STEM+Unit

= = =Rock On!=

Josh and Amy, from Dave's Rock Shop, dropped their rock collection on the floor. How can we help them sort and organize the rocks into the proper categories?
 * Case Study**


 * Standards**
 * Strand 6: Earth and Space Science
 * Concept 1: Properties of Earth Materials -Identify the basic properties of Earth materials.
 * PO1: [SC03-S6C1-02] Describe the different types of rocks and how they are formed: • metamorphic • igneous • sedimentary
 * PO1: [SC03-S6C1-03] Classify rocks based on the following physical properties: • color • texture


 * Student Outcomes**
 * Students will be able to describe the different types of rocks and how they are formed.
 * Students will be able to classify rocks based on color and texture.

4 weeks
 * Timeline**

Kinesthetic, Visual, Auditory
 * Learning Styles**

Visual/Spatial, Verbal/Linguistic, Logical/Mathematical, Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal, Intrapersonal
 * Multiple Intelligences**

//Books//
 * Resources**
 * Harcourt Science Unit C-Earth's Land - Chapter 1 - Lesson 2 pp. C10-C17
 * Dave's Down to Earth Rock Shop / written by Stuart J. Murphy
 * Eyewitness rocks & minerals / written by R.F. Symes
 * Rocks : hard, soft, smooth, and rough / written by Natalie M. Rosinsky
 * Rocks and minerals / written by Neil Curtis
 * Rocks / Chris and Helen Pellant

//Websites// //Adaptive Curriculum// //Video//
 * Houghton-Mifflin Online Vocabulary Games (Unit C)
 * Dave's Down to Earth Rock Shop
 * Start a Rock Collection
 * Trackstar #397415 (Teacher-created listing of websites on rocks)
 * Google Docs
 * SmartBoard lesson on the rock cycle
 * [|Bubbl.us]
 * Wordle
 * Votki
 * Votki
 * The Rock Cycle
 * Teacher's Guide
 * Student Activity Sheets
 * Rock On! The Story of Three Rocks (DE - Arizona teachers can access through IDEAL)

//Technology//
 * Spreadsheet software (Excel, Google Docs)
 * Laptop cart
 * SmartBoard
 * Internet

//Music/Poems//
 * Canteach Songs & Poems
 * Rock Cycle Song (Lyrics)
 * We Are the Rocks

//Graphic Organizers//
 * Organizational Features of Expository Text (chart)
 * Essay Map (graphic organizer)

//Rock Materials//
 * Rocks supplied by teacher (Arizona Mining and Mineral Museum offers free teacher kits)
 * Rocks collected by students
 * Magnifying glass
 * Egg cartons

//Other//
 * Construction paper
 * Microphone
 * Crayons
 * Markers


 * Community Connection**
 * Geologist
 * Arizona Mining and Mineral Museum
 * Field trip
 * Outreach program
 * Intel employee talk (silicon in chips)
 * News Article/Website/Teacher meeting/District level presentations
 * Television (education reporter at local television station - must show activity that has real engagement)


 * Vocabulary**
 * metamorphic rock
 * sedimentary rock
 * igneous rock
 * weathering
 * rock cycle
 * texture
 * classify
 * magma
 * lava
 * sort

The teacher will present students with a rock and ask them to tell everything they know about it. They will list the information on a KWL chart. Next, they will list what they would like to learn. The chart will be posted in the room as a visual aid throughout the unit. Give students an overview of the unit we will be studying over the next four weeks. Inform students there will be books on rocks in the reading center for research and DEAR time reading.
 * Introduction**

Day 1: Day 2: Day 3: Day 4:
 * Week 1**
 * List unit vocabulary on chart paper.Tell students to look for the words as they watch a video. Students will view segments 1 and 2 of the DE Streaming video, __The Story of Three Rocks__, as they complete the accompanying learning guide and fill in newly learned vocabulary.
 * The class will discuss the vocabulary words and their meanings and create a vocabulary foldable.
 * Students will discuss the video segments from the previous day with a shoulder partner. Each group will pick one thing they remember and share out with the class using the microphone.
 * Show the remaining segments of the DE Streaming video and complete the learning guide.
 * During center time at individual laptops, students will complete vocabulary activities at Houghton-Mifflin Online Vocabulary Games (Unit C).
 * As a vocabulary review, students will create a Wordle on their individual laptops. (Example) Print it out to display on science vocabulary wall.
 * Working in groups of 3, students will read //Lesson 1: Different Types of Rocks// in their science book. Review with students how to read expository text. Ask students to identify the purpose of the organizational features used in expository texts, such as labels, bold type, captions, headings, and diagrams. As students read, they will complete an online Essay Map from ReadWriteThink. Explain that taking notes while reading will help them remember information. Remind them to use short phrases to take notes. Conference with small groups to make sure they recognize and understand the organizational features. Each group will share out two new facts they learned from the text. Students will save the GO to study and write an essay.
 * Do a whole-class vocabulary review using the foldables. (Send home for homework review.)
 * Complete Lesson 2 in the science book. Students will take more short notes on the Essay Map to help them write their essay.
 * Students will use their essay maps to present what they have learned about rocks. They will be given the choice to use a word processing or presentation program. A rubric will be used to assess their writing.

Day 1: Day 2: Day 3: Day 4:
 * Week 2**
 * Complete adaptive curriculum lesson to introduce students to rock formation and identification. After viewing the introduction, students will take turns sorting the rocks in the activity object and determining where it was likely formed. Students will share out their answers from the student activity sheet.
 * Working in pairs, students will re-read and complete the end-of-chapter questions in the science text.
 * Listen to the song __We Are Rocks__//.// Students will identify information we have learned in class in the song and identify new information presented. They will discuss new findings in dyads and work to create a new song or poem of their own about rock formation to be taught to younger students.
 * Using the laptop cart, students will record their song lyrics or poems on Votki and post on the class website. Students will be given a short quiz on types of rocks and how they are formed.

Day 1: Day 2: Day 3: Day 4:
 * Week 3**
 * Day 1: Teacher will read the book, __Dave's Down to Earth Rock Shop__. When done, ask students about the various ways rocks were sorted in the story. Allow students to explore the real __Dave's Down to Earth Rock Shop__ web site, noting their favorite rocks, their names, and how they are classified. Students will record their work using Google Docs.
 * Students will create a graphic organizer to classify rocks they noted as their favorite from the previous lesson. Encourage them to add rock property descriptors to the classifications.
 * Students will use Google Docs spreadsheet to graph the class' favorite rocks. (Students will work in groups of two - laptop cart.) Print out to display in class. Discuss data, i.e. which rock was the most favorite, least favorite, etc.
 * Students will be presented with the Case Study. Given a rock kit, students will decide how to solve the case. They will share out with the class and present their rationale for grouping the rocks the way they chose. They will then be instructed to sort rocks by color and texture.

Days 1-4: Day 5:
 * Week 4 - Culminating Activity**
 * Students will start their own rock collection using directions from the following site: National Science Digital Library. Each day, they will collect rocks in the local neighborhood. They will begin labeling and designing a way to display their collection. (Students will be given plastic bags and egg cartons to store found rocks.)
 * (A local geologist or representative from Intel will give a talk to the entire third grade about rocks and their uses in everyday life, i.e. computer chips, art)
 * Students will set up their completed collections in the school cafeteria. Students from various classes in the school will visit the displays and students will explain their collection. Parents will also be invited to view student displays.
 * Class will revisit our KWL chart for completion, adding what we have learned about rocks.


 * Assessment**
 * Science journal
 * Ticket out the door
 * Teacher observations
 * Writing rubrics
 * Rock sorting rubric
 * Tests and quizzes
 * Activity sheet responses


 * Extension Activities**
 * Online Rock Puzzles
 * Create your own rock!
 * Minerals in Your House
 * Trackstar #397415