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Unit Title:
Rock Layers and Fossils Grade Span: 4th grade
Laura Lubben [email protected]
Manteno District 5 Manteno, Illinois
Aligned Standards: (The unit standards will be listed by grade level and subject area.) NGSS
● 4-ESS1-1 - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
● 4-ESS2-2 - Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]
● 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
● 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
CCSS ELA ● RI.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text. ● RI.4.4 - Determine the meaning of general academic and domain- specific words or phrases in a text
relevant to a grade 4 topic or subject area. ● RI.4.10 - By the end of year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
● W.4.2 (a-e) - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● W.4.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
● L.4.1d.-Order adjectives within sentences according to conventional patterns ● SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. SL.4.3- Identify the reasons and evidence a speaker provides to support particular points.
● SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation
CCSS MA
● MP.2- Reason abstractly and quantitatively.
● MP.4- Model with Mathematics
● 4.MD.A.1- Know relative sizes of measurement units within one system of units. ● 4.MD.A.2- Use the four operations to solve word problems.
IL-SS
2
● SS.IS.2.3-5: Create supporting questions to help answer essential questions in an inquiry.
● SS.G.1.4: Construct and interpret maps of Illinois and the United States using various media.
● SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the
founding and development of Illinois.
Enduring Understandings Essential Questions ● Earth’s fossil layers can be used to order events
that have occurred throughout Earth’s
history.(4-ESS1-1) ● Earth’s physical features occur in patterns, as
do earthquakes and volcanoes. Maps can be used to locate features and determine patterns
in those events. (4-ESS2-2)
● Erosion affects the physical characteristics of the Earth.(4-ESS2-1)
● A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic
eruptions).(4-ESS3-2)
● How can we use the information in rocks
formations to understand the past and
predict the future of the earth?(4-ESS2-2) ● How does erosion affect the physical
characteristics of the Earth? (4-ESS2-1)
Transfer Goals
Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Learning Objectives
● I can understand that patterns in rock formation and rock layers in fossils help us explain the changes in
the landscape over time.
● I can analyze and interpret data from maps and graphs to describe patterns of Earth’s features.
● I can model to demonstrate landform changes.
● I can model to design a solution to a problem. ● I can find evidence in text and videos to support a claim.
● I can write my thinking about science investigations and concepts in as a 4th grader.
Evidence of Learning
Example Performance Tasks Example Evidence ● Brainstorm activities
● Group discussions
● Models ● Letters
● Explaining using diagrams and experiments ● Problem Solving
● After analysis of photos and diagrams of the
rock layers and the Grand Canyon students
will be able to model and describe the different rock layers of the earth.
Library of Congress: Primary Sources Materials/Supplies/Resources
3
●
Artist’s Palette
● Wintertime view
●
Grand Canyon, Arizona
Grand Canyon of Arizona
Grand Canyon Arizona Print
●
Peeling the Earth Like and Onion
● "Magic School Bus: Inside the Earth"
● Video on How are Mountains Made? by
Harvard Museum of Natural History
● Video on Earthquakes 101 by National
Geographic
● Fossil Hunt ● USGS Science ● Owlcation- Sedimentary ● Interesting Facts about our Earth. ● Earth’s Systems
● Primary Source Analysis Tool: Teacher’s
Guide for Analyzing Photographs & Prints: http://www.loc.gov/teachers/usingprimarys
ources/resources/Analyzing_Photographs_an
d_Prints.pdf
● Teacher background materials. o About Next Generation Science
Standards (NGSS):
http://ngss.nsta.org/About.aspx
o Understanding Three-Dimensional
Learning of NGSS:
http://www.nextgenscience.org/thr
ee-dimensions
o Access the NGSS by Topic:
http://ngss.nsta.org/AccessStandard
sByTopic.aspx
o Classroom resources for NGSS 3-
Dimensional Instruction:
http://ngss.nsta.org/Classroom-
Resources.aspx
o Professional Learning on NGSS
standards:
http://ngss.nsta.org/Professional-
Learning.aspx
4
Man Walking Grand Canyon, Arizona
Grand Canyon Panorama
●
● Bridge Canyon
Storm in the Canyon Arizona, Grand Canyon
5
Identifying a Fossil
Lesson Plan: Introduction to Rock Layers Lesson Length: 3 days; 40 minutes per day Grade Level: 4th grade Related Unit: (4-ESS2-1)(4-ESS2-2) Enduring Understandings Essential Questions
● Earth’s fossil layers can be used to order events that have occurred throughout Earth’s history.(4-
ESS1-1)
● Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to
locate features and determine patterns in those events. (4-ESS2-2)
● A variety of hazards result from natural processes
(e.g., earthquakes, tsunamis, volcanic eruptions).(4-ESS3-2)
● How can we use the information in rocks
formations to understand the past and
predict the future of the earth?(4-ESS2-2)
● How does erosion affect the physical
characteristics of the Earth? (4-ESS2-1)
Transfer Goals ● Asking questions (for science) and defining problems (for engineering) ● Developing and using models ● Planning and carrying out investigations ● Constructing explanations (for science) and designing solutions (for engineering) ● Engaging in argument from evidence ● Obtaining, evaluating, and communicating information
Learning Objectives ● I can understand that patterns in rock formation and rock layers in fossils help us explain the changes in
the landscape over time. ● I can analyze and interpret data from maps and graphs to describe patterns of Earth’s features.
● I can model to demonstrate landform changes. ● I can model to design a solution to a problem.
● I can find evidence in text and videos to support a claim.
● I can write my thinking about science investigations and concepts in as a 4th grader.
Library of Congress: Primary Sources Materials/Supplies/Resources
● Artist’s Palette Wintertime view
● "Magic School Bus: Inside the Earth"
● ● Peeling the Earth Like and Onion” ● Interesting Facts about our Earth. ● Primary Source Analysis Tool: Teacher’s
Guide for Analyzing Photographs & Prints:
http://www.loc.gov/teachers/usingprimarys
ources/resources/Analyzing_Photographs_an
6
Identifying a Fossil
d_Prints.pdf
● Teacher background materials.
o About Next Generation Science
Standards (NGSS):
http://ngss.nsta.org/About.aspx
o Understanding Three-Dimensional
Learning of NGSS:
http://www.nextgenscience.org/thr
ee-dimensions
o Access the NGSS by Topic:
http://ngss.nsta.org/AccessStandard
sByTopic.aspx
o Classroom resources for NGSS 3-
Dimensional Instruction:
http://ngss.nsta.org/Classroom-
Resources.aspx
o Professional Learning on NGSS
standards:
http://ngss.nsta.org/Professional-
Learning.aspx
Lesson Plan
Engage: How can I get students interested in this?
Day 1: This will take approximately one 30 minute class period. ● The teacher will take the primary sources from the Library of Congress and glue them to a piece of
construction paper on one side. On the opposite side the teacher will paste questions for students to think about on Observing and Reflecting. (see attachment called Engage Activity)
● Give students time within their groups to think and write down the answers in their notebooks or on a Google doc.
● Come together as a whole class and share out a few answers from each primary source. ● Ask students to share their excitement about our new lesson/unit with the class. ● Ask students to share any concerns they might have with the new lesson/unit.
Explore: What tasks/questions can I offer to help students puzzle through this? Day 2:
● Students will watch the video, "Magic School Bus: Inside the Earth" ● As the students are watching the video they will fill out a worksheet on Layers of the Earth/Rocks to see if
students are understanding. (see attachment titled Earth/Rocks and Layers) Day 3:
● Students will get an anchor chart to discuss the history of the Earth's layers. (See attachment titled History of the Earth).
● Then as the teacher reads the book called, “ Peeling the Earth Like and Onion” students will use the diagram and the key to read the layers of the earth.
● Next students will answer the questions that go along with the diagram on a worksheet.
Explain: How can I help students make sense of their observations?
7
● Have the students reflect upon their experiences and the Primary Source(s). ● Have the students write down questions they wondered about and want more information on. ● While students are watching the video stop and ask can ask Higher Order Thinking questions to the class. ● Students can respond to the questions if they can, or teacher can write them down and use those for bell work. ● Students will analyze maps to pick up on patterns within the lesson.
● Students will be able to learn more about rock layers while listening to the book.
Extend/Elaborate: How can my students apply their new knowledge to other situations? ● Students will log into Newsela and complete the activity by reading article and doing the questions that go
along with the story. Lexile level is 650. Interesting Facts about our Earth. ● Students can create a layers of the earth flipbook.
Evaluate: How can I help my students self-evaluate and reflect on the learning? ● Teacher can assign a research activity presented using a pamphlet, poster, or flipbook on Rock Layers of the
Earth. ● After each activity students need to develop Q/A so that it leads into the next inquiry. ● Students can create a graphic novel or comic on Layers of the Earth explaining the process while developing
different literary elements.
Lesson Plan: Rock Layers of the Earth Lesson Length: 5 days; 45 minutes per day Grade Level: 4th grade Related Unit: (4-ESS2-1)(4-ESS2-2)
Enduring Understandings Essential Questions
● Earth’s fossil layers can be used to order events
that have occurred throughout Earth’s history.(4-ESS1-1)
● Earth’s physical features occur in patterns, as do
earthquakes and volcanoes. Maps can be used to
locate features and determine patterns in those
events. (4-ESS2-2)
● How can we use the information in rocks
formations to understand the past and predict
the future of the earth?(4-ESS2-2) ● How does erosion affect the physical
characteristics of the Earth? (4-ESS2-1)
Transfer Goals ● Asking questions (for science) and defining problems (for engineering) ● Developing and using models ● Planning and carrying out investigations ● Analyzing and interpreting data ● Constructing explanations (for science) and designing solutions (for engineering) ● Engaging in argument from evidence ● Obtaining, evaluating, and communicating information
Learning Objectives ● I can explain what rock layers are. ● I can explain that some rock layers look differently.
Library of Congress: Primary Sources Materials/Supplies/Resources
8
● Bridge Canyon
Storm in the Canyon Arizona, Grand Canyon
● Grand Canyon, Arizona
● Video on How are Mountains Made? by Harvard
Museum of Natural History
● Video on Earthquakes 101 by National
Geographic
● Fossil Hunt ● USGS Science ● Owlcation- Sedimentary ● Earth’s Systems ● Primary Source Analysis Tool: Teacher’s Guide
for Analyzing Photographs & Prints:
http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prin
ts.pdf
● Teacher background materials.
o About Next Generation Science
Standards (NGSS):
http://ngss.nsta.org/About.aspx
o Understanding Three-Dimensional
Learning of NGSS:
http://www.nextgenscience.org/three-
dimensions
o Access the NGSS by Topic:
http://ngss.nsta.org/AccessStandardsB
yTopic.aspx
o Classroom resources for NGSS 3-
Dimensional Instruction:
http://ngss.nsta.org/Classroom-
Resources.aspx
o Professional Learning on NGSS
standards:
http://ngss.nsta.org/Professional-
Learning.aspx
9
Grand Canyon of Arizona
Lesson Plan Engage: How can I get students interested in this?
Day 1: This will take approximately one 30 minute class period. ● The teacher will take the primary sources from the Library of Congress and set up a gallery walk. Students
will use the primary analysis tool from the Library of Congress to reflect while on the gallery walk. ● Give students time within their groups to think and write down the answers on the Primary Analysis tool. ● Come together as a whole class and share out a few answers from each primary source.
Explore: What tasks/questions can I offer to help students puzzle through this? Day 2:
● Students will watch a video about Earthquakes then watch a video about How Mountains are Made. They will answer questions in order to reinforce what they have learned. See attachment called Video Questions.
Day 3-4: ● Put students in groups of 2. Students will read about fossil layers of sedimentary rock using Rock Layers and
Owlcation-Sedimentary. Within their groups they will complete a diagram of fossils in rock layers. (Rock layer attachment)
● Students get materials (1 piece of white bread, spoonful of jelly, 5 raisins, 3 pretzel sticks, 1 piece of whole wheat bread, 1 paper plate, and 1 plastic knife.
● As the teacher is discussing what they have learned about the sedimentary rock layers she will have the students take the white bread and tell the students the white bread represents the limestone. This limestone occured because shelled animals died and floated to the bottom of the ocean gradually turning into the limestone. Any questions?
● Have the students take a spoonful of jelly, pretzel sticks and a few raisins telling them that overtime the ocean pulled back, leaving our piece of land near a river. year after year the river flooded our piece of land leaving layer after layer of mud. (add jelly to bread). Dinosaurs came to the river to drink, but some became stuck in the deep mud and died. (add pretzels to jelly) Their bones sunk in the mud. A big flood happened and rocks and debris from the surrounding countryside was carried by the flooding waters into the mud of our land. (add raisins for boulders). More mud covered the boulders and the dead dinosaur bones and each layer pressed upon the layers under it until the mud became shale. (add whole wheat bread for the shale). Each layer of sand pressed down on earlier layers of sand and it finally became sandstone. The earth under our land was not stable so it started shaking. Our land just happened to be on the fault line and the ground slips downward. Have students cut their sandwich in half with the knife. This is called a normal fault. Model the fault by slipping the breads apart at the cut then do a reverse fault, and finally a strike slip fault moving up and down.
● Discuss what their sandwich looks like with all the damage from the earth rumbling, shaking, and moving. ● Discuss how students have just moved through millions of years to see how sedimentary rocks are formed,
how fossils get into rocks, and how layer after layer presses down to form a rock. Once the sedimentary rock (sandwich) is finished, the students then learned about the fault lines as they followed another 350 years of earthquake activity.
● Finally allow the students to enjoy their sedimentary rock sandwich. Day 5:
● Students will reflect by creating a Google slideshow on what they have learned about earthquakes, mountains, rock layers, and sedimentary rock. (See Slideshow requirements and rubric)
Explain: How can I help students make sense of their observations?
10
● Have the students reflect upon their experiences and the Primary Source(s). ● Have the students write down questions they wondered about and want more information on. ● While students are watching the video stop and ask can ask Higher Order Thinking questions to the class. ● Students can respond to the questions if they can, or teacher can write them down and use those for bell work. ● Students will be able to learn more about rock layers while listening to the books.
● Students will make the fossil layers while the teacher is telling her story.
● Students will reflect on mountains, rock layers, and sedimentary rock. If students have further questions they can ask the teacher.
Extend/Elaborate: How can my students apply their new knowledge to other situations? ● Students can use their fossil knowledge to play a game called Fossil Hunt. They will need their computer.
(This lesson should take 15 minutes.) ● Students will read the Newsela article Earth’s Systems. Lexile level is 740.
(This lesson should take 30 minutes.) ● The teacher can help the students make relevant connections to their observations, address misconceptions,
and extend students’ learning while reading more about Sedimentary rock. This lesson should take 25 minutes.
Evaluate: How can I help my students self-evaluate and reflect on the learning? ● Students can read picture books on Earth’s layers. ● Students can be given a pictures on the Earth’s layers and students will then label the parts. ● Students can create a timeline showing the years it takes to create the different layers in the Earth.
Lesson Plan: Fossils within layers Lesson Length: 4 days; 40 minutes per day Grade Level: 4th grade Related Unit: (4-ESS2-1)(4-ESS2-2)
Enduring Understandings Essential Questions
● Earth’s fossil layers can be used to order events that have occurred throughout Earth’s history.(4-
ESS1-1) ● Earth’s physical features occur in patterns, as do
earthquakes and volcanoes. Maps can be used to
locate features and determine patterns in those events. (4-ESS2-2)
● What are rock layers? ● Why do some rock layers look different than
others? ● How are rock layers formed and how do
scientists know? ● How can we use the information in rocks
formations to understand the past and predict
the future of the earth?(4-ESS2-2) ● How does erosion affect the physical
characteristics of the Earth? (4-ESS2-1)
Transfer Goals
● Asking questions (for science) and defining problems (for engineering) ● Developing and using models ● Planning and carrying out investigations ● Analyzing and interpreting data ● Constructing explanations (for science) and designing solutions (for engineering) ● Engaging in argument from evidence ● Obtaining, evaluating, and communicating information
Learning Objectives
11
● I can explain why rock layers look different and how rock layers can tell scientists about the history of the area.
● I can explain what rock layers are. ● I can explain that some rock layers look differently.
Library of Congress: Primary Sources Materials/Supplies/Resources
● Grand Canyon, Arizona
Grand Canyon of Arizona
Grand Canyon Arizona Print
Man Walking Grand Canyon, Arizona
● Science Learning Hub ● Rock Layers- Google pictures ● Nature Trail Video ● Powerpoint on Rock Layers ● Play dough rock layer worksheet ● Extensions Rock layer worksheet ● Play dough in 4 colors like blue, light brown,
green, and brown ● Colored sand ● Colored paper ● Liquids that show density ● Shells ● Fossil pieces ● Primary Source Analysis Tool: Teacher’s Guide
for Analyzing Photographs & Prints:
http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prin
ts.pdf
● Teacher background materials.
o About Next Generation Science
Standards (NGSS):
http://ngss.nsta.org/About.aspx
o Understanding Three-Dimensional
Learning of NGSS:
http://www.nextgenscience.org/three-
dimensions
o Access the NGSS by Topic:
http://ngss.nsta.org/AccessStandardsB
yTopic.aspx
o Classroom resources for NGSS 3-
Dimensional Instruction:
http://ngss.nsta.org/Classroom-
Resources.aspx
o Professional Learning on NGSS
standards:
http://ngss.nsta.org/Professional-
Learning.aspx
12
Grand Canyon Panorama
Lesson Plan Engage: How can I get students interested in this?
Day 1: This will take approximately one 30 minute class period. ● The teacher will take the primary sources from the Library of Congress and set up a gallery walk. Students
will use the primary analysis tool from the Library of Congress to reflect while on the gallery walk. ● Give students time within their groups to think and write down the answers on the Primary Analysis tool. ● Come together as a whole class and share out a few answers from each primary source.
Explore: What tasks/questions can I offer to help students puzzle through this? Day 2:
● Students will learn about rock layers and how they are formed. ● Show the students different pictures of rock layers using the PP provided called Rock Layers. As a whole class
discuss what they see in the photographs. ● Ask the students to turn and talk about different rock layers seen in the PP and what they have noticed about
the rock layers. ● Ask students to write down what they think causes these layers to happen. Why can’t we see these layers all
the time? ● Put the students in groups of 2-3 and pass out the worksheet. Go over the directions and remind the students
to take their time following all the directions. ● In the activity, students will be given playdough in 4 different colors. The goal is to use the directions on the
worksheet to create the right kind of rock layers. ● Add some blue play dough as a layer on your earth because the rain from the storm hit the lava and helped it
cool. ● When the rain mixed with cooled lava, it made mud so add some light brown playdough as a layer to your
earth to represent the mud layer created on your earth. ● After a long time, the water and mud helped small plants grown on land so add a layer of green to the earth to
represent the plants that lived and died on the earth. ● On part of your land, a river was created where fish swam. Some lived in sheels while others swam and died
in the river, leaving their bodies at the bottom of the river. Choose a section of your earth and add more blue to represent water. ALso add some shells and fossils that lived in the water.
● Finally the plant and animals thrived in the area while the river dried up and was covered with another layer of earth. Add a layer of brown over your entire earth area.
● Discuss within your groups what you see? Write down observations on the back of the worksheet. Place your playdough rock layer on the counter to dry.
Day 3: ● Get back into groups from yesterday and complete the extension rock layer worksheet with your groups.
Day 4: ● Students will go to Science Learning Hub to label the different rock layers. ● Have students watch the Nature Trail Video on on the Grand Canyon, Arizona. While they are watching the
video have them write down questions about the video that they want to know more about. ● Pass out letter worksheet for students to write a letter to a parent about how you now layer F in the diagram
is the oldest, what happened in layer D, and why layers C, B, and A do not have the diagonal section breaking into it. (Letter format and WS to explain this process is in document.)
Explain: How can I help students make sense of their observations?
13
● Have the students reflect upon their experiences and the Primary Source(s). ● Have the students write down questions they wondered about and want more information on. ● Connect students to previous learning. ● Teacher can discuss I can statements with the students.
Extend/Elaborate: How can my students apply their new knowledge to other situations?
● Students can create another diagram or model of the earth’s layers being creative using things like baking a cake, a jar with sand and materials, oils. Examples found here: Oil example , Sand in jar, Cake These are not limited to what the students can create, but rather a few ideas.
● Students can explore the process of fossilization and how fossils are exposed in order to explore how scientists understand the history of the changing Earth.
Evaluate: How can I help my students self-evaluate and reflect on the learning?
● Students will be able to sort cards into groups or put them in a specific order. Students will record the sort and then describe their reasoning.
● Ask students to record in their science journals, using complete sentences, what they have learned so far about the essential questions.
Lesson Plan: Fossils and Layers in Canyons Lesson Length: 12 days; 40 minutes per day Grade Level: 4th grade Related Unit: (4-ESS2-1)(4-ESS2-2)
Enduring Understandings Essential Questions
● Earth’s fossil layers can be used to order events that have occurred throughout Earth’s history.(4-ESS1-1)
● Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events. (4-ESS2-2)
● What are rock layers? ● Why do some rock layers look different than
others? ● What are fossils? ● How has the Grand Canyon changed over time? ● How are rock layers formed and how do
scientists know? ● How can we use the information in rocks
formations to understand the past and predict the future of the earth?(4-ESS2-2)
● How does erosion affect the physical characteristics of the Earth? (4-ESS2-1)
Transfer Goals ● Asking questions (for science) and defining problems (for engineering) ● Developing and using models ● Planning and carrying out investigations ● Analyzing and interpreting data ● Constructing explanations (for science) and designing solutions (for engineering) ● Engaging in argument from evidence ● Obtaining, evaluating, and communicating information
Learning Objectives
14
● I can explain why rock layers look different and how rock layers can tell scientists about the history of the area.
● I can explain what rock layers are. ● I can explain that some rock layers look differently. ● I can explain what fossils are. ● I can model how the Grand Canyon has changed over time.
Library of Congress: Primary Sources Materials/Supplies/Resources
● American’s Story- Arizona ●
● Grand Canyon, Arizona
Grand Canyon of Arizona
Grand Canyon Arizona Print
Grand Canyon Panorama
Rocco and his Mother
● Primary Source Analysis Tool: Teacher’s Guide for Analyzing Photographs & Prints: http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf
● Fossil and Rock Layer Game ● Computers ● Grand Canyon worksheets attached ● Flash cards ● Quizlet on Fossils ● EdHelper ● Brochures on the Grand Canyon ● Butcher paper ● Construction paper ● Markers, crayons, colored pencils ● F. Arizona and the Grand Canyon Book ● The Grand Canyon: How it Formed ● The Grand Canyon Made
● Teacher background materials. o About Next Generation Science
Standards (NGSS):
http://ngss.nsta.org/About.aspx
o Understanding Three-Dimensional
Learning of NGSS:
http://www.nextgenscience.org/three-
dimensions
o Access the NGSS by Topic:
http://ngss.nsta.org/AccessStandardsB
yTopic.aspx
o Classroom resources for NGSS 3-
Dimensional Instruction:
http://ngss.nsta.org/Classroom-
Resources.aspx
o Professional Learning on NGSS
standards:
http://ngss.nsta.org/Professional-
Learning.aspx
15
Lesson Plan Engage: How can I get students interested in this?
Day 1: This will take approximately one 45 minute class period. ● The teacher will take the primary sources from the Library of Congress and put them on a slide show asking
the students to reflect on each primary source using the analysis tool. ● What do all of these pictures have in common? ● Have the students go to American’s Story- Arizona and read the article. ● Then students will play a game to get them started on fossils and rock layers.
Explore: What tasks/questions can I offer to help students puzzle through this? Day 2-3:
● Teacher will put the students in groups of 3-4 and students will learn about the past by looking at layers of rock especially from the Grand Canyon.
● Students will watch the videos, The Grand Canyon: How it Formed ● The Grand Canyon Made and then answer the questions called Grand Canyon on tour. (attached)
Day 4: ● Have the students trade student created questions and try to find the answers. Go over the findings with the
class and have the students make a wall display putting the questions/answers up on the wall so other students in other classes can read about the Grand Canyon.
Day 5-6: ● Today students will need to research the layers of the Grand Canyon and record their findings on a Google
Document in Google Classroom. Students need to make sure to include how many millions of years ago it was formed, Where you can see the layer, if the Colorado River played a role in the rock, pictures, and an A-ha fact.
● Teacher will assign the groups each 2 layers of the canyon. Temple Butte Formation, Muav Limestone, Bright Angel Shale, Tapeats Sandstone, Vishnu Basement Rocks, Redwall Limestone, Supai Group, Hermit Shale, Coconino Sandstone, Toroweap Formation, Kaibab Formation.
Day 7: ● Groups will present their information to the class. ● Teacher will print materials and include them on the display wall.
Day 8: ● Students will be given a worksheet from USGS Research center to color each layer as shown to discover the
different colored rock layers in the Grand Canyon. If needed, students will use the internet to help color the paper correctly.
● When completed, teacher can add a few to the display wall. Day 9:
● Compare and explain the layers of the Grand Canyon to something else that has layers. Example: Making a sandwich, layers of a burger, an essay, your clothing.
Day 10-12: ● Students will create a metaphor for the Grand Canyon using something with layers. Some example ideas are
cakes, hamburgers, pizza, sandwiches, your bedroom floor, your house, a fruit kabob, ice cream cone with lots of scoops, etc.
● Students will need butcher paper, construction paper, markers, crayons, colored pencils. ● Students will draw the metaphor item and explain how those layers are like the layers of the Grand Canyon.
For example the drawing of a cheeseburger would be drawn so you can see the bun, burger, cheese, ketchup, pickles, mayo then on the side of the paper students would write the bun is like the Toroweap Formation layer which ranges 65 feet thick to 200 feet thick.
● Teacher will grade the metaphor assignment with the rubric titled Comparison Rubric attached. ● Students will present to the class then teacher will hang on the display wall.
Explain: How can I help students make sense of their observations?
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● Have the students reflect upon their experiences and the Primary Source(s). ● Have the students write down questions they wondered about and want more information on. ● Connect students to previous learning. ● Students can do the Quizlet to study vocabulary. ● Teacher can discuss I can statements with the students. ● Students will take a field trip to Vulcan Quarry.
Extend/Elaborate: How can my students apply their new knowledge to other situations?
● Students will go on a field trip to Vulcan Quarry. There the students will travel into the quarry to learn about the different layers of the quarry and what that means.
● Students will be able to do a fossil hunt with rocks piled at the quarry. ● Students will be able to bring the fossils home. ● Complete a simulation dig/blow up at the quarry. ● Enjoy making a pet rock with markers and feldt with their found fossil. ● Students can write an essay on why the Grand Canyon is a national park.
Evaluate: How can I help my students self-evaluate and reflect on the learning?
● Ask students to record in their science journals, using complete sentences, what they have learned so far about the essential questions especially what they learned at the quarry.
● Students can created each layer of sedimentary rock by covering a cereal box with paper then creating the rock layers with paint.
