TAMU NSF GK-12 HOME



Investigating Natural Landforms In Your Backyard

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Summary:

This activity supplements learning on the lithosphere and the rock cycle by allowing students to the rocks and sediments in their backyard. The students will use observational skills to describe, test, and conclude information about the origin of rocks and sediments in their area. The students will also practice how to record, represent, and present data accurately for a scientific experiment. In this activity, students will use these skills to determine why rocks and sediments vary across a region and hypothesis the origins of the sediments and rocks in their backyard!

Subject:

• Science: ___

TEKS: Please write number and description.

Grade Level:

• Target Grade: 6

• Upper Bound: 7

• Lower Bound: 5

Time Required: 45 minutes (1 class period); 2 days if the teacher has students present findings

Activity Team/Group Size: 4 (Students will sample individually, but can present as a group or individually. The teacher can decide how to form groups depending on the class.)

Materials:

• Clear measuring cups (1 cup) [laundry detergent scoops or small, clear solo cups will also work)

o 1 cup for every sample needed

• ZipLock bags (1 bag for every sample)

• Computer access with GoogleEarth

o If students have experience mapping, you can use city road maps to have students map their sample locations.

• Pans or lab trays (should be able to collect water)

• Small beakers (50mL)

• Magnifying glasses

• Sharp instrument (small than a scissor point, will be used to punch holes in sample containers)

• Dissecting microscopes to compare grain sizes (if available)

Reusable Activity Cost Per Group [in dollars]: $5

Expendable Activity Cost Per Group [in dollars]: $10

Learning Objectives:

• Understand the characteristics of the lithosphere and how the lithosphere differs from the hydrosphere and atmosphere

• Examine the steps and outcomes in rock cycle

• Be able to accurately chart the locations of samples on a map

• Utilize scientific observational skills to investigate the rock and sediment samples

• Practice the scientific method to test different aspects of their samples

• Predict what types of rocks are present and the step in the rock cycle that created the sample based on observations

• Confidently present their findings and conclusions to the class by providing scientific details about their samples

Lesson Introduction / Motivation:

Before the day of the lesson, pass out a sampling cup and ZipLock bag to each student. Instruct the students to go home and collect a sediment/rock sample from their backyard. Inform the students that the sample needs to be full, compacted, and from the same location (students should not mix together a sample). Also, tell students that the samples should be real earth materials, not man-made rocks like fish-tank rocks.

The students should have already been exposed to the rock cycle before this lesson. If not, take time to introduce the rock cycle and explain the different types of rocks and processes that form these rocks (include sedimentary, igneous, metamorphic, erosion, deposition, pressure, cementation, compaction, heat, cooling, and uplifting). Start this lesson by showing different landforms around the United States and have the students identify the types of rocks and processes creating the landforms. After examples, transition into a discussion about what types of scientific observations you can make to identify rocks. Students should identify color, texture, hardness (example of limestone vs. granite), smell, taste (interesting method by some geologists, but address safety), temperature, porosity (holes in the rock), grain size (sedimentary will feel grainy whereas granite will not), smoothness, and luster (shine).

Lesson Plan:

1. Student brainstorming and lesson introduction to rock cycle and studying rocks

2. Students break into their lab groups and start analyzing their individual samples

3. Students will complete the Observational Data Log and compare their predictions for sample origins and types of rocks amongst their lab group. If time permits, students can try to find other students with similar compositions and compare the locations the samples were taken.

4. After completing the observations, students will compile a short report (see Report Guidelines) and present the report to the class.

4. Allow students to input the locations of their samples into Google Earth or another program. Collect and store the latitude and longitude coordinates of the sample location in a spreadsheet.

5. Conclude the investigation with students brainstorming and generalizing sediment and rock cycle characteristics of the sampling area. Use GoogleEarth and the reports to map general locations of particular rocks and conclude how those types of rocks were introduced or created in a particular area (i.e. erosion, deposition, compaction, cementation, volcanism, etc.). Have students continue the lesson by examining different locations, such as an area around a volcano and generalize the characteristics of the rocks in that particular area.

Lesson Closure:

After the lesson, students should be able to accurately diagram the rock cycle, as well as conclude general comparisons between the different types of rocks (igneous, metamorphic, sedimentary). Students should also have completed thorough data logs, mapped the locations of their samples, and presented a short report on the type of rocks in their area. Students should also be able to create generalizations about the types of rocks in the surrounding area and hypothesized the formations processes of these rocks, as well as how the rocks moved into the location (did the rocks move by erosion, deposition, uplifting, etc.).

Assessment:

From the lesson, students should be able to explain their results and apply the results to the lithosphere. After working through the introduction and observational activity, students should have a better appreciation for the processes in the rock cycle and should be able to demonstrate this knowledge by creating a concept map or similar diagram outlining the steps.

Vocabulary / Definitions:

• Erosion: the movement of sediments by water, wind, and/or glaciers

• Deposition: the process that lays sediments down in a new location

• Compaction: pressure pushing loose sediments together causing the sediments to stick to one another

• Cementation: natural minerals dissolved in water act as cement to glue sediments together

• Sedimentary rocks: one of the three basic rocks, the product of compaction and cementation of various sediments

• Metamorphic rocks: one of the three basic rock types, heat and pressure change an existing rock into this type (rearrange into new patterns)

• Igneous rocks: one of the three basic rock types, magma that cools into a solid creates this rock, crystals form in these rocks depending on the amount and rate of the lava cooling

• Uplifting: the process of bringing rocks to the Earth’s surface

Background and Concepts for Teachers:

• The necessary background and concepts for this activity should be able in the standardized teaching material for 6th grade.

Prerequisites for this Lesson: (Optional)

• The teacher can also collect samples from different locations in the area rather than the students. This may save time and also take care of students who were absent during the collection or forgot to collect samples.

Lesson Scaling:

Scaling for the activity is simple. The activity section is designed to improve the students’ abilities to develop stronger scientific observational skills that are later useful for designing experiments and predicting outcomes. The observations, such moisture content, will also continue to further the students’ abilities to accurately measure and calculate scientific results. Scaling should be based on the students’ response to instructions, thorough observations, and the accuracy in presenting the results to the class. For the origin predictions of the samples, there may or may not be a correct answer, but the students’ should be able to confidently defend their conclusions based on their observations.

Safety Issues:

• The teacher should monitor the students’ using sharp instrument to pierce holes while testing the sample porosity.

• Samples should be handled with correct scientific procedures, so no tasting of the samples since the locations could introduce contaminants. Make sure to also quickly examine the students’ samples before allowing them to perform the observations for the presence of contaminants, organisms, or foreign matter (such as biowaste).

Multimedia Support and Attachments:

• NASA document – Original experiment. This activity was modified from this document.

• ___ link to PowerPoint

• Data Log – Observational note sheet for students

References:

• Region 4 Education Service Center, Gateways to Science Grade 6

• NASA exercise

Keywords:

• Rock cycle

• Scientific method

• Lithosphere

• Rock types (metamorphic, sedimentary, igneous)

Authors:

Graduate Fellow Name: Ruth Mullins

Teacher Mentor Name: Naveen Cunha

Undergraduate Fellow Name: ___

Date Submitted: ___

Date Last Edited: ___ [pic]

Please email us your comments on this lesson:

E-mail to ljohnson@cvm.tamu.edu

Please include the title of the lesson, whether you are a teacher, resident scientist or college faculty and what grade you used it for.

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Teacher’s Comments:

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