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The Terrarium: Rock On! - Bernice Pauahi Bishop...
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GRADE 4 Author: P. Evans Lesson #: 5 Unit Title: Earth System Science Time Frame: Two 50Minute Periods The Terrarium: Rock On! ABSTRACT Students will use their terrariums as they are introduced to the rock cycle in the geosphere. They will explore videos and pictorial representations, and examine its relationship to the water cycle in the hydrosphere and possible impacts upon living things in the biosphere. They will focus on weathering and erosion through questions, observation, experimenting and recording data in their science notebooks. PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES BACKGROUND INFORMATION FOR TEACHERS All objects on the Earth's surface are exposed to water and other elements of changing interactions such as wind, the sun and temperature shifts. Over time, these factors wear and break rocks apart, resulting in pieces of material called sediment. Sediment is then transported by wind and water, often ending up far from where it started. These processes of breakdown and transport due to exposure to the environment are called weathering and erosion. Weathering and erosion affect all rocks on the Earth's surface. The rock cycle is a pattern of changes in rocks. As the surface rocks are exposed to erosion and weathering, they are broken down into sediment. The grains of sediment may be transported long distances by water, wind or gravity, and eventually deposited in layers. As more and more sediment layers build up on top of each other, the sediments are compacted and sometimes cemented together into sedimentary rock in a process called lithification. These rocks may go back beneath the surface of the Earth and go thru other parts of the rock cycle to reemerge changed by interactions of heat and pressure. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 1
Transcript of The Terrarium: Rock On! - Bernice Pauahi Bishop...
GRADE
4
Author: P. Evans Lesson #: 5
Unit Title: Earth System Science Time Frame: Two 50Minute Periods
The Terrarium: Rock On!
ABSTRACT Students will use their terrariums as they are introduced to the rock cycle in the geosphere. They will explore videos and pictorial representations, and examine its relationship to the water cycle in the hydrosphere and possible impacts upon living things in the biosphere. They will focus on weathering and erosion through questions, observation, experimenting and recording data in their science notebooks.
PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES
BACKGROUND INFORMATION FOR TEACHERS All objects on the Earth's surface are exposed to water and other elements of changing interactions such as wind, the sun and temperature shifts. Over time, these factors wear and break rocks apart, resulting in pieces of material called sediment. Sediment is then transported by wind and water, often ending up far from where it started. These processes of breakdown and transport due to exposure to the environment are called weathering and erosion. Weathering and erosion affect all rocks on the Earth's surface. The rock cycle is a pattern of changes in rocks. As the surface rocks are exposed to erosion and weathering, they are broken down into sediment. The grains of sediment may be transported long distances by water, wind or gravity, and eventually deposited in layers. As more and more sediment layers build up on top of each other, the sediments are compacted and sometimes cemented together into sedimentary rock in a process called lithification. These rocks may go back beneath the surface of the Earth and go thru other parts of the rock cycle to reemerge changed by interactions of heat and pressure.
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Image courtesy United States Geological Survey.
PLANNING
Essential Questions
Which is stronger, rock or water? How do you know? In what ways does water affect changes on the surface of the Earth? How can you tell? How do the rocks and water cycles affect living things on Earth? How do you know? Is the rock cycle the most important cycle on Earth? Why or why not?
Instructional Objectives
Students will: Observe interactions between water and rocks in their terrariums. Generate questions and ideas about how water will affect changes in the soil and plants in
their terrariums. Demonstrate their understandings of weathering and erosion following exploring their
terrariums. Explore and relate how these processes affect land and living things on Earth’s surface. Record their observations and explanations in writing and illustrations with labels to explain
their thinking. Key Vocabulary
Weathering Erosion Sedimentation Rock cycle
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INSTRUCTION _______________________________________________________________________________________________________________________________
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Materials For the overall lesson:
Terrariums Various types of soil, rocks and pebbles including: dirt clods, dried clay, rocks, and sediments Magnifying glasses Eye droppers and squeeze bottles Pans/trays for rock lab and demonstration Internet access for research Photos of Earth’s surface Brown sugar and trays for demonstration on erosion Science notebook Squirt bottles for extension activity on craters
Class set: “Rock Inspection” worksheet
Preparation
Gather materials needed for terrarium activities and lessons. Print worksheets Gather additional resources as needed
Resources
NASA: The Role of Erosion, on Earth and in Space:
https://www.youtube.com/watch?v=NGoaEl0qrTw Bishop Museum:
Bishop Museum Education Programs: ‘Ōhiʻa Project. Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi:
Bishop Museum Press. WOW! Wonders of Water. (2015). Bishop Museum, Honolulu, Hawaiʻi.
ENGAGE
1. Pose the following questions. Write down your observations from previous lessons focusing on the components of soil and plants. Students share their observations with the class.
What happened to the plants in the terrariums when we varied the amount of water in each
one? What happened to the soil when we varied the amount of water?
2. Display various pictures of rock and water interacting. Have students generate questions about how
rocks change in their science notebooks.
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Image courtesy of B. Kutsunai.
Image courtesy of B. Kutsunai.
3. Pose the question and have students record their ideas in their science notebooks.
How do you think water is interacting with rocks in these pictures?
4. Pose the following questions. Have students pair share their ideas, and share with the class. Begin
a KWL entitled “Water and Rocks.” (Students may add to this in future lessons as well.)
What happens to rocks and soil when rain or fresh water is moving through them for long periods of time?
What would you like to investigate about what happens to rocks over time? What questions do you have about water changing rocks on our planet?
5. Begin a rock lab: students will collect a rock from their area and bring it to class for examination. The
rock should be small enough for students to carry in the palm of one hand.
6. Place these on trays with labeled numbers on them and have students rotate around the room inspecting the rock samples with magnifying glasses and making notes on various specimens in their science notebooks. Use the graphic organizer “Rock Inspection” for the activity. Pose the question:
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How did the rocks change to become what they are today?
7. Have students use their observations of rocks to create inferences that could apply to rocks around them today. Discuss these inferences as a whole group.
EXPLORE
1. Demonstrate erosion using brown sugar clumps, a large tray, and pipette. The sugar is clumped in the center and the pan is tilted slightly over another basin. Students can assist in adding small amounts of water to give a visual representation of what happens to Earth’s surface over time. Students can now name the processes of erosion and transportation of sediment based upon this demonstration. They should explain these in their science notebooks.
2. Students will now use their terrariums to explore weathering and erosion of dirt, clay, and rocks.
Have them work in groups to place several different types of rocks and soil inside of their terrarium (small pebbles, sand, dried clay, clumps of dirt, and bigger rocks). Each terrarium will be placed in one location, keeping the sunlight and distribution of rock samples the same. The difference in the experiment will be in the amount of water that is added. Pose the question:
What will happen to the rocks, pebbles, and dirt clods inside each terrarium when they are given a varying amount of water on a daily basis?
3. In teams of four to five students, they will measure and pour water onto the samples on a daily basis.
Different teams will add different amounts of water daily.
4. Students will record the changes in the topsoil, location, or distribution of the rocks and dirt in their science notebooks on a weekly basis.
5. After a week, pose the following question. Have students discuss their ideas and results. They will
report their findings to the whole class after discussing changes.
How have the samples changed? Have the changes affected the plants and bottom soil in the terrarium? What is the role of time in these interactions?
6. Students will participate in taking an exit pass: Individual students will pose two or more questions in
their science notebooks about rocks and soil that they now have as a result of these initial experiments.
EXPLAIN
1. Show students the following visual and have them discuss it in pairs:
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Image courtesy of United States Geological Survey.
2. Write at least three questions you have about the chart in your science notebooks. Guiding
questions include:
Where does the erosion begin? What do you think sediment is?
3. Have students revisit the rock lab and work with their groups to examine clues for possible
explanations for the color, texture, and other features of their rocks.
4. Students will continue to water and observe the changes in their terrariums over time and record these changes in their science notebooks.
5. Have students observe and record where in the terrariums they might be seeing signs of erosion and
weathering and explain why. Where do they not seeing any signs of these processes and why do they think so? Have them discuss how the water interacting with the soil and rocks has changed the surface, the plants, and any animals that might be in the terrariums.
EXTEND
1. Go on a nature walk to make connections with what they have learned from their terrariums. Pose
questions based on your location and viewpoints that highlight how the land they see is affected by erosion and weathering.
2. Have students write a reflection in their science notebooks that discusses the nature walk as it
applies to the land in the geosphere and the water in the hydrosphere.
3. Continue to track changes in the terrariums over time and record data in science notebooks.
4. Students may complete their KWL charts. As a whole class they discuss their findings regarding water and the effect it has on rocks in the rock cycle.
EVALUATE
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1. Students will create a visual of their choice. This can be a poster, PowerPoint slide show, or model to share with another class. If no such class is available, students may present their visual to their classmates.
2. Visuals and presentations will address the following questions:
How and why does water change the Earth’s surface? How and why does water affect rocks? How do these changes affect living things on Earth?
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ASSESSMENT OPTIONS Formative Assessment
Ongoing student progress can be observed during class participation, with contributions to the KWL chart and in personal rock lab observation notes during the lesson.
Summative Assessment
Student understanding and progress can be demonstrated by examining the student work during the student presentation and in the visual that explains how and why water changes the Earth’s surface and how this affects both living and nonliving things.
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CULTURE CONNECTION
Image courtesy of K. Arinaga.
ʻŌlelo Noʻeau
A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.
Hu‘ea pau ‘ia e ka wai. (Hawaiian proverb)
All scooped up by the rushing water. (English translation) _______________________________________________________________________________________________________________________________
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Weathering and erosion continues to shape and affect the landscape of the Hawaiian Islands. The large volume of water from an intense rainfall can trigger a landslide and mudslide originating on a steep hill slope. Landslides occur when masses of rock, earth or debris move down a slope. Debris flows, also known as mudslides, are a common type of fastmoving landslide that tends to flow in channels, The most common cause of debris flows is the combination of heavy rainfall, steep slopes, and loose soil. Most fairly steep slopes have enough soil and loose rock for potential landslides. Although "stable" when dry, such slopes can produce local debris flows, often without warning and can carry anything loose including soil, vegetation, and loose bedrock, creating significant hazards for all living things. These events are most common during the wet season of October through April, with highest frequency in October and November.
DIFFERENTIATION Emerging Learners
Emerging learners may need additional help with academic vocabulary. For this purpose, they can make note cards with definitions and their own sketches of vocabulary, as well as creating their own diagram and labeling the processes associated with the rock cycle. These students would benefit from more onetoone time with the teacher or paired with advanced learners when discussing the processes of erosion and weathering and how it relates to the rock cycle. Providing more visuals such as this additional interactive and various ways for students to express what they understand may be beneficial as well.
Advanced Learners
Advanced learners may wish to “become the instructor” and lead students in a question and answer session during group discussions. They may also wish to conduct additional research on the rock cycle and how it relates to all of the spheres. They may create a presentation to their classmates.
English Language Learners
English language learners will need the opportunity to create a visual representation of the rock cycle and label its parts. They may also need multiple opportunities with teacher and peers to rehearse presentation components of the lesson.
EXTENSIONS
Why is the Moon so Scarred with Craters: http://spaceplace.nasa.gov/craters/en/ This asks the question: Why does the moon have so many craters and why are there so few on
earth? Students may also view and discuss the NASA eClips, Lunar Rocks:
https://www.youtube.com/watch?v=7d2qLhrrmi0 Is there erosion on the Moon? Why or why not? How could the moon’s surface be changed?
Students can investigate more about rocks on the moon and compare their findings to those of what they have learned about rocks on Earth.
How can studying lunar rocks help us learn about rocks on earth? The answer has to do with erosion and weathering! Students explore this concept by making craters. This is done by dropping objects in the sand, then washing them away with sprays or squirts of water. Different amounts of water will model erosion processes on our planet.
Students may create a short song, story, or poem about their personal rock sample. Example poems poems can be found at http://www.canteach.ca/elementary/songspoems81.html
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STANDARDS Next Generation Science Standards
Crosscutting Concepts: Patterns In grades 35, students identify similarities and differences in order to sort and
classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
Cause and Effect In grades 35, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.
Science and Engineering Practices: Planning and Carrying Out Investigations Analyzing and Interpreting Data
Disciplinary Core Idea: ESS2.A Earth Materials and Systems: Rainfall helps to shape the land and affects the types
of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
ESS2.E Biogeology: Living things affect the physical characteristics of their regions. Common Core
4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Hawaii Content & Performance Standards III
SC.4.1.2 Differentiate between an observation and an inference. SC.4.8.1 Describe how slow processes sometimes shape and reshape the surface of the Earth.
General Learner Outcomes
Selfdirected Learner Effective Communicator Community Contributor
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ADDITIONAL RESOURCES
Erosion and Weathering: http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.erosion/erosionandweathering/
Interactives: Rock Cycle: http://www.learner.org/interactives/rockcycle/
REFERENCES Annenberg Learner. (2015). Interactives. The Rock Cycle. Retrieved April 15, 2015, from:
http://www.learner.org/interactives/rockcycle/ _______________________________________________________________________________________________________________________________
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Diagram of the Rock Cycle [Photograph]. Retrieved April 15, 2015, from: http://upload.wikimedia.org/wikipedia/commons/c/c4/Rockcyc.jpg
Kutsunai, Bev. (Photographer). (2013). Laupahoehoe Point, HI [Photograph] Kutsunai, Bev (Photographer). (2013). Waipau, HI [Photograph] NASA's Goddard Space Flight Center. (2014). Water Falls. Retrieved from:
http://www.nasa.gov/press/goddard/2014/january/nasapremieresuniquefilmonwateronsphericalscreen/#.VUby2hPF96O
NASA Space Place. (2015). Why is the Moon so scarred with craters?. Retrieved May 4, 2015, from:
http://spaceplace.nasa.gov/craters/en/ National Aeronautics and Space Administration. (2013). Our World: Lunar Rocks. Retrieved from:
http://www.nasa.gov/audience/foreducators/nasaeclips/search.html?terms=&category=1000 National Aeronautics and Space Administration. (2013). Our World: The Rock Cycle. Retrieved from:
http://www.nasa.gov/audience/foreducators/nasaeclips/search.html?terms=&category=1000 PBS LearningMedia. (2015). Erosion and Weathering. Retrieved April 15, 2015, from:
http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.erosion/erosionandweathering/ Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi: Bishop Museum
Press. Rock Cycle [online image]. Retrieved April 15, 2015, from:
http://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle.html Rock Cycle [online image]. Retrieved April 20, 2015, from:
http://commons.wikimedia.org/wiki/File:Rockcyc.jpg Smith, J. (n.d.). CanTeach: Songs & Poems Rocks, Sand, Mud. Canteach. Retrieved May 4, 2015, from:
http://www.canteach.ca/elementary/songspoems81.html The Rock Cycle [Photograph]. (n.d.). Retrieved April 15, 2015, from:
http://3dparks.wr.usgs.gov/nyc/common/geologicbasics.htm The Rock Cycle [Photograph]. (2013). Retrieved April 15, 2015, from:
https://www.thinglink.com/scene/359446759849590786 WOW! Wonders of Water. (2015). Bishop Museum, Honolulu, Hawaiʻi.
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Name: _________________________________ Dates: ______________________
Water and Rocks
Know, Wonder and Learn Chart The purpose of the KWL is to activate students' prior knowledge by asking them what they already think they Know; then students (collaborating as a classroom unit or within small groups) set goals specifying
what they Wonder; and after reading students discuss what they have Learned.
Know What I already know about
water and rocks.
Wonder What do I wonder about how water interacts with rocks?
Learned What I learned about water and rocks interactions.
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Rock Inspection
Directions: Use your senses of observation to take notes on the rock samples in the lab. Sketch your favorite samples below and note what you observe (weigh, texture, colors, etc). Sample One:
Sample Two: Sample Three: Sample Four:
Sample Five:
Sample Six: Sample Seven: Sample Eight:
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