Instructional Unit Template EDU 624 (2) - Herring

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School

Tennessee State University *

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624

Subject

Geology

Date

Oct 30, 2023

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docx

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Uploaded by ElderTitanium9065

Instructional Unit Content Area: Grade Level: Comprehensive Science II 7 th Grade Unit Title: Unit Length/Times: Rock Cycle Two (2) 1 hour & 52-minute class sessions Unit Description: This unit address of variety of processes that take place on Earth’s surface. Students will receive instruction on the Earth Cycle and the various processes or steps that are taken to contribute to their formation within and on the Earth. Standards/Benchmarks: SC. 7. E. 7.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Objectives: Students will be able to describe how rocks are forme d. Students will be able to distinguish between igneous, sedimentary and metamorphic rocks. Students will be able to describe how events in the rock cycle and how it helps shape the Earth’s surface. Lessons in the Unit: Bellringer : Brain Pop – Rock Cycle Bellringer: Study Jams - Rock Cycle Higher Order Thinking Questions: List the three (3) types of rock and describe the processes needed in the formation of each. Clarify the role weathering, erosion, and deposition have in reshaping Earth’s surface. Concepts: Students will be represented with concepts associated with the rock cycle and how the three types of rocks are formed based on certain processes that within and on Earth’s surface. Academic Vocabulary: Content Specific Vocabulary: Rock Cycle, Weathering, Erosion, Deposition, Melting, Heat, Pressure. Igneous rock, Sedimentary Rock, Metamorphic Rock End of Unit Assessment Unit Essential Question:

Explain how rocks are formed. Explain how all rocks are linked by the rock cycle. Materials/Resources: PowerPoint Presentation: The Rock Cycle Student Guided Notes: The Rock Cycle Brain Pop – Rock Cycle Study Jams – Rock Cycle Florida Interactive Science Textbook, pages Rock Cycle Worksheet Rock Cycle Exit Slip ..\..\..\..\..\..\..\Desktop\Unit V Rock Cycle and Age of the Earth\Topic VIII Rock Cycle & Processes that Shape Earth's Surface\Rock Worksheet.doc ..\..\..\..\..\..\..\Desktop\Unit V Rock Cycle and Age of the Earth\Topic VIII Rock Cycle & Processes that Shape Earth's Surface\The Rock Cycle Exit Slip Key.doc ..\..\..\..\..\..\..\Desktop\Unit V Rock Cycle and Age of the Earth\Topic VIII Rock Cycle & Processes that Shape Earth's Surface\The Rock Cycle Student Guided Notes.docx ..\..\..\..\..\..\..\Desktop\FrayerModelDiagram.doc Product/Evidence: Student will complete a District Assessment at the end of the unit. Students will define the three main words using the Frayer Model to show understanding of each rock within the rock cycle. Students will complete a District Assessment and the results will provide evidence to indicate if learning gains were evident based on an analysis of these results. Differentiation: Students will be presented with the information via PowerPoint. Students will be based in learning groups based on their learning level and group accordingly to complete specific activities relating to the benchmark covered in order to present students with additional intervention on benchmarks where the data indicates that additional assistance is necessary. Texts for Independent Reading or Read Aloud to Support Content

Informational/Non-Fiction Fiction Students will complete Reading Essential Packets on the three types of rock. During this activity, students will read in groups and be placed in three different groups where they will each be given poster board paper and markers to list important facts based on the type of rock assigned. Student will participate in a jeopardy game on the rock cycle where they will be placed in groups and each one will be required to read each statement and say aloud the correct response. Learning Experience # _____ Standards/Objectives: Explain how the Earth’s surface is built up and torn down by the processes of weathering, erosion and deposition. Explain how weathering and erosion result in the formation of sediments. Relate the patterns within the rock cycle to surface events and subsurface events. Essential Question: Model the processes that rocks go through to become igneous, sedimentary, and metamorphic rocks. Description of Activity: Students will create their own model of the rock cycle and then illustrate those processes that occur in the formation of all three (3). Teacher Resources: Student Resources: BrainPop (brainpop.com) StudyJams (studyjams.com) Florida Interactive Science Textbook – Teacher’s Edition and Resource Florida Interactive Science Textbook – Student edition Student Interactive Notebook Guided Notes – Rock Cycle Assessment: District-wide unit assessment Prior Knowledge and Experiences: Describe how igneous, metamorphic and sedimentary rocks are formed. Relate the patterns within the rock cycle to surface events and subsurface events. Gradual Release Model (I do, We do, They do, You do): I Do - Show PowerPoint Presentation, explain and discuss the characteristics of the three classes of rock.

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We Do – Complete guided notes during PowerPoint Presentation on the types of rock. You Do – Complete exit slip or the classes of rocks, Create Model of the Rock Cycle in your interactive notebook. Differentiation: The curriculum will be differentiated to accommodate three learning levels based on the readiness and academic progression of the students based on their mastery (or lack thereof) of the benchmarks assessed during this unit of instruction. Cross-Curricular Connections: Student will be encouraged to write and reflect on the content being presented in their Interactive Journals using complete sentences. Art will also be infused in this lesson as students will be required to create their own model of the rock cycle. Vocabulary: Rock Cycle, Weathering, Erosion, Deposition, Melting, Heat, Pressure, Igneous, Sedimentary, and Metamorphic.