

s.

• Di

scus

s ev

alua

ting

scie

ntifi

c ar

gum

ents

.

Tabl

e 3.

9. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k Th

ree

Day

11

Day

12

Day

13

Day

14

Day

15

Less

on 3

Wea

ther

ing,

Tra

nspo

rt,

Depo

sitio

n, U

plift

, and

M

etam

orph

ic R

ock

Form

atio

n•

Intr

oduc

e in

fluen

ce

of Ja

mes

Hut

ton

on

unde

rsta

ndin

g ro

ck

form

atio

n.

• B u

ild th

e m

odel

for

assig

ned

area

s

• Ap

ply

argu

men

tatio

n.

Less

on 3

Wea

ther

ing,

Tra

nspo

rt,

Depo

sitio

n, U

plift

, and

M

etam

orph

ic R

ock

Form

atio

n•

Expl

ore

met

apho

ric

rock

form

atio

n.

• Bu

ild th

e m

odel

for

assig

ned

area

s

• Ap

ply

argu

men

tatio

n.

Less

on 4

Usin

g th

e Ro

ck C

ycle

to

Dete

rmin

e Pa

st G

eolo

gic

Even

ts a

nd G

eolo

gic

Thre

ats t

o Co

mm

uniti

es•

Build

geo

logi

c ev

ent

timel

ines

.

• In

trod

uce

radi

omet

ric

datin

g.

• M

ap m

ajor

ge o

logi

c th

reat

s.

Less

on 4

Usin

g th

e Ro

ck C

ycle

to

Dete

rmin

e Pa

st G

eolo

gic

Even

ts a

nd G

eolo

gic

Thre

ats t

o Co

mm

uniti

es•

Cont

inue

bui

ldin

g ge

olog

ic e

vent

tim

elin

es.

• Ex

amin

e im

pact

s of

ge

olog

ic th

reat

s.

Less

on 4

Usin

g th

e Ro

ck C

ycle

to

Dete

rmin

e Pa

st G

eolo

gic

Even

ts a

nd G

eolo

gic

Thre

ats t

o Co

mm

uniti

es•

Com

pare

regi

ons’

geol

ogic

eve

nts

and

timel

ines

.

• Sh

are

impa

cts

of

geol

ogic

thre

ats.




Tabl

e 3.

10. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le fo

r Wee

k Fo

ur

Day

16

Day

17D

ay 18

Day

19D

ay 2

0

Less

on 4

Usin

g th

e Ro

ck C

ycle

to

Dete

rmin

e Pa

st G

eolo

gic

Even

ts a

nd G

eolo

gic

Thre

ats t

o Co

mm

uniti

es•

Com

pare

geo

logi

cal

even

ts a

nd ti

mel

ines

ac

ross

mul

tiple

are

as.

• Cr

eate

map

s of

ge

olog

ic th

reat

s.

Less

on 5

Cont

inen

tal D

rift a

nd th

e Ro

ck C

ycle

• In

trod

uce

Weg

ener

’s pu

zzle

.

• De

velo

p ge

olog

ic

thre

ats

post

ers.

Less

on 5

Cont

inen

tal D

rift a

nd th

e Ro

ck C

ycle

• Ex

amin

e ev

iden

ce

for c

ontin

enta

l dr

ift—

eart

hqua

ke

dist

ribut

ion

and

topo

grap

hy.

• Co

ntin

ue d

evel

opin

g ge

olog

ic th

reat

s po

ster

s.

Less

on 5

Cont

inen

tal D

rift a

nd th

e Ro

ck C

ycle

• Ex

amin

e ev

iden

ce fo

r co

ntin

enta

l drif

t—oc

ean

floor

age

and

GP

S tr

acki

ng.

• Co

ntin

ue d

evel

opin

g ge

olog

ic th

reat

s po

ster

s.

Less

on 5

Cont

inen

tal D

rift a

nd th

e Ro

ck C

ycle

• Ex

amin

e ge

olog

ic

impl

icat

ions

of

cont

inen

tal d

rift—

uplif

t and

sub

duct

ion.

• Fi

naliz

e ge

olog

ic

thre

ats

post

ers.

Tabl

e 3.

11. S

TEM

Roa

d M

ap M

odul

e Sc

hedu

le W

eek

Five

Day

21

Day

22

Day

23

Day

24

Day

25

Less

on 6

Putt

ing

It Al

l Tog

ethe

r•

Deve

lop

geol

ogic

tim

elin

e po

ster

s.

• O

rgan

ize m

useu

m

disp

lay.

Less

on 6

Putt

ing

It Al

l Tog

ethe

r•

Cont

inue

dev

elop

ing

geol

ogic

tim

elin

e po

ster

s.

• Co

ntin

ue o

rgan

izin

g m

useu

m d

ispla

y.

Less

on 6

Putt

ing

It Al

l Tog

ethe

r•

Fina

lize

geol

ogic

tim

elin

e po

ster

s.

• Co

ntin

ue o

rgan

izin

g m

useu

m d

ispla

y.

Less

on 6

Putt

ing

It Al

l Tog

ethe

r•

Fina

lize

mus

eum

di

spla

y.

Less

on 6

Putt

ing

It Al

l Tog

ethe

r•

Pres

ent m

useu

m

disp

lay

to c

lass

and

el

emen

tary

sch

ool

stud

ents

.




RESOURCESIn this module, several of the activities work better if students are able to access the internet via computer or mobile device and have graphing resources (e.g., graphing cal-culator, spreadsheet programs). The school’s media specialist can help teachers locate resources to explore images and literature about rocks, the history of the theory of plate tectonics, and maps and map development. Special education and reading specialists along with staff from the English language office at the school can help students who need support with the module as necessary. Community support for understand geol-ogy and mapping can be provided by contacting the local government soil scientists and mapping office.

REFERENCESJohnson, C. C., T. J. Moore, J. Utley, J. Breiner, S. R. Burton, E. E. Peters-Burton, J. Walton, and

C. L. Parton. 2015. The STEM road map for grades 6–8. In STEM road map: A framework for integrated STEM education, ed. C. C. Johnson, E. E. Peters-Burton, and T. J. Moore, 96–123. New York: Routledge. www.routledge.com/products/9781138804234.

Keeley, P., and R. Harrington. 2010. Uncovering student ideas in physical science, volume 1: 45 new force and motion assessment probes. Arlington, VA: NSTA Press.

National Research Council (NRC). 1997. Science teaching reconsidered: A handbook. Washington, DC: National Academies Press.

WIDA. 2012. 2012 amplification of the English language development standards: Kindergarten–grade 12. https://wida.wisc.edu/teach/standards/eld.



INDEXPage numbers printed in boldface type indicate tables, figures, or handouts.

AActivity/Exploration

Continental Drift and the Rock Cycle lesson plan, 189–191

Igneous Rock Formation lesson plan, 101–103

Putting It All Together lesson plan, 206Rocks and Topography lesson plan,

60–62Using the Rock Cycle to Determine

Past Geologic Events and Geologic Threats to Communities lesson plan, 161–164

Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 119–124

after learning, SRL theory, 16, 18application of knowledge, 29argument, 118, 147, 148assessment. See also Evaluation/Assessment;

performance tasks; rubricsassessment maps, 15–16comprehensive assessment system, 14desired outcome of module, 35, 36embedded formative assessment, 14–15plan overview and map, 36, 37–41role of, 13–16

Bbefore learning, SRL theory, 16, 17Bowen’s reaction series, 98–99

Ccause and effect theme, 3, 216

Changing Earth module, 23challenge or problem to solve, 25Changing Earth module overview, 23–45

assessment plan overview and map, 36, 37–41

challenge or problem to solve, 25content standards addressed, 25desired outcomes and monitoring

success, 35, 36differentiating instruction, 29, 33–34English language learners strategies, 34established goals and objectives, 24lead discipline, 23module launch, 28module summary, 23–24potential STEM misconceptions, 30, 31prerequisite skills, 28–29, 29resources, 45safety considerations, 35SRL process components, 31, 32STEM Research Notebook, 25–26, 27theme, 23timeline, 42–44

Common Core State Standards for English Language Arts (CCSS English Language Arts)


module summary, 222–223Putting It All Together lesson plan,

203–204Weathering, Transport, Deposition,

Uplift, and Metamorphic Rock Formation lesson plan, 113

Common Core State Standards for Mathematics (CCSS Mathematics)


module summary, 222Using the Rock Cycle to Determine

Past Geologic Events and Geologic Threats to Communities lesson plan, 158




INDEX

comprehensive assessment system, 14content standards


Putting It All Together lesson plan, 201–204

Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 156–158


content standards addressedChanging Earth module overview, 25Igneous Rock Formation lesson plan,

96–98Rocks and Topography lesson plan, 49,

49–50Continental Drift and the Rock Cycle lesson

plancontent standards, 182–185essential questions, 181goals and objectives, 181handouts, 194internet resources, 192–193key vocabulary, 185learning components

Activity/Exploration, 189–191Elaboration/Application of

Knowledge, 192Evaluation/Assessment, 192Explanation, 191–192Introductory Activity/Engagement,

188–189materials, 181–182preparation, 187–188rubrics, 195–200teacher background information

English language arts, 187mathematics, 187science, 186social studies, 187

time required, 181crosscutting concepts

Continental Drift and the Rock Cycle lesson plan, 183

Igneous Rock Formation lesson plan, 97

module summary, 221Putting It All Together lesson plan, 203Rocks and Topography lesson plan, 50


Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 112

Ddichotomous key, 68, 99–100differentiating instruction, 29, 33–34disciplinary core ideas



module summary, 220Putting It All Together lesson plan,

202–203Rocks and Topography lesson plan, 50Using the Rock Cycle to Determine



driving question, 25during learning, SRL theory, 16, 17–18

Eearthquakes, 163Elaboration/Application of Knowledge



Putting It All Together lesson plan, 207Rocks and Topography lesson plan, 65Using the Rock Cycle to Determine



embedded formative assessment, 14–15engineering design process (EDP), 9–11, 10,

31, 115, 129, 153English language arts connections

Continental Drift and the Rock Cycle lesson plan, 191, 192



INDEX

Putting It All Together lesson plan, 206, 207

Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 122–123, 126, 127

English language arts teacher background information


Putting It All Together lesson plan, 205Weathering, Transport, Deposition,


English Language Development Standards, 226

English language learners strategies, 34erosion, 117essential questions






Evaluation/AssessmentContinental Drift and the Rock Cycle

lesson plan, 192Igneous Rock Formation lesson plan,

105Putting It All Together lesson plan, 207Rocks and Topography lesson plan, 66Using the Rock Cycle to Determine



ExplanationContinental Drift and the Rock Cycle

lesson plan, 191–192Igneous Rock Formation lesson plan,

103–104Putting It All Together lesson plan, 207Rocks and Topography lesson plan,

62–65

Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 164


extrusive rocks, 99

FFramework for 21st Century Learning



module summary, 224–225Putting It All Together lesson plan, 204Rocks and Topography lesson plan, 50Using the Rock Cycle to Determine



Gglobal positioning systems, 186goals and objectives



overview, 24Putting It All Together lesson plan, 201Rocks and Topography lesson plan, 47Using the Rock Cycle to Determine



Grand Canyon, 129graphs, 130

HHutton, James, 98, 114, 130



INDEX

IIgneous Rock Formation lesson plan

content standards, 96–98essential questions, 95goals and objectives, 95internet resources, 105–106key vocabulary, 98learning components


Knowledge, 104–105Evaluation/Assessment, 105Explanation, 103–104Introductory Activity/Engagement,

100–101materials, 95–96preparation, 99–100safety notes, 96teacher background information

science, 98–99social studies, 99

time required, 95information, media and technology skills,

225innovation and progress theme, 3, 216integrated curricula difficulties, 24interdisciplinary themes, 224internet resources



Putting It All Together lesson plan, 207Rocks and Topography lesson plan,

53–54, 66–67Using the Rock Cycle to Determine



Introductory Activity/EngagementContinental Drift and the Rock Cycle

lesson plan, 188–189Igneous Rock Formation lesson plan,

100–101Putting It All Together lesson plan,

205–206Rocks and Topography lesson plan,

58–60



intrusion, 130

Kkey vocabulary



Rocks and Topography lesson plan, 51Using the Rock Cycle to Determine



Llearning and innovation skills, 224learning cycle, 11–12life and career skills, 225

Mmaps, 130materials






mathematics connectionsContinental Drift and the Rock Cycle

lesson plan, 191



INDEX

Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 161, 162, 164

Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 122, 125–127

mathematics teacher background informationContinental Drift and the Rock Cycle

lesson plan, 187Using the Rock Cycle to Determine



metamorphic rocks, 130misconceptions, potential STEM, 30, 31

NNational Center for Educational Statistics

Kids’ Zone Create a Graph web page, 118, 129

neptunist theory, 52–54, 117, 123–124Next Generation Science Standards (NGSS)



module summary, 219, 220–221Putting It All Together lesson plan,





Ooptimizing the human experience theme, 5,

216outcomes, desired, 35, 36

PPacific Plate, 187performance tasks, 35, 36. See also assessment





plate tectonics, 188plutonist theory, 98–99, 117, 123–124preparation


Putting It All Together lesson plan, 205Using the Rock Cycle to Determine



process components, self-regulated learning theory (SRL), 16, 16–18

project- and problem-based learning, 9Putting It All Together lesson plan

content standards, 201–204essential questions, 201goals and objectives, 201handouts, 208internet resources, 207learning components

Activity/Exploration, 206Elaboration/Application of

Knowledge, 207Evaluation/Assessment, 207Explanation, 207Introductory Activity/Engagement,

205–206materials, 201preparation, 205rubrics, 209–214teacher background information,

204–205time required, 201

Rradiometric dating, 159the represented world theme, 4, 216Research Notebook. See STEM Research

Notebook



INDEX

resources, module, 45rock cycle, 31rock dichotomous key, 55, 68Rocks and Topography lesson plan

class participation rubric, 93content standards, 49, 49–50essential questions, 47goals and objectives, 47handouts, 68–92internet resources, 66–67key vocabulary, 51learning components


Knowledge, 65Evaluation/Assessment, 66Explanation, 62–65Introductory Activity/Engagement,

58–60materials, 48preparation, 54–58rock cycle rubric, 94safety notes, 48–49teacher background information

science, 52–54social studies, 54

time required, 48rubrics

class participation rubric, 66, 93data communication rubric, 151–152geologic threats rubric, 180, 195–198geologic timeline poster rubric, 209–212rock cycle rubric, 66, 94, 107, 149–150,

199–200, 213–214timeline of geologic events rubric, 179topographic model rubric, 154

Ssafety considerations, 35safety notes


Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 156


science and engineering practicesContinental Drift and the Rock Cycle

lesson plan, 182–183


module summary, 220Putting It All Together lesson plan, 202Rocks and Topography lesson plan,




science classesContinental Drift and the Rock Cycle

lesson plan, 188, 189–191, 192Igneous Rock Formation lesson plan,

100–102, 103–105Putting It All Together lesson plan,

205–206, 207Rocks and Topography lesson plan, 59,

60–64, 65Using the Rock Cycle to Determine

Past Geologic Events and Geologic Threats to Communities lesson plan, 160–162, 164–165

Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 119–121, 124–125, 126

science teacher background informationContinental Drift and the Rock Cycle

lesson plan, 186Igneous Rock Formation lesson plan,

98–99Putting It All Together lesson plan,





sea level rise, 163–164sedimentary rocks, 31self-regulated learning theory (SRL), 16,

16–18social studies connections

Continental Drift and the Rock Cycle lesson plan, 189, 191, 192



INDEX

Igneous Rock Formation lesson plan, 101, 103, 104, 105

Putting It All Together lesson plan, 206, 207

Rocks and Topography lesson plan, 59–60, 62, 64–65

Using the Rock Cycle to Determine Past Geologic Events and Geologic Threats to Communities lesson plan, 161, 162–164, 165

Weathering, Transport, Deposition, Uplift, and Metamorphic Rock Formation lesson plan, 123–124, 126, 127–128

social studies teacher background information






speaking and listening standardsmodule summary, 223Putting It All Together lesson plan, 204

SRL process components, 16, 16–18, 31, 32STEM Research Notebook

about, 25–26described, 12–13guidelines, 27Igneous Rock Formation lesson plan,

102–103Rocks and Topography lesson plan, 65

STEM Road Map Curriculum Seriesabout, 1cause and effect theme, 3engineering design process (EDP),

9–11, 10framework for STEM integration, 6–7innovation and progress theme, 3learning cycle, 11–12need for, 7need for integrated STEM approach,

5–6optimizing the human experience

theme, 5project- and problem-based learning, 9

the represented world theme, 4role of assessment in, 13–16safety in STEM, 18–19self-regulated learning theory (SRL),

16, 16–18standards-based approach to, 2STEM Research Notebook, 12–13sustainable systems theme, 4–5themes in, 2–3

Stratigraphy Stations exploration, 56, 61–62, 64, 78–92

success, evidence of, 224–225sustainable systems theme, 4–5, 216–217

Tteacher background information. See specific

course subjectstheme, 23This Dynamic Planet: A Teaching Companion

(USGS), 186, 187timeline of module, 42–44

Uuniformitarianism, 114unit rates, 130Using the Rock Cycle to Determine Past

Geologic Events and Geologic Threats to Communities lesson plan

content standards, 156–158essential questions, 155goals and objectives, 155handouts, 168–178internet resources, 166–167key vocabulary, 158learning components


Knowledge, 164–165Evaluation/Assessment, 166Explanation, 164Introductory Activity/Engagement,

160–161materials, 155–156preparation, 159–160safety notes, 156teacher background information, 159time required, 155

Vvolcanoes, 163



INDEX

WWeathering, Transport, Deposition, Uplift,

and Metamorphic Rock Formation lesson plan

content standards, 111–113essential questions, 108goals and objectives, 108handouts, 131–148How Do Rocks Weather? investigation,

119–126Hutton Exploration, 119–123, 125–126internet resources, 129–130key vocabulary, 113–114learning components


Knowledge, 126–128Evaluation/Assessment, 128–129Explanation, 124–126Introductory Activity/Engagement,

117–118materials, 109–110plutonism vs. neptunism, 123–124

preparation, 116–117safety notes, 110–111teacher background information

English language arts, 115mathematics, 114science, 114social studies, 115

time required, 109Wegener, Alfred, 186Werner, Abraham Gottlob, 53What Do Maps Show? (USGS), 54, 58, 100,

105, 129WIDA learning standards, 34writing standards


module summary, 222–223Putting It All Together lesson plan,

203–204Weathering, Transport, Deposition,




Grade 8

Grades K–12

781681 4046849

PB425X14 ISBN 978-1-68140-468-4

Grade 8

The Changing Earth

What if you could challenge your eighth graders to help people recognize the inherent risks of living in a region that’s prone to flooding, earthquakes, and volcanoes? With this volume in the STEM Road Map Curriculum Series, you can!

The Changing Earth outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.

This interdisciplinary, six-lesson module uses project- and problem-based learning to introduce the powerful idea that Earth is shaped by ongoing geologic processes that can alter our landscape in a short time. The module also helps students appreciate the nature and process of science, including the roles of evidence, conjecture, and modeling. Students will learn about the rock cycle, including how it’s driven by the Sun’s energy and heat from Earth’s core. To support this goal, students will do the following:

• Learn that Earth is a dynamic system, shaped by many geological processes that aredriven by energy from the Sun and internally from Earth.

• Build a model to explain the evidence suggesting that Earth’s surface has changedin the past and will continue to change in the future.

• Evaluate claims based on provided evidence.• Use mathematics content and skills to collect and analyze data to support or refute

a claim, and use appropriate graphics or tables to summarize data.• Create a museum display to explore the geology of an area in North America or Great

Britain. Students’ displays will include scale models of influential rock formationsin their assigned area and posters about topics such as geology’s impact on cultureand community.

The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, The Changing Earth can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.


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