Unit Overview

In this unit, My Sediments Exactly, students will determine how the processes of weathering, erosion, and deposition contribute to the formation of sediments, sedimentary rock, and landforms such as the Grand Canyon. They will make inferences based on evidence about the source of sedimentary rock particles and the environment of deposition.

Earth History Investigation 4: My Sediments Exactly (Week 1)

Teacher: Christina DeLouisa   /   8^th Grade Earth History

	Monday	Tuesday	Wednesday	Thursday	Friday
Common Core Standards	RL.8.1:  Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.4:  Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RST.6-8.3:  Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.4-Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Lesson Objectives	1. SWBAT Investigate, in two main steps, the origin of sand and how sand can be made from larger rocks through weathering, erosion, and deposition in a hands on lab laboratory. 2. SWBAT Describe through observation the location, shape, sorting, grain size, and composition of different kinds of sand in their science resource books and sand samples. 3. SWBAT Relate through observation the features of sand to the geological features that created it in a teacher prepared, stream table laboratory. 4. SWBAT Determine how the processes of weathering, erosion, and deposition contribute to the formation of sediments, sedimentary rock, and landforms such as the Grand Canyon by watching a weathering and erosion video. 5. SWBAT Make inferences based on evidence about the source of sedimentary rock particles and the environment of deposition in their science resource books.
Components of the Lesson
Anticipatory Set List specific statements or activities you will use to focus students on the lesson State clearly what students are learning and how it connects to prior learning.  The teacher points out possible areas for misunderstanding, uses rich language offering vocabulary development where appropriate	Do Now: Have the students look at a picture of the Grand Canyon and ask, “What events or processes do you   think caused these rock layers to form?” Start your investigation with sandstone. Review which Grand Canyon layers are sandstone, and then distribute pieces of sandstone for the students to observe. Ask them, “How do we know that a rock is sandstone? What do you see and feel on that rock?” [It has a grainy, gritty texture; sand comes off when you rub pieces together.] “What do you think sandstone is made of?” [Sand]. “Where could the sand have come from to make the sandstone?” [The beach, desert, broken up rock]. When the students suggest that sand comes from broken up rocks tell them that they are going to test that idea.		Tell students that one way geologists study the Earth is by setting up models in their laboratories. Review what is meant by a model by telling the students that a model represents an object or system too small, or too large to view directly. Models also represent processes that move too quickly, or slowly to observe directly, and give scientists an opportunity to explore the objects and processes they cannot control in nature. Explain that they will be the scientists today and observe a model of the Colorado Plateau to gather information about how the Grand Canyon may have formed.		Inform the students that they will be watching a video about weathering and erosion
Direct Instruction What information is essential for the student to know before beginning and will this skill be   communicated?  How will you be demonstrating this skill?  Identify strategies to be used to determine if students have learned the objectives. The teacher models the process to be followed and makes connections to previous instruction.  The teachers checks for student understanding.  The teacher’s explanation is clear.  Questions and tasks are higher order and have multiple possible answers.	Have the “getters” come up and get a plastic jar with a lid, two pieces of granite and hand lenses for their group. Once everyone is seated, tell students that granite is a very hard, common rock, often found in mountain ranges. Next, explain that each group will place the two pieces of granite in the plastic jar, close the lid, and shake them. Before they start shaking the jar, ask them what they think will happen and write it down in their science journals. Once they have done so let them shake the jars for 2 minutes. When they are done, have them empty the contents of the jar onto the white piece of paper and observe them with and without the hand lenses. The students should record the following in their science journals: A drawing of what they see through the hand lenses, a description of the sand (size, shape, color), and a description of the granite before and after the shaking. When they are finished, explain that the sand they just created is formed in nature through a process called weathering. Introduce the Analysis and Wentworth Scale- Have students turn to page 34-35 in their Earth History Resource Books. Go over the information to develop the definitions of the sand analysis criteria such as location, shape, sorting, grain size, composition, and color. They can use the homemade sand as an example.		1. Review Landforms Vocabulary: Have students open to page 36 in their resource books to the “Landforms Vocabulary” page. Review and explain the terms in the book with the class. Also, introduce the words erosion, deposition, and sediments as stream table vocabulary. Instruct students to use these words, along with the vocabulary words in their book,   when making observations at the stream table.             2. Introduce the stream table: Reiterate the anticipatory set. Tell students that one way geologists study the earth is to set up models in their laboratories. Review what is meant by a model. A model is a representation of an object that is too large or too small to view directly, and an event or process that happens too fast or too slow to observe in person. Models give scientists an opportunity to explore objects, systems, and processes that they cannot control in nature. Next, explain that today they are going to observe a model of the Colorado Plateau and get information about how the Grand Canyon may have been formed. 3. Orient students to the stream table: Invite small groups over to the stream table for a closer look. Reinforce that the earth material represents the Colorado Plateau and is made of a mixture of clay and sand. If this is the first class, show them the water source (representing the Colorado River) and how it will be used with the stream table. While small groups are taking their turn observing the stream table, have remaining students read page 64 in their resource books “Getting to Know the Grand Canyon” and answer questions on handout.             4. Introduce recording sheets: Have students turn to Stream-Table Map and Grand Canyon Model in their lab notebook. Explain that each student should complete these two pages during and after he/she observes the stream table. Reiterate the questions on the Grand Canyon Model sheet   while the students are observing the stream table.		Review the parts of the stream table that the students observed in Part 3-Stream Table (sand and clay represented the Colorado Plateau, and water represented the Colorado River). Discuss how the Earth materials are different. Explain that the stream-table rocks weren’t made out of hard rock. Discuss the reading Grand Canyon Flood! And use the questions at the end of the reading to focus the discussion. Next, tell the students that they will see a video that should give them some more ideas about how solid rock breaks up to become sediments, and how sediments are redistributed by water and wind. Have them open their lab notebooks to page 31-32 and answer the   questions while   watching the video.
Guided Practice/Monitoring List activities which will be used to guide student practice and provide a time frame for completing this practice.  Teacher monitors individual and group understanding.  The teacher provides timely feedback. Students are actively engaged in discussions and extend them without mediation by the teacher.  Students assess and make improvements to their work.	Next students are going to be observing sand samples from different locations around the world. They are sands from a mountain stream, sand dunes, beaches, and a mystery sand. Their challenge will be to figure out which sand came from which location. They may use the Analysis and Wentworth scale to record their observations and drawings on page 21 in their lab notebooks. Walk around the room to assist students with their observations and drawings.		Discuss Observations: Allow students a few minutes to examine the stream-table and make their observations. Then, project the transparency called stream-table map. Ask them to share some of the observations that they made. Ask questions like “What happened to the different-sized particles that were eroded by the water? [The larger particles were deposited closer to their source. The smaller particles were carried further downstream.] “What were some of the landforms that were created in the stream table?” [Canyon, delta, meander.] “What would happen to the earth material if we let the water run for several   days?” [ It might completely erode away.]
Independent Practice Assignments to be given to students to ensure they have mastered the skill without the teacher’s guidance. Students have a choice in how they complete tasks.   Students may modify or make additions to the task based on their needs.			If students did not finish the “Getting to Know the Grand Canyon” questions, have them do so for homework.
Closure What method of review and   evaluation will be used to complete the lesson. Students have an opportunity for reflection, sense-making, and closure.   Teacher cites multiple approaches for those students who experience difficulties.  The teacher conveys that the lesson is not “done” until all students understand.					After the video is over, have students collaborate in their groups to discuss their answers to the   questions on pages 31-32. Once they have finished, review the questions with them and guide the discussion to the next section they’ll be working on the   next day which will be making sandstone.

Earth History Investigation 4: My Sediments Exactly (Week 2)

Teacher: Christina DiBari   /   Grade/Content Area:8^th Grade Science

	Monday	Tuesday	Wednesday	Thursday	Friday
Components of the Lesson
Anticipatory Set List specific statements or activities you will use to focus students on the lesson State clearly what students are learning and how it connects to prior learning.  The teacher points out possible areas for misunderstanding, uses rich language offering vocabulary development where appropriate	Have the “getters” pick up one plastic cup with a sample of sand and one piece of sandstone. Once everyone has returned to their seat and the students have had a minute to observe the two samples ask, “What is the same about these two materials, sand and sandstone?” [Both include small particles of rock]. Next ask, “What is the difference between the two materials?” [The sandstone is glued together and the sand is loose]. Next,   explain to the students that the “glue” holding the sandstone together is called a matrix, and they are going to make their own sandstone using a matrix called sodium silicate.
Direct Instruction What information is essential for the student to know before beginning and will this skill be communicated?  How will you be demonstrating this skill?  Identify strategies to be used to determine if students have learned the objectives. The teacher models the process to be followed and makes connections to previous instruction.  The teachers checks for student understanding.  The teacher’s explanation is clear.  Questions and tasks are higher order and have multiple possible answers.	1. Review safety procedures with lab chemicals. 2. Describe the sodium silicate- Remind students of the process of chemical weathering that they saw in the “Weathering and Erosion” video. Explain that geologists think that silicate minerals that are in many kinds of rocks may be chemically weathered and dissolved by water. Silicate minerals are found in solution in nature. Explain to the students that sodium silicate is also known as liquid glass, and is used today to make cement. Next, show students     the sodium silicate solution you have prepared, and explain that you have mixed the sodium silicate with water to create a solution similar to what you might find in nature. 3. Discuss sandstone recipe- Ask students, “We have a chemical here that might serve as a matrix in sandstone. What else do we need to make sandstone?” [Sand]. Show students the sand they can use to make sandstone. 4. Introduce the “Basin”- Ask students, “When we observed the stream table, where did the material eroded from the plateau settle out?” [Near the end of the stream table with the hole, in the basin]. Review that the flowing water   carried the eroded material downhill and deposited it in a lower area. Low areas are called “basins”. Show student the ½ liter plastic container and explain that it will serve as their model basin. 5. Review sandstone recipe- Have student turn to page 33, sandstone recipe, in their lab notebooks. Use the transparency sheet to go over what they will do. The plastic container represents the basin where the sand has   accumulated. The sodium silicate solution represents a solution of water and dissolved silicate minerals that might occur in nature. Tell them that the sodium silicate solution they are using is very concentrated and thick to reduce the amount of time required for the water to evaporate. 6. Make sandstone- Have students follow the procedure in their lab notebooks to make sandstone. You may want to take charge of the syringe and distribute the sodium silicate solution into each basin. When they are finished, have them bring their basins to the storage area.		1. Observe homemade sandstone- The sandstone should be hard enough to be removed from its container. Have the “getters” get their basins and 2 hand lenses for their groups. Ask students to observe their sandstone and record a description and a drawing in their notebooks. 2. Discuss the matrix- Use the four transparencies to explain the sequence of events that produces sandstone. Reiterate that sandstone is an example of a   sedimentary rock. 3. Compare homemade sandstone and Coconino- Distribute one sample of Coconino sandstone to each group. Have students compare the two sandstones, and record the similarities and differences.
Guided Practice/Monitoring List activities which will be used to guide student practice and provide a timeframe for completing this practice.  Teacher monitors individual and group understanding.  The teacher provides timely feedback. Students are actively engaged in discussions and extend them without mediation by the teacher.  Students assess and make improvements to their work.	1. Compare model to reality- Go over the steps students followed to create the sandstone. Discuss how the steps they followed and the materials they used represent what happens in nature. Use the following questions to guide the discussion: “Where would we find large concentrations   of sand?” [The beach]. “How could sodium silicate get between the grains?” [Water rich in dissolved sodium silicate soaks into the sand]. Answers don’t have to be exact, just looking to get ideas and answer and questions the students may have.
Independent Practice
Closure What method of review and   evaluation will be used to complete the lesson. Students have an opportunity for reflection, sense-making, and closure.   Teacher cites multiple approaches for those students who experience difficulties.  The teacher conveys that the lesson is not “done” until all students understand.			Exit Ticket: Have the students look at the same picture of the Grand Canyon from the beginning of the unit and ask, “Using the information you’ve learned, what events or processes do you   think caused these rock layers to form?”