Strand: 7.2.1 and 7.2.6 Emphasis: Rock Cycle and Geologic Time Anticipated Time Required (assuming 50 minute class periods): Episode 1 - 30 min Episode 2- Dominant CCC: Energy and Matter, Scale, Cause and Effect Dominant SEP: Develop a model, engaging in argument from evidence, analyzing and interpreting data. Management Strategies to support equitable access to content: Jigsaw, Rainbow grouping, Card Houses and shuffling the deck Shopping list: Episode 1 - rocks and images of landforms and maps (if possible) from wasatch front (if possible) Episode 2-
● Several examples of the rock type labeled and described. ● Hand lenses
Episode 3- none Episode 4-
● Graph paper 1 for each student. ● Colored pencils ● Rulers ● Clay kit - air dry clay or salt dough or playdough...colored some ‘fossils’ beads or something ● Dental Floss ● Transparency sheets ● Washable felt tips markers (transparency markers) ● Viewing Stands (if available) I’m making mine. ● Cardboard (I cut up old science fair boards into squares) or paper plates
Episode 5- none Episode 6- none Episode 7- none Episode 8- none Episode 9- none Episode 10
● Large paper ● Pencils ● Paper ● Markers ● Rulers
H. Waite
Sto
ryli
ne
Pla
nn
er-
7.2
.1 a
nd
7.2
.6
An
cho
r P
hen
om
enon:
Dif
fere
nt
Ro
ck f
orm
atio
ns
In a
nd A
round U
tah i
ncl
udin
g t
he
Far
min
gto
n C
anyon C
om
ple
x p
ort
ion o
f th
e W
asat
ch F
ron
t
Stu
den
t P
erfo
rman
ce E
xp
ecta
tio
n:
Dev
elo
p a
mo
del
of
the
Rock
cycl
e in
cludin
g t
he
role
of
ener
gy i
n c
ycl
ing m
atte
r b
y m
akin
g a
n a
rgu
men
t fr
om
evid
ence
usi
ng t
he
geo
logic
tim
e sc
ale,
su
per
posi
tio
n a
nd
un
confo
rmit
ies
7.2
.1 a
nd 7
.2.6
Dom
inan
t D
CI
Dom
inan
t C
CC
D
om
inan
t S
EP
Ear
th a
nd S
pac
e S
cien
ce
Ener
gy a
nd m
atte
r
Sca
le
Dev
elo
p a
Mo
del
Arg
ue
fro
m e
vid
ence
S
cien
ce E
xper
ience
s
CC
C/S
EP
W
hat
are
stu
den
ts d
oin
g?
(This
sho
uld
mat
ch y
our
SE
P!)
What
sp
ecif
ic u
nd
erst
and
ing
s sh
ou
ld
stud
ents
get
fro
m t
his
exp
erie
nce
?
(What
pie
ces
of
the
per
form
an
ce
exp
ecta
tio
n d
oes
the
exp
erie
nce
pro
vid
e?)
New
ques
tio
ns
stud
ents
hav
e to
pro
pel
us
to t
he
nex
t sc
ience
exp
erie
nce
Ass
essm
ent
1
Pat
tern
s/
Ask
ing Q
uest
ions
Gal
lery
str
oll
. L
oo
kin
g a
t ro
ck
sam
ple
s and
pic
ture
s o
f la
nd
fo
rms
incl
ud
ing t
he
Was
atc
h f
ront
and
ante
lop
e is
land
sho
win
g m
an
y
dif
fere
nt
typ
es
of
rock
fea
ture
s.
Stu
dents
wil
l co
mp
lete
ob
serv
atio
n
char
t, d
iscu
ss t
hei
r o
bse
rvat
ions
wit
h t
able
par
tner
and
wri
te
ques
tio
ns
on s
tick
y n
ote
s fo
r th
e
bo
ard
.
Ther
e ar
e m
any t
yp
es
of
dif
fere
nt
rock
s fo
und
in U
tah
Ho
w d
o d
iffe
rent
rock
s
form
? H
ow
did
the
Was
atch
fro
nt
form
?
Ques
tio
ns
in p
arkin
g l
ot.
2
Cau
se a
nd
eff
ect/
Ob
tain
ing a
nd
com
mu
nic
atin
g
info
rmat
ion
/
carr
yin
g o
ut
invest
igat
ion
Giv
en a
ro
ck a
nd
a r
eso
urc
e (t
ext
bo
ok,
go
ogle
ear
th,
vo
cab
ula
ry l
ist,
pic
ture
s) a
nd
det
erm
ine
the
ori
gin
of
the
rock
and
the
role
of
energ
y.
Jigsa
w.
Stu
den
t sh
are
kno
wle
dge
wit
h t
hei
r w
ork
gro
up
s as
they
mo
ve
fro
m s
tati
on t
o s
tati
on.
Ro
cks
have
char
acte
rist
ics
rela
ted
to
thei
r o
rigin
s.
Ro
cks
are
clas
sifi
ed
acco
rdin
g t
o t
hei
r o
rigin
s. R
ela
tio
nsh
ip
bet
wee
n m
iner
als
and
ro
cks.
P
roce
ss
of
foss
iliz
atio
n
Can
ro
cks
change?
H
ow
old
are
the
rock
s? W
hy
do
we
find
cer
tain
typ
es
of
rock
s in
cer
tain
pla
ces?
Eac
h s
tud
ent:
Make
a ‘b
roch
ure
’ o
f ro
cks,
min
eral
s an
d f
oss
ils
and
ho
w t
hey f
orm
.
Incl
ud
ing d
raw
ing
s an
d n
am
es
of
rock
s
fro
m e
ach g
roup
and
use
of
app
rop
riat
e
vo
cab
ula
ry i
ncl
ud
ing,
foli
ated
, d
epo
siti
on,
cem
enta
tio
n,
com
pre
ssio
n,
heat
ener
gy,
sola
r en
erg
y,
gra
vit
y,
min
eral
, co
mp
ose
d
Per
form
mo
del
ing e
xer
cise
to
sho
w t
he
H. Waite
pro
cess
of
sed
imenta
ry r
ock
fo
rmat
ion
usi
ng s
and
and
dis
solv
ed m
inera
l
stru
cture
s (l
ike
salt
)
3
cause
and
effe
ct, st
abil
ity
and
chan
ge/
anal
yzi
n
g a
nd
inte
rpre
ting
dat
a, u
sing
model
s,
engag
ing i
n
argum
ent
from
evid
ence
Stu
dents
ob
serv
e unco
nfo
rmit
ies.
Stu
den
ts t
ry t
o o
rder
the
even
ts i
n
a geo
logic
cro
ss s
ecti
on.
Stu
dents
co
nst
ruct
a p
erso
nal
fo
ssil
reco
rd
Stu
dents
pra
ctic
e in
terp
reti
ng
geo
logic
cro
ss s
ecti
on m
od
els.
Law
of
Unif
orm
itar
ianis
m
Law
of
sup
erp
osi
tio
n
role
of
def
orm
atio
n a
nd
ero
sio
n i
n
pro
duci
ng u
nco
nfo
rmit
ies
and
the
pro
ble
ms
of
mis
sin
g t
ime.
wh
at c
ould
cau
se t
hes
e
kin
ds
of
events
to
occ
ur
Stu
dents
co
mp
lete
wo
rksh
eets
and
per
sonal
fo
ssil
rec
ord
.
Exit
sli
p o
n u
nif
orm
itar
ianis
m
4
Pat
tern
s/ A
skin
g
ques
tio
ns
/
Dev
elo
pin
g a
nd
Usi
ng M
od
els
Stu
den
ts w
ill
ob
serv
e ro
cks
geo
logic
map
of
uta
h
Stu
dents
co
nst
ruct
mo
del
of
layer
s,
mo
dif
y i
t an
d t
hen
map
it.
Geo
logic
, st
rati
gra
phic
, an
d
top
ogra
phic
map
s sh
ow
wher
e l
ayer
s
are
found
. I
t is
in
ferr
ed t
hat
th
e ro
cks
that
can
’t b
e se
en a
re s
till
pre
sent
und
er t
he
surf
ace.
Ho
w d
id t
his
hap
pen
?
What
fo
rces
co
uld
cau
se
this
to
occ
ur?
Stu
dents
ask
quest
ion
s
As
a gro
up
stu
den
ts c
onst
ruct
map
s o
f th
e
mo
del
sho
win
g a
n u
nd
erst
and
ing t
hat
rock
str
ata
a th
e b
ott
om
are
old
er t
han
stra
ta a
t th
e to
p.
5
Pat
tern
s/
scal
e/
En
gag
ing i
n
argu
men
t fr
om
evid
ence
/
Ob
tain
ing,
eval
uat
ing a
nd
com
mu
nic
atin
g
info
rmat
ion
Stu
dents
ob
serv
e im
ages
of
the
Was
atch
fro
nt
and
the
was
atch
fau
lt.
Stu
dents
wil
l b
e giv
en a
co
py o
f
geo
logic
tim
e sc
ale
alo
ng w
ith
oth
er r
ock
s, i
mages
and
dat
a fr
om
Far
min
gto
n C
om
ple
x,
incl
ud
ing
Web
er C
anyo
n,
Ogd
en C
an
yo
n,
Ante
lop
e Is
land
. I
ntr
od
uce
d t
o
vo
cab
ula
ry:
ro
ck s
trat
a,
unco
nfo
rmit
y,
and
the
nam
es o
f th
e
dif
fere
nt
typ
es
of
rock
s fo
und
in
the
Far
min
gto
n C
om
ple
x a
lon
g
wit
h t
hei
r ag
es.
G
eolo
gic
map
of
Far
min
gto
n c
anyo
n c
om
ple
x
Rec
og
niz
e th
at
the
even
ts t
hat
aff
ect
Far
min
gto
n C
an
yo
n s
eem
ed t
o h
ave
affe
cte
d a
ver
y l
arge
area
. T
hat
the
layer
s have
bee
n a
lter
ed d
ram
atic
ally
Ho
w d
id w
asa
tch f
ault
form
s.
Stu
dents
arg
ue
fro
m e
vid
ence
fro
m r
ock
stra
ta a
nd
evid
ence
fro
m u
nco
nfo
rmit
ies
abo
ut
ho
w W
asatc
h M
ounta
in R
ange
form
ed.
Stu
den
t re
spo
nse
s sh
ould
be
sup
po
rted
wit
h e
vid
ence
fro
m t
he
dat
a.P
rew
rite
6
cause
and
eff
ect,
ener
gy a
nd
mat
ter
and
Stu
dents
wil
l o
bse
rve
a m
od
el o
f
thru
st f
ault
s o
bse
rve
aeri
al
pho
togra
phs
of
area
s p
rod
uce
d b
y
Rec
og
niz
e th
at
the
Was
atch f
ront
was
buil
t fr
om
a t
hru
st f
ault
act
ing o
n
man
y l
arge
layer
s o
f se
dim
enta
ry r
ock
Are
thes
e fo
rces
sti
ll
acti
ng o
n t
he
Was
atc
h
Fro
nt?
S
ho
uld
n’t
the
Stu
dents
dis
cuss
evid
ence
and
res
po
nd
to
Exp
lanat
ion A
H. Waite
stab
ilit
y a
nd
chan
ge/
dev
elo
pin
g a
nd
usi
ng m
od
els
thru
st f
ault
s.
Incl
ud
ing t
he
west
ern
u.s
.
Stu
den
ts r
esp
ond
to
Exp
lanat
ion A
that
had
fo
rmed
ear
lier
and
had
bee
n
com
pre
ssed
into
met
am
orp
hic
ro
ck .
So
met
imes
the
forc
es w
ere
stro
ng
eno
ugh t
o p
rod
uce
ig
neo
us
rock
s b
y
mel
tin
g.
Thes
e m
etam
orp
hic
ro
cks
wer
e co
mp
ress
ed a
nd
thru
st o
ver
eac
h
oth
er m
an
y t
imes
to p
rod
uce
the
unco
nfo
rmit
y i
n t
he
rock
str
ata.
Was
atch
fro
nt
just
be
a
big
set
of
hil
ls?
Why i
s
the
ran
ge
cut
op
en l
ike
this
?
7
Cau
se a
nd
eff
ect/
Co
nst
ruct
ing
exp
lanat
ions,
arguin
g f
rom
evid
ence
Stu
dents
vie
w e
vid
ence
the
Sevie
r
Oro
gen
y w
as c
ause
d b
y a
sub
duct
ing p
late
off
the
coas
t o
f
Cal
ifo
rnia
by o
bse
rvin
g m
od
els
of
the
Oro
gen
y a
nd
th
rust
fau
lts.
Stu
dents
res
po
nd
to
Exp
lanat
ion B
Rec
og
niz
e th
at
the
Was
atch f
ault
cam
e
aft
er t
he
fold
ing o
f ro
ck c
ause
d b
y t
he
inte
ract
ion o
f te
cto
nic
pla
tes
What
is
cau
sing t
he
land
to c
om
pre
ss?
what
mak
es
pla
tes
mo
ve?
Stu
dents
dis
cuss
evid
ence
and
res
po
nd
to
Exp
lanat
ion B
8
Cau
se a
nd
eff
ect/
stab
ilit
y a
nd
chan
ge/
ener
gy
and
mat
ter/
arguin
g f
rom
evid
ence
.
Stu
dents
co
nst
ruct
mo
del
of
no
rmal
fau
lt.
Lo
ok a
t m
aps
sho
win
g
wh
ere
river
s fl
ow
and
exp
ose
the
unco
nfo
rmit
ies.
Stu
dents
lo
ok a
t m
aps
of
fault
s,
rece
nt
vo
lcanic
act
ivit
y,
ho
t sp
ring
s
and
geo
ther
mal
act
ivit
y i
n t
he
Gre
at B
asin
and
Ran
ge.
Ele
vati
on
chan
ges
?
Exp
lanat
ion C
Rec
og
niz
e th
at
the
land
is
stil
l
chan
gin
g b
ecause
of
forc
es b
enea
th
the
surf
ace
of
the
eart
h (
hea
t and
pre
ssure
fro
m b
ein
g d
eep
and
nea
r th
e
core
) w
hic
h i
s ca
usi
ng a
thin
nin
g a
nd
stre
tchin
g o
f th
e gre
at b
asin
and
ran
ge
and
ab
ove
the
eart
h d
ue
to s
ola
r
ener
gy a
nd
the
pro
duct
ion o
f w
eath
er
and
tem
per
ature
chan
ges
.
Can
we
pre
dic
t
eart
hq
uakes
? D
o s
cien
tist
s
all
over
the
wo
rld
mak
e
infe
rence
s in
the
sam
e
way?
Stu
dents
dis
cuss
evid
ence
and
res
po
nd
to
Exp
lanat
ion C
9
cause
and
eff
ect/
stab
ilit
y a
nd
chan
ge/
arguin
g
fro
m e
vid
ence
Stu
dents
dis
cuss
cla
ims
wit
h n
ew
gro
up
and
co
nst
ruct
gro
up
exp
lanat
ion
Stu
dents
wo
rk w
ith g
roup
to
com
ple
te W
ork
shee
t
Rec
og
niz
e th
at
rock
s ar
e ch
an
gin
g d
ue
to f
orc
es o
f er
osi
on,
wea
ther
ing,
pre
ssure
, hea
t, f
old
ing,
and
fault
ing
and
that
thes
e chan
ges
occ
ur
all
the
tim
e.
What
cau
ses
the
eart
h
pla
tes
to m
ove
aro
und
?
Stu
dents
dis
cuss
cla
ims
and
co
mp
lete
Arg
um
ent
To
ol
and
Wo
rksh
eet
10
Ener
gy a
nd
mat
ter/
dev
elo
pin
g a
nd
usi
ng m
od
els
Stu
dents
wil
l co
nst
ruct
a m
ind
map
and
exp
lanat
ion o
f th
e ro
ck c
ycl
e
des
crib
ing h
ow
ener
gy f
low
s and
mat
ter
cycle
s to
pro
duce
chan
ges
to
the
Ear
th a
cco
rdin
g t
o r
ub
ric.
O
ne
Dev
elop a
model
of
the
rock
cycl
e
to d
escr
ibe
the
rela
tionsh
ip
bet
wee
n e
ner
gy f
low
and m
atte
r
cycl
ing t
hat
cre
ate
igneo
us,
What
is
go
ing o
n u
nd
er
the
surf
ace.
.to
war
ds
7.2
.5
and
7.5
.2
Eac
h S
tud
ent
con
stru
ct a
mo
del
and
an
exp
lanat
ion (
par
agra
ph),
acc
ord
ing t
o
rub
ric.
(min
d m
ap-i
ncl
ud
ing w
ord
s
pic
ture
s an
d a
rro
ws)
of
ho
w r
ock
s ch
an
ge
and
the
forc
es t
hat
chan
ge
them
(ro
ck
H. Waite
pee
r ed
it i
s re
quir
ed.
se
dim
enta
ry,
and m
etam
orp
hic
rock
s. E
mphas
ize
the
pro
cess
es o
f
mel
ting,
cryst
alli
zati
on,
wea
ther
ing,
dep
osi
tion,
sedim
enta
tion,
and d
eform
atio
n,
whic
h a
ct t
oget
her
to f
orm
min
eral
s an
d r
ock
s.
cycl
e) i
ncl
ud
ing t
hre
e m
ain r
ock
typ
es,
hea
t en
erg
y,
sola
r ener
gy,
ero
sio
n,
cycl
e,
wea
ther
ing,
dep
osi
tio
n,
cem
enta
tio
n,
com
pre
ssio
n,
hea
t, p
ress
ure
an
d a
rro
ws
sho
win
g w
her
e d
ynam
ic c
han
ges
are
occ
urr
ing t
o r
ock
.
One
pee
r ed
it r
equir
ed b
efo
re s
ub
mis
sio
n.
10
Syst
em
and
syst
em
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H. Waite
7.2.6 Episode 5
Student Science Performance
Topic: Rock Cycle and Geologic Time Title: Rock and Rolling on the Wasatch Front
Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.
Lesson Performance Expectations: Students will argue from evidence about the causes of the Wasatch mountains and fault. Students will ask questions and look for evidence to help them construct better understanding. CCC: Cause and effect, stability and change SEP: Asking questions, analyzing and interpreting data.
Students Will. . . To Construct Meaning the Farmington Canyon Complex portion of the Wasatch Front Students are shown Wasatch front and Wasatch fault scarp and map(images or video) Recognize that the fault is still active and poses a threat to the people and structures in Utah. How were these mountains and the fault form? Students write questions related to How the mountain range and fault formed, and construct possible explanations and share in class discussion.
Teacher Will. . . To Support Students
Management Strategy: Each student is given a playing card. Students will organize into groups of 4. Each group should have a spade, diamond, club and heart. Ace – 8. Try to pair up strong students with students who struggle for this standard. Phenomenon: Show Image or tour of the beautiful Wasatch Mountain Range rising above the Great basin and the menacing Wasatch Fault that runs along the bottom of that mountain range. Show the contrasting sides of the Wasatch Front, the majesty and the danger.
https://www.youtube.com/watch?v=95S0zJOwryc Fall in the Wasatch Mountains Utah
https://www.youtube.com/watch?v=DByPiCkznE0 Wasatch Fault Fly By: Utah Geologic Survey START AT 2:00 min. While students watch the videos they should be making observations and asking questions in their journal. Pass Out evidence binders. 1. Discussion: The best snow on earth is found on this
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Students look at images of wasatch fault, earthquake data from the fault, predictions of damage from an earthquake along the Weber, Davis, Salt Lake, Provo corridor.
beautiful mountain range jutting out of the desert. At its base is a fault line that we can see through fault scarp evidence shows has dropped several times. Each time an earthquake has occurred the fault has moved approximately 10-13 ft. 2. Questions: (posed by students or teacher) Will the Wasatch Fault move again? How did these form? Were the mountains made by the fault? How do scientists learn about the past? How big will the Earthquake be? What are we doing to prepare for this event? 3. Leadership: Discussion Leader Hearts Question: “What do you think?” 4. Students will: discuss their opinions on the questions of “What caused the Wasatch mountains and the Wasatch Fault? Students should complete FIRST WRITE document and submit for feedback. They should write their questions on sticky notes and bring them to the parking lot. Materials: Sticky Notes, Argument and Explanation Image or video tour of Wasatch Front
● Map of Wasatch fault and fault scarp ● Evidence from Fault scarps of past movement ● Age of Wasatch fault ● Prediction of damage data (map)
Assessment of Student Learning Proficient students should be constructing an explanation on the questions “How did the wasatch mountains form? How did the wasatch fault form? Assessment for feedback, first write document. Are they using evidence to support their claim?
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Based on the graph below, what can you conclude about the frequency of earthquakes along the wasatch front? https://earthquake.usgs.gov/research/everyone/wasatch/weknow.php
How did this fault line form?
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First Write- Name _____________________________
Discussion Leader: ________________________
Overarching Question: What is the cause of the mountain range called the Wasatch Range and the Wasatch Fault that has caused Earthquakes in the past?
Ask Questions and write your explanation and models here.
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7.2.1 and 6 Episode 6
Student Science Performance
Topic: Rock Cycle and Geologic Time Title: Rock and Rolling on the Wasatch Front
Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. 7.2.6 Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.
Lesson Performance Expectations: Students will engage with evidence to answer the question of how the wasatch front and fault were made by looking at Rocks from the Farmington Canyon complex. Students will respond to Explanation A by considering the connection between the explanation, the evidence and the question. Students will ask more questions. CCC: Patterns, energy and matter, cycles, stability and change SEP: Engaging in argument from evidence.
Students Will. . . To Construct Meaning
Read feedback on First Write Spades is in charge of leading the group. You are given an evidence packet for this episode in their evidence binders and a set of rocks from the Farmington Complex to look at. You should use your Rock and Mineral Guide if possible. To help you connect the images and explanations from the evidence binder to your observations of the rocks. As you study the rocks and evidence, write down your questions on a sticky note. Be prepared to share with the group.
Teacher Will. . . To Support Students Pass Back First Write with feedback. Give time for questions. Discussion Leader Spades Students will be presented with Rocks from the Farmington Canyon Complex. Teacher Note: These rocks are pretty amazing mainly because they are some of the oldest rocks on earth. Here they are, in our backyard Awesome! and wow! have they had a journey in that time. These rocks are everywhere from Brigham to Bountiful. However, even if you just looked up pictures or found similar samples, the pictures I’ve assembled tell a very compelling story Give each student or pairs of students a copy of these notes and a set of rocks to look at. The rocks should be labeled or they can use their Rock Guide to help them identify which is which. As they study, they should write down questions on sticky notes and put them in the center of the table. After a quiet think time ( 5- 10 min ), Students will read Explanation A and respond and ask questions. They should write their questions on a sticky note and put them on the table to share when everyone is ready.
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Read and respond to Explanation A. Does the evidence match the explanation? How does it match? What questions do you have? Discuss your thoughts about Explanation A with you group. Be prepared to share with the class. With your group select your favorite questions to share with the class.
Group should argue if they think the evidence supports the claim (explanation A) or not and what information they need. They should also consider if it answers the question. As a group they should select their favorite questions to share with the class. Assessment: Students will respond to Explanation A Each group will ask one question to be brought to the class: Are these all metamorphic rocks? Were they sedimentary rocks? Was there an ocean here? Would they have become igneous rocks? What type of rocks are they becoming now? Where did the heat and pressure come from that changed these rocks if they are on top of a mountain? Did the Wasatch Fault make these changes?
Assessment of Student Learning Proficient students should engage with the evidence and contribute to their group discussion. They should complete response to Explanation A and turn in for feedback. The work should be assessed for their ability to connect the evidence to the claim. They should also be asking thoughtful questions related to the evidence.
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Question: How did the Wasatch Range and Wasatch Fault form?
Explanation A
The segment of the Wasatch Front, from Farmington Canyon in the South to Willard in the North, is called the Farmington Canyon complex. It seems to be made of rocks that have many wavy lines that look like they were folded. All of the rocks are very foliated or banded and shiny which indicates that they are metamorphic rocks. Some even look like they are might be igneous rocks. They are found in layers which indicate that the rocks were probably sedimentary rocks that were laid down horizontally in an ocean, and then changed due to heat and pressure under the ground. The strata also look like they were folded and tipped. Some of the strata are turned until they are completely vertical (90 degrees). The layers of rock keep repeating themselves throughout the canyon. The Farmington Canyon Complex appears to be made of repeating layers that are deformed and tilted downward towards the west.
Discussion Leader: ____________________________
Discuss the explanation with your team. Take turns Answering the Following questions.
1. What surprised you?
2. Does this evidence change your original idea? How did it change?
3. Do you think you have enough information to answer the question? What would you like to know?
Write your own thoughts on the evidence presented and questions you have.
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Farmington Canyon is the canyon to the East of Lagoon. These same rocks around throughout the Farmington Canyon Complex. The complex covers the area you see in the maps below:
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These are the kinds of rocks we see in the Farmington Canyon Complex. Most of the rocks in the formation are metamorphic rocks that changed from sedimentary rocks like sandstone (quartzite), siltstone or shale (slate schist and gneiss). The ABSOLUTE age of the sedimentary rocks that made these metamorphic rocks is estimated to be 3 BILLION years old. Ya, you heard right. These are some of the oldest rocks ever seen at the surface of earth. The rocks on the right side of the spectrum above require MORE heat and MORE pressure than the rocks on the left.
This is where shale is made. In the still waters just offshore where fine clay and silt particles float just a little farther out to sea before falling to the sea floor. Limestone is made of even smaller particles so they travel farther before settling. Limestone is mostly made of the mineral calcite.
There is no shale left in Farmington canyon it’s all been changed into slate, phyllite, schist, gneiss and granulite. But they all started out as shale. They believe that the rocks changed to extreme heat and pressure 1.7 billion years ago.
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Now it’s at the bottom, the middle, and the top of Farmington Canyon and it looks like this.
This is migmatite. It is metamorphic rock that was so heated and under such fantastic pressure it ALMOST became an igneous rock. It’s very similar to basalt. This is the very top of Farmington Canyon.
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What is really interesting is to see that there is a pattern in the order of the rocks. I saw it all over the canyon.
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Quartzite ------> Slate----> Schist----. Gneiss----> Migmatite
Sometimes it was tilted one direction, sometimes another.
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At the very top of the mountain my cool husband took this shot which shows the whole pattern at the top of Francis Peak, next to those radar domes you see on the mountains above Lagoon.
On the left is the migmatite---. Gneiss--.schist---> Slate----> Then the White quartzite on the right
Looking to the West from Francis Peak (top of Farmington Canyon) you see Antelope Island. The geologic map says that these same rocks are found there too!
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7.2.1 and 6 Episode 7
Student Science Performance
Topic rock cycle and geologic time Title: Rock and Rolling on the Wasatch Front
Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.
Lesson Performance Expectations: Students obtain, evaluate and communicate information about patterns in fault formation and activity, and ask questions about the formation of the Wasatch Fault. CCC: Patterns SEP: Obtain, evaluate and communicate information
Students Will. . . To Construct Meaning Read and Review explanation A and discuss with your table. Clubs leads out the discussions today. Read evidence for this episode and watch video on the formation of thrust faults. Read Explanation B quietly and respond and ask questions. Write down questions or observations for discussion on sticky notes and be prepared to share with the group. Class Discussion on the evidence and its relation to the explanation and the Big Question.
Teacher Will. . . To Support Students
Pass back Explanation A with feedback. Student Leader for this episode is Clubs The question is what is causing the deformation of the Farmington Complex and is this related to the building of the Wasatch Range and Fault. Pass Out New Evidence to Answer Question “What caused the deformation of the Farmington complex? Evidence: · Stratigraphic map and geologic map of North End of complex (Willard) https://www.youtube.com/watch?v=Ly78AxI9gaE · Map of North America · Information on Sevier orogeny · Model of subduction · Model of thrust fault video Pass out Explanation B and have students quietly read and respond (5-10 min). They should also continue writing questions on sticky notes. Then have Clubs lead out a discussion about the evidence and if it matches the claim and review questions.
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Complete and turn in Explanation B
Students will choose questions and observations to bring to the class discussion. Assessment: Explanation B Response. Make sure students have a place to keep their responses until they are done with this series of episodes and they have constructed their final arguments.
Assessment of Student Learning Proficient students can engage with the evidence even though it may seem intimidating. They should ask clarifying questions and connect the evidence to the claims found in the explanation. Explanation B response should be evaluated for mental engagement with the evidence and good questioning.
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Big Question: What is the cause of the mountain range called the Wasatch Range and the Wasatch Fault?
Question: What caused the deformation of the Farmington Complex?
Explanation B
The rocks of the Farmington Canyon complex are mostly metamorphic rocks like Gneiss, Schist and Quartzite. Evidence suggests these rocks are Precambrian rocks that formed around 3 billion years ago. The layered rock that started as shale, which is a sedimentary rock and have been changed by heat and pressure deep in the earth into metamorphic rocks. There is also metamorphic igneous rocks (amphibolites) that are 2.7 billion years old which makes them younger than the sedimentary metamorphic rocks . This could be because the magma intruded into the layers of sedimentary rock.
The rocks of the Farmington Complex have been folded and faulted in a way that is similar to models of thrust fault duplex systems. Scientists think that the thrusting occurred as the ancient Farallon plate was subducted underneath the North American plate which folded and shortened the crust. Evidence for subduction is found in the crust of California. This event occurred between 140- 50 million years ago. The Wasatch fault might have been formed from this deformed crust.
Discussion Leader: ________________________________________
Discuss this explanation with your team. Take turns answering the following questions
1. What surprised you?
2. Does this evidence change your original idea? How did it change?
3. Do you think you have enough information to answer the Big question? What would you like to know?
4. Do you agree with the Explanation? Why or why not?
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Write your own thoughts and questions here after your group discussion.
When scientists make a Geologic Cross Section of the Wasatch Front from the West Side to the East side as we go up Weber Canyon, It looks like this.
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This is what the rocks look like as you go through the entire Wasatch Range. The rocks are folded and pushed on top of each other.
Scientists infer that the folding we observe in the Farmington Canyon Complex was caused by an event called the Sevier Orogeny (orogeny= MOUNTAIN BUILDING). If you look at the map you can see that the Wasatch Front is part of a ‘crumpled’ looking mountain range that goes from Canada to Mexico. Doesn’t it look like it’s been squished?
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The Sevier Orogeny or mountain building event occurred between 140 -50 million years ago. The rocks are much older than the folding event that brought them to the surface.
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Top:http://www.ucmp.berkeley.edu/images/caltrans/subduction.gif
Bottom:http://aese2006.geology-guy.com/images/marshall_fig7.jpg
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Subduction of one plate under another is caused by COMPRESSION or forces that SQUEEZE things together. This kind of squeezing can cause folding, thickening and a really interesting kind of faulting called a THRUST FAULT.
https://www.nps.gov/parkhistory/online_books/geology/publications/state/tx/1968-7/images/fig26.jpg
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7.2.1 and 6 Episode 8
Student Science Performance
Topic: Rock Cycle and Geologic Time Title: Rock and Rolling on the Wasatch Front
Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.
Lesson Performance Expectations: Students analyze and interpret data in the form of maps showing or rivers and unconformities construct model of normal fault. SEP: Analyze and interpret data CCC: Systems and system models
Students Will. . . To Construct Meaning Read and reflect on feedback from explanation B. Diamonds lead this section. Is the wasatch fault a thrust fault or is it made by something else? Discuss the evidence and ask new questions. Complete your response to Explanation C and turn in for feedback.
Teacher Will. . . To Support Students Pass Back Explanation B with feedback. Student leader: Diamonds Pass out new evidence for this episode to help answer the questions, “Is the Wasatch Fault a thrust fault?” Evidence: · Image of the stripes we see between the Wasatch Front and Sierra Nevada Mountains that are made of row upon row of small mountains. · Map of faults in Great Basin and Range · Map of Geothermal activity and Hot springs · Model of Normal Faults Geologic Cross section of the Wasatch Front Show students the evidence and pass out Explanation C. They should spend time 5-10 min quietly reflecting on the new evidence and explanation. They should write their observations and questions and be prepared to share with their group. Group leader leads discussion on new evidence and questions. Students are trying to determine if the evidence answers their questions and supports the claim. Questions will be brought to the class for discussion.
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Assessment: Explanation C
Assessment of Student Learning Explanation C- proficient students should be able to match the evidence to the claims made in the statement, ask thoughtful questions relating to the evidence.
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Big Question: What is the cause of the mountain range called the Wasatch Range and the Wasatch Fault?
Question: Is the Wasatch Fault a Thrust Fault?
Explanation C-
The Salt Lake Valley sits in between 2 faults: the Wasatch Fault on the East and the Oquirrh Mountain Fault on the West. The Great Salt Lake seems to sit at the bottom of a Basin between two faults. Sediment falls from the mountains into the Basin. There are many faults and ranges between Wasatch front and the Sierra Nevada Mtn Range on the border between California and Nevada. This striped series of Ranges with sedimentary basins in between is called the Great Basin and Range. This pattern of range and basin is the same as models of Normal Faults which occur when the rock material is pulled apart or stretched by opposing forces.
Evidence suggests the process that formed the Great Basin and Range began 5.3 million years ago. When this process started, the Wasatch Mountain Range was already lifted and folded and by compression forces and thrust faults and then was pulled apart by expanding forces to produce the Wasatch Fault. The fault is still active which means that the expanding forces are still acting on this portion of North American continent.
Discussion Leader: ________________________________________
Discuss this explanation with your team. Take turns answering the following questions
1. What surprised you?
2. Does this evidence change your original idea? How did it change?
3. Do you think you have enough information to answer the overarching question? What would you like to know?
4. Do you agree with the Explanation? Why or why not?
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Write your own thoughts and questions here after your group discussion.
Between the Wasatch Front and Nevada there is a very strange series of mountains and basins called the GREAT BASIN AND RANGE PROVINCE. If you drive from Salt Lake to Reno you pass over mountains and through valleys over and over again. It looks like this.
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When they look at the rocks of these mountains they don’t have that folded appearance of the Wasatch front, they are tipped and layered but it doesn’t look like the effects of a thrust fault.
What they have noticed is that all of these mountains have a fault on either side of them. Let me say that again: All of these mountains have faults on BOTH SIDES. They look like they are made by a process called FAULT BLOCKING. https://image.slidesharecdn.com/fdsci201-4platetectonics140113-140917181656-phpapp01/95/natural-disasters-topic-3-plate-tectonics-56-638.jpg?cb=1410978182
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Did you know there is another big fault in the Salt Lake Valley called the Oquirrh Fault segment?
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There is other evidence that the Basin and Range area is affected by stretching forces. That evidence is geothermal (earth heat) energy. There are a lot of hot springs throughout the Basin and Range.
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http://www.earthscienceeducation.org/UofU-AnalysisOfUTLandforms/eaLectureFiles/caEarthMaterials/ESE-SLCoXsectColored.jpg
Geologic Cross Section of the Salt Lake valley. We are standing on the yellow section in the middle. The valley is full of thousands of feet of eroded sediment that has broken from the mountain and followed streams down to Lake Bonneville and then to the Great Salt Lake for thousands...even millions of years.
Notice the folding of the rock from the Sevier Orogeny(purple, brown, red, blue, green) I think....
Notice the Wasatch Fault is the NORMAL FAULT one of the yellow lines. .
Notice there is limestone at the top of the mountain (blue/grey). (are we surprised?)
Notice there is a magma intrusion on both sides of the valley. (red with crosses)
Notice the black lines are the THRUST FAULTS from the Sevier Orogeny.
Wow. What a story told by rocks.
H. Waite
7.2.1 and 6 Episode 9
Student Science Performance
Topic: Rock Cycle and Geologic Time Title: Rocks and Rolling Down Wasatch Front
Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.
Lesson Performance Expectations: Students will engage in scientific argument with their peers regarding the answer to the question of how the wasatch front and fault were formed. Students will consider the role of evidence and construct counterclaims and write a claim. They will consider questions that point them towards curiosity about plate tectonics. CCC: Scale, energy/matter, stability and change SEP: Make an argument from evidence, ask questions
Students Will. . . To Construct Meaning Read and review Claim C Gather explanations A, B, and C and journal move to a group that shares your symbol no more than 4 /group Organize your thoughts by writing t2 T-charts on opposing pages Claim/Evidence Counterclaim/Response Review proper language for engaging in scientific argument Students should construct 2 T-charts on opposite pages in their journals.
Teacher Will. . . To Support Students
Pass Back Explanation C with feedback. Have students gather their explanations and bring them to their new group. Management Strategy: Shuffle the Deck Let the kids hear new voices before they begin their final argument. Group students into groups of 4 by symbol. You’ll need more than one group for each symbol. 2 groups of diamonds, 2 groups of clubs, 2 groups of hearts, 2 groups of spades. The goal of this conversation is to answer the BIG QUESTION: How did the Wasatch Front and the Wasatch fault form? The leader of this conversation is the highest numbered card in the group. Students should construct 2 T-charts on opposite pages in their journals. Review proper language for engaging in scientific argument. I think…. I agree with…
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I think…. I agree with… I noticed you said...I wondered if you had considered… What evidence do you see that supports your statement… I disagree with that statement because… The person with the highest card value in the group leads the discussion. Each person will give a claim or a counterclaim and present it with evidence. Complete the Argument Tool according to the rubric. Pass In Argument Tool for feedback and assessment. Complete worksheet: When Energy Flows, Matter Cycles. You may work as a group. Be prepared to share your answers with the class.
I noticed you said...I wondered if you had considered… What evidence do you see that supports your statement… I disagree with that statement because… Review protocol for engaging in argument by providing them with sentence stems that support respectful listening. Claim/Evidence Counterclaim/Response The leader asks leads the discussion by having students make claims and describing the evidence used to support that claim. Example: Claim: think the wasatch mountains (front) was made when the continent was folded. Evidence:The evidence shows that…. The rocks are folded. The layers are turned sideways. Is there another claim that could be made about how the wasatch front formed? I think the Wasatch fault is a thrust fault made by the subduction of the Farallon plate.. My response is... Assessment: Gives students Argument Tool. They are required to support their explanation with evidence. The answer to the question is their claim. Rubric provided. Assessment: Teacher passes out Energy Flows and Matter cycles Worksheet. Students should work in their groups to answer the questions. Teacher uses worksheet to direct discussion. Randomly generate names to respond.
Assessment of Student Learning Proficient students will construct an answer to the question based on evidence provided in the lesson. They will recognize other possible answers and provide a counter claim. Rubric. Students will complete the when Energy Flows, Matter cycles worksheet and prepare to share answers with the class.
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Assessment: Name ________________________
Argument Tool- Constructing a Scientific Argument
Decide on a claim you think is best supported by the evidence and scientific reasoning. Using the criteria below and the information in the boxes you have completed, write a scientific argument that includes:
· The scientific question
· Your claim (that is best supported by evidence and reasoning)
· Relevant evidence that supports your claim
· Scientific rebuttal that critiques the evidence.
Grading Rubric:
Criteria 2 1 0 Score
Scientific Question
Said Clearly Said, but not clearly No Question Stated
Claim Said Clearly Said, but not clearly No Claim Stated
Evidence At least 3 pieces of evidence that directly supports claim
At least two pieces of evidence that supports the claim
0-1 piece of evidence that supports the claim
Rebuttal Said clearly and is well thought out
Said, but not well thought out
No Rebuttal Given
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Question: How did the Wasatch Front and the Wasatch Fault form?
Claim:
Rebuttal and critical response
Other people might claim… ____________________________________________________________________________________
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I think the problem with this argument is …
_____________________________________________________________________________
Worksheet- When Energy Flows, Matter Cycles Name ________________
1. What happened to the Farallon Plate that was subducted under North America?
2. If the Farallon Plate was under the ocean before it was subducted, what kind of rock do you infer it was made of?
3. Where did the Igneous Rock come from that we find in the Farmington Canyon Complex?
4. Which direction is the valley floor of the Salt lake Basin moving and why?
5. What kind of rock is the Salt Lake Basin made of?
6. What kind of changes will the sediments in the Salt Lake Basin experience as they get buried deeper into the ground?
7. What is the effect of Solar (sun) Heat energy (though freezing, thawing, wind, rain, etc.) on the rocks of the Wasatch Front?
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8. Which do you think is occurring faster: Erosion or uplift?
9. Where is the cause of the hot springs we see in Salt Lake Basin?
10. What is causing the movement of Earth’s plates?
11. What is the future of the Wasatch Front and Great Basin/Range system?
12. What role does gravity play in the processes we’ve observed?
13. What role does heat play in producing igneous and metamorphic rock?
14. What role does pressure play in sedimentary rock formation?
Questions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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7.2.1 and 6 Episode 10
Student Science Performance
Topic: Rock Cycle and Geologic Time Title: Rock and Rolling on the Wasatch Front
Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.
Lesson Performance Expectations: Students will construct a mind map of the rock cycle by exploring the concept “When energy flows, matter cycles”. They will self assess with a rubric, receive peer feedback through the rubric and turn in for final assessment and gallery stroll. CCC: Energy and matter, scale SEP: Construct and use a model
Students Will. . . To Construct Meaning If you were to draw a map of how these words, images, models, concepts flow together in your mind what would it look like? Draw a rough model of what that might look like in your journal. As a group construct a list of words, images, models, concepts that you would need to construct a MIND MAP titled “When energy flows, matter cycles”. Look at requirements for the mind map including word list. Construct a beautiful and full map showing that When energy flows, matter cycles
Teacher Will. . . To Support Students
Final Project Assessment : Students need to construct a model of the rock cycle that describes the relationship between energy flow and matter cycling. Have students work as a group to construct a list of words or images. ,models and concepts that they would need in order to construct that model. Have them write the list on whiteboards and be prepared to share with the class. Lead a discussion and construct a class list of required vocabulary needed to describe the concept: “When Energy Flows, Matter Cycles” Help students to understand mind mapping by showing them an example of a mind map. Show them that these maps can include drawings, slogans, arrows, color to show the way their mind is connected to this information. Students should construct a rough outline of how that map mind work in their journals. Pass Out rubric and word list.
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Have a peer look at your mind map and give feedback based on the rubric. Place event cards on time and spatial scales. Journal Reflection: Write on the following questions: “Why do scientists have to look at evidence to learn about the past? “ “Do you think it’s ok for scientists to teach things they infer? Should they only teach things they know for sure?” “Do you think scientists are justified in their predictions about the Wasatch Fault?” “Should scientists predict?”
Materials: ● Paper ● Colored Pencils ● Rulers ● Markers
Before they submit their mind map, they should have a peer edit their work according to the rubric. Students are required to write a paragraph (on their map or separate piece of paper) describing their model. When done students will hang their models for gallery stroll. Direct Instruction: Construct 2 cards that have the name of the following events and write the date they started or the time span over which they occurred. Randomly Generate students to place these cards on time/spatial scale chart. Sevier Orogeny Last Movement of Wasatch Fault (pick a segment) Formation of the Basin and Range System Erosion of the rocks of the Wasatch Front. Laying down of sediment that made the rocks in Farmington Canyon Complex You should have a time/spatial scale chart already made that allows students to put the different events discussed into the context of an ongoing conversation about time/spatial scale differences for events that have shaped the earth and continue to shape the earht. Journal Reflection: Prompts “Why do scientists have to look at evidence to learn about the past? “ “Do you think it’s ok for scientists to teach things they infer? Should they only teach things they know for sure?” “Do you think scientists are justified in their predictions about the Wasatch Fault?” “Should scientists predict?” Help students to recognize that whenever scientists make a claim about the past or about things that are too big or too small or too far away, that those claims are inferences based on EVIDENCE. That evidence comes in many
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Ask Questions
forms and that Claims and Answers and Models can change if new evidence is found. When do models change? Answers: When we learn new things. The same principle is true about scientists who try to predict the future. There should be many questions lingering about the forces that cause plate movements or what the plates are. Which could take you to several places in the core. “why do plates move around?” or ‘how do we prepare for an earthquake?” (7.2.3) to move research forward towards plate tectonics. (7.2.5) and development of scale model of interior earth. (7.2.4)
Assessment of Student Learning Students complete a mind map describing their understanding of the statement: When energy flows, matter cycles. They should use required vocabulary and including images, slogans, phrases, models that help to tell their story. They should peer edit and self monitor using the rubric. Mind map will be assessed with the rubric. Written explanation (paragraph) of their mind map and the big idea
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Mind Map Rubric Name ___________________________________
Required Element Point Value Points received comments
Paragraph describing Mind Map (100 words)
10 pts
At least 8 Arrows showing the ways change can occur
16 points (2 pts each)
At least 6 Drawings (pictures) describing rock types, process or features related to the words on your map.
12 points (2 pts each)
Vocabulary to be found on the map · Sedimentary rock · Metamorphic rock · Igneous rock · Heat · Pressure · Weathering · Erosion/Eroded · Gravity · Deposited · Cemented · Folded (deformed)
· Banded (deformed)
· Crystallization · Minerals · Fossils · Melting · Cooling · Wind · Water · Weather
25 points (1 point/word)
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Examples of rock types · Change· Heat Energy fromcore· Heat energy fromsun (solar energy)· Your name!!!
Neatness/ On Time Due
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10 pts (5 pts each) /70
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H. Waite