management strategies to several examples of the rock type ... · graph paper 1 for each student....

Strand: 7.2.1 and 7.2.6 Emphasis: Rock Cycle and Geologic Time Anticipated Time Required (assuming 50 minute class periods): Episode 1 - 30 min Episode 2- Dominant CCC: Energy and Matter, Scale, Cause and Effect Dominant SEP: Develop a model, engaging in argument from evidence, analyzing and interpreting data. Management Strategies to support equitable access to content: Jigsaw, Rainbow grouping, Card Houses and shuffling the deck Shopping list: Episode 1 - rocks and images of landforms and maps (if possible) from wasatch front (if possible) Episode 2-

● Several examples of the rock type labeled and described. ● Hand lenses

Episode 3- none Episode 4-

● Graph paper 1 for each student. ● Colored pencils ● Rulers ● Clay kit - air dry clay or salt dough or playdough...colored some ‘fossils’ beads or something ● Dental Floss ● Transparency sheets ● Washable felt tips markers (transparency markers) ● Viewing Stands (if available) I’m making mine. ● Cardboard (I cut up old science fair boards into squares) or paper plates

Episode 5- none Episode 6- none Episode 7- none Episode 8- none Episode 9- none Episode 10

● Large paper ● Pencils ● Paper ● Markers ● Rulers

H. Waite

Sto

ryli

ne

Pla

nn

er-

7.2

.1 a

nd

7.2

.6

An

cho

r P

hen

om

enon:

Dif

fere

nt

Ro

ck f

orm

atio

ns

In a

nd A

round U

tah i

ncl

udin

g t

he

Far

min

gto

n C

anyon C

om

ple

x p

ort

ion o

f th

e W

asat

ch F

ron

t

Stu

den

t P

erfo

rman

ce E

xp

ecta

tio

n:

Dev

elo

p a

mo

del

of

the

Rock

cycl

e in

cludin

g t

he

role

of

ener

gy i

n c

ycl

ing m

atte

r b

y m

akin

g a

n a

rgu

men

t fr

om

evid

ence

usi

ng t

he

geo

logic

tim

e sc

ale,

su

per

posi

tio

n a

nd

un

confo

rmit

ies

7.2

.1 a

nd 7

.2.6

Dom

inan

t D

CI

Dom

inan

t C

CC

D

om

inan

t S

EP

Ear

th a

nd S

pac

e S

cien

ce

Ener

gy a

nd m

atte

r

Sca

le

Dev

elo

p a

Mo

del

Arg

ue

fro

m e

vid

ence

S

cien

ce E

xper

ience

s

CC

C/S

EP

W

hat

are

stu

den

ts d

oin

g?

(This

sho

uld

mat

ch y

our

SE

P!)

What

sp

ecif

ic u

nd

erst

and

ing

s sh

ou

ld

stud

ents

get

fro

m t

his

exp

erie

nce

?

(What

pie

ces

of

the

per

form

an

ce

exp

ecta

tio

n d

oes

the

exp

erie

nce

pro

vid

e?)

New

ques

tio

ns

stud

ents

hav

e to

pro

pel

us

to t

he

nex

t sc

ience

exp

erie

nce

Ass

essm

ent

1

Pat

tern

s/

Ask

ing Q

uest

ions

Gal

lery

str

oll

. L

oo

kin

g a

t ro

ck

sam

ple

s and

pic

ture

s o

f la

nd

fo

rms

incl

ud

ing t

he

Was

atc

h f

ront

and

ante

lop

e is

land

sho

win

g m

an

y

dif

fere

nt

typ

es

of

rock

fea

ture

s.

Stu

dents

wil

l co

mp

lete

ob

serv

atio

n

char

t, d

iscu

ss t

hei

r o

bse

rvat

ions

wit

h t

able

par

tner

and

wri

te

ques

tio

ns

on s

tick

y n

ote

s fo

r th

e

bo

ard

.

Ther

e ar

e m

any t

yp

es

of

dif

fere

nt

rock

s fo

und

in U

tah

Ho

w d

o d

iffe

rent

rock

s

form

? H

ow

did

the

Was

atch

fro

nt

form

?

Ques

tio

ns

in p

arkin

g l

ot.

2

Cau

se a

nd

eff

ect/

Ob

tain

ing a

nd

com

mu

nic

atin

g

info

rmat

ion

/

carr

yin

g o

ut

invest

igat

ion

Giv

en a

ro

ck a

nd

a r

eso

urc

e (t

ext

bo

ok,

go

ogle

ear

th,

vo

cab

ula

ry l

ist,

pic

ture

s) a

nd

det

erm

ine

the

ori

gin

of

the

rock

and

the

role

of

energ

y.

Jigsa

w.

Stu

den

t sh

are

kno

wle

dge

wit

h t

hei

r w

ork

gro

up

s as

they

mo

ve

fro

m s

tati

on t

o s

tati

on.

Ro

cks

have

char

acte

rist

ics

rela

ted

to

thei

r o

rigin

s.

Ro

cks

are

clas

sifi

ed

acco

rdin

g t

o t

hei

r o

rigin

s. R

ela

tio

nsh

ip

bet

wee

n m

iner

als

and

ro

cks.

P

roce

ss

of

foss

iliz

atio

n

Can

ro

cks

change?

H

ow

old

are

the

rock

s? W

hy

do

we

find

cer

tain

typ

es

of

rock

s in

cer

tain

pla

ces?

Eac

h s

tud

ent:

Make

a ‘b

roch

ure

’ o

f ro

cks,

min

eral

s an

d f

oss

ils

and

ho

w t

hey f

orm

.

Incl

ud

ing d

raw

ing

s an

d n

am

es

of

rock

s

fro

m e

ach g

roup

and

use

of

app

rop

riat

e

vo

cab

ula

ry i

ncl

ud

ing,

foli

ated

, d

epo

siti

on,

cem

enta

tio

n,

com

pre

ssio

n,

heat

ener

gy,

sola

r en

erg

y,

gra

vit

y,

min

eral

, co

mp

ose

d

Per

form

mo

del

ing e

xer

cise

to

sho

w t

he

H. Waite

pro

cess

of

sed

imenta

ry r

ock

fo

rmat

ion

usi

ng s

and

and

dis

solv

ed m

inera

l

stru

cture

s (l

ike

salt

)

3

cause

and

effe

ct, st

abil

ity

and

chan

ge/

anal

yzi

n

g a

nd

inte

rpre

ting

dat

a, u

sing

model

s,

engag

ing i

n

argum

ent

from

evid

ence

Stu

dents

ob

serv

e unco

nfo

rmit

ies.

Stu

den

ts t

ry t

o o

rder

the

even

ts i

n

a geo

logic

cro

ss s

ecti

on.

Stu

dents

co

nst

ruct

a p

erso

nal

fo

ssil

reco

rd

Stu

dents

pra

ctic

e in

terp

reti

ng

geo

logic

cro

ss s

ecti

on m

od

els.

Law

of

Unif

orm

itar

ianis

m

Law

of

sup

erp

osi

tio

n

role

of

def

orm

atio

n a

nd

ero

sio

n i

n

pro

duci

ng u

nco

nfo

rmit

ies

and

the

pro

ble

ms

of

mis

sin

g t

ime.

wh

at c

ould

cau

se t

hes

e

kin

ds

of

events

to

occ

ur

Stu

dents

co

mp

lete

wo

rksh

eets

and

per

sonal

fo

ssil

rec

ord

.

Exit

sli

p o

n u

nif

orm

itar

ianis

m

4

Pat

tern

s/ A

skin

g

ques

tio

ns

/

Dev

elo

pin

g a

nd

Usi

ng M

od

els

Stu

den

ts w

ill

ob

serv

e ro

cks

geo

logic

map

of

uta

h

Stu

dents

co

nst

ruct

mo

del

of

layer

s,

mo

dif

y i

t an

d t

hen

map

it.

Geo

logic

, st

rati

gra

phic

, an

d

top

ogra

phic

map

s sh

ow

wher

e l

ayer

s

are

found

. I

t is

in

ferr

ed t

hat

th

e ro

cks

that

can

’t b

e se

en a

re s

till

pre

sent

und

er t

he

surf

ace.

Ho

w d

id t

his

hap

pen

?

What

fo

rces

co

uld

cau

se

this

to

occ

ur?

Stu

dents

ask

quest

ion

s

As

a gro

up

stu

den

ts c

onst

ruct

map

s o

f th

e

mo

del

sho

win

g a

n u

nd

erst

and

ing t

hat

rock

str

ata

a th

e b

ott

om

are

old

er t

han

stra

ta a

t th

e to

p.

5

Pat

tern

s/

scal

e/

En

gag

ing i

n

argu

men

t fr

om

evid

ence

/

Ob

tain

ing,

eval

uat

ing a

nd

com

mu

nic

atin

g

info

rmat

ion

Stu

dents

ob

serv

e im

ages

of

the

Was

atch

fro

nt

and

the

was

atch

fau

lt.

Stu

dents

wil

l b

e giv

en a

co

py o

f

geo

logic

tim

e sc

ale

alo

ng w

ith

oth

er r

ock

s, i

mages

and

dat

a fr

om

Far

min

gto

n C

om

ple

x,

incl

ud

ing

Web

er C

anyo

n,

Ogd

en C

an

yo

n,

Ante

lop

e Is

land

. I

ntr

od

uce

d t

o

vo

cab

ula

ry:

ro

ck s

trat

a,

unco

nfo

rmit

y,

and

the

nam

es o

f th

e

dif

fere

nt

typ

es

of

rock

s fo

und

in

the

Far

min

gto

n C

om

ple

x a

lon

g

wit

h t

hei

r ag

es.

G

eolo

gic

map

of

Far

min

gto

n c

anyo

n c

om

ple

x

Rec

og

niz

e th

at

the

even

ts t

hat

aff

ect

Far

min

gto

n C

an

yo

n s

eem

ed t

o h

ave

affe

cte

d a

ver

y l

arge

area

. T

hat

the

layer

s have

bee

n a

lter

ed d

ram

atic

ally

Ho

w d

id w

asa

tch f

ault

form

s.

Stu

dents

arg

ue

fro

m e

vid

ence

fro

m r

ock

stra

ta a

nd

evid

ence

fro

m u

nco

nfo

rmit

ies

abo

ut

ho

w W

asatc

h M

ounta

in R

ange

form

ed.

Stu

den

t re

spo

nse

s sh

ould

be

sup

po

rted

wit

h e

vid

ence

fro

m t

he

dat

a.P

rew

rite

6

cause

and

eff

ect,

ener

gy a

nd

mat

ter

and

Stu

dents

wil

l o

bse

rve

a m

od

el o

f

thru

st f

ault

s o

bse

rve

aeri

al

pho

togra

phs

of

area

s p

rod

uce

d b

y

Rec

og

niz

e th

at

the

Was

atch f

ront

was

buil

t fr

om

a t

hru

st f

ault

act

ing o

n

man

y l

arge

layer

s o

f se

dim

enta

ry r

ock

Are

thes

e fo

rces

sti

ll

acti

ng o

n t

he

Was

atc

h

Fro

nt?

S

ho

uld

n’t

the

Stu

dents

dis

cuss

evid

ence

and

res

po

nd

to

Exp

lanat

ion A

H. Waite

stab

ilit

y a

nd

chan

ge/

dev

elo

pin

g a

nd

usi

ng m

od

els

thru

st f

ault

s.

Incl

ud

ing t

he

west

ern

u.s

.

Stu

den

ts r

esp

ond

to

Exp

lanat

ion A

that

had

fo

rmed

ear

lier

and

had

bee

n

com

pre

ssed

into

met

am

orp

hic

ro

ck .

So

met

imes

the

forc

es w

ere

stro

ng

eno

ugh t

o p

rod

uce

ig

neo

us

rock

s b

y

mel

tin

g.

Thes

e m

etam

orp

hic

ro

cks

wer

e co

mp

ress

ed a

nd

thru

st o

ver

eac

h

oth

er m

an

y t

imes

to p

rod

uce

the

unco

nfo

rmit

y i

n t

he

rock

str

ata.

Was

atch

fro

nt

just

be

a

big

set

of

hil

ls?

Why i

s

the

ran

ge

cut

op

en l

ike

this

?

7

Cau

se a

nd

eff

ect/

Co

nst

ruct

ing

exp

lanat

ions,

arguin

g f

rom

evid

ence

Stu

dents

vie

w e

vid

ence

the

Sevie

r

Oro

gen

y w

as c

ause

d b

y a

sub

duct

ing p

late

off

the

coas

t o

f

Cal

ifo

rnia

by o

bse

rvin

g m

od

els

of

the

Oro

gen

y a

nd

th

rust

fau

lts.

Stu

dents

res

po

nd

to

Exp

lanat

ion B

Rec

og

niz

e th

at

the

Was

atch f

ault

cam

e

aft

er t

he

fold

ing o

f ro

ck c

ause

d b

y t

he

inte

ract

ion o

f te

cto

nic

pla

tes

What

is

cau

sing t

he

land

to c

om

pre

ss?

what

mak

es

pla

tes

mo

ve?

Stu

dents

dis

cuss

evid

ence

and

res

po

nd

to

Exp

lanat

ion B

8

Cau

se a

nd

eff

ect/

stab

ilit

y a

nd

chan

ge/

ener

gy

and

mat

ter/

arguin

g f

rom

evid

ence

.

Stu

dents

co

nst

ruct

mo

del

of

no

rmal

fau

lt.

Lo

ok a

t m

aps

sho

win

g

wh

ere

river

s fl

ow

and

exp

ose

the

unco

nfo

rmit

ies.

Stu

dents

lo

ok a

t m

aps

of

fault

s,

rece

nt

vo

lcanic

act

ivit

y,

ho

t sp

ring

s

and

geo

ther

mal

act

ivit

y i

n t

he

Gre

at B

asin

and

Ran

ge.

Ele

vati

on

chan

ges

?

Exp

lanat

ion C

Rec

og

niz

e th

at

the

land

is

stil

l

chan

gin

g b

ecause

of

forc

es b

enea

th

the

surf

ace

of

the

eart

h (

hea

t and

pre

ssure

fro

m b

ein

g d

eep

and

nea

r th

e

core

) w

hic

h i

s ca

usi

ng a

thin

nin

g a

nd

stre

tchin

g o

f th

e gre

at b

asin

and

ran

ge

and

ab

ove

the

eart

h d

ue

to s

ola

r

ener

gy a

nd

the

pro

duct

ion o

f w

eath

er

and

tem

per

ature

chan

ges

.

Can

we

pre

dic

t

eart

hq

uakes

? D

o s

cien

tist

s

all

over

the

wo

rld

mak

e

infe

rence

s in

the

sam

e

way?

Stu

dents

dis

cuss

evid

ence

and

res

po

nd

to

Exp

lanat

ion C

9

cause

and

eff

ect/

stab

ilit

y a

nd

chan

ge/

arguin

g

fro

m e

vid

ence

Stu

dents

dis

cuss

cla

ims

wit

h n

ew

gro

up

and

co

nst

ruct

gro

up

exp

lanat

ion

Stu

dents

wo

rk w

ith g

roup

to

com

ple

te W

ork

shee

t

Rec

og

niz

e th

at

rock

s ar

e ch

an

gin

g d

ue

to f

orc

es o

f er

osi

on,

wea

ther

ing,

pre

ssure

, hea

t, f

old

ing,

and

fault

ing

and

that

thes

e chan

ges

occ

ur

all

the

tim

e.

What

cau

ses

the

eart

h

pla

tes

to m

ove

aro

und

?

Stu

dents

dis

cuss

cla

ims

and

co

mp

lete

Arg

um

ent

To

ol

and

Wo

rksh

eet

10

Ener

gy a

nd

mat

ter/

dev

elo

pin

g a

nd

usi

ng m

od

els

Stu

dents

wil

l co

nst

ruct

a m

ind

map

and

exp

lanat

ion o

f th

e ro

ck c

ycl

e

des

crib

ing h

ow

ener

gy f

low

s and

mat

ter

cycle

s to

pro

duce

chan

ges

to

the

Ear

th a

cco

rdin

g t

o r

ub

ric.

O

ne

Dev

elop a

model

of

the

rock

cycl

e

to d

escr

ibe

the

rela

tionsh

ip

bet

wee

n e

ner

gy f

low

and m

atte

r

cycl

ing t

hat

cre

ate

igneo

us,

What

is

go

ing o

n u

nd

er

the

surf

ace.

.to

war

ds

7.2

.5

and

7.5

.2

Eac

h S

tud

ent

con

stru

ct a

mo

del

and

an

exp

lanat

ion (

par

agra

ph),

acc

ord

ing t

o

rub

ric.

(min

d m

ap-i

ncl

ud

ing w

ord

s

pic

ture

s an

d a

rro

ws)

of

ho

w r

ock

s ch

an

ge

and

the

forc

es t

hat

chan

ge

them

(ro

ck

H. Waite

pee

r ed

it i

s re

quir

ed.

se

dim

enta

ry,

and m

etam

orp

hic

rock

s. E

mphas

ize

the

pro

cess

es o

f

mel

ting,

cryst

alli

zati

on,

wea

ther

ing,

dep

osi

tion,

sedim

enta

tion,

and d

eform

atio

n,

whic

h a

ct t

oget

her

to f

orm

min

eral

s an

d r

ock

s.

cycl

e) i

ncl

ud

ing t

hre

e m

ain r

ock

typ

es,

hea

t en

erg

y,

sola

r ener

gy,

ero

sio

n,

cycl

e,

wea

ther

ing,

dep

osi

tio

n,

cem

enta

tio

n,

com

pre

ssio

n,

hea

t, p

ress

ure

an

d a

rro

ws

sho

win

g w

her

e d

ynam

ic c

han

ges

are

occ

urr

ing t

o r

ock

.

One

pee

r ed

it r

equir

ed b

efo

re s

ub

mis

sio

n.

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H. Waite

7.2.6 Episode 5

Student Science Performance

Topic: Rock Cycle and Geologic Time Title: Rock and Rolling on the Wasatch Front

Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.

Lesson Performance Expectations: Students will argue from evidence about the causes of the Wasatch mountains and fault. Students will ask questions and look for evidence to help them construct better understanding. CCC: Cause and effect, stability and change SEP: Asking questions, analyzing and interpreting data.

Students Will. . . To Construct Meaning the Farmington Canyon Complex portion of the Wasatch Front Students are shown Wasatch front and Wasatch fault scarp and map(images or video) Recognize that the fault is still active and poses a threat to the people and structures in Utah. How were these mountains and the fault form? Students write questions related to How the mountain range and fault formed, and construct possible explanations and share in class discussion.

Teacher Will. . . To Support Students

Management Strategy: Each student is given a playing card. Students will organize into groups of 4. Each group should have a spade, diamond, club and heart. Ace – 8. Try to pair up strong students with students who struggle for this standard. Phenomenon: Show Image or tour of the beautiful Wasatch Mountain Range rising above the Great basin and the menacing Wasatch Fault that runs along the bottom of that mountain range. Show the contrasting sides of the Wasatch Front, the majesty and the danger.

https://www.youtube.com/watch?v=95S0zJOwryc Fall in the Wasatch Mountains Utah

https://www.youtube.com/watch?v=DByPiCkznE0 Wasatch Fault Fly By: Utah Geologic Survey START AT 2:00 min. While students watch the videos they should be making observations and asking questions in their journal. Pass Out evidence binders. 1. Discussion: The best snow on earth is found on this

H. Waite

https://www.youtube.com/watch?v=95S0zJOwryc

https://www.youtube.com/watch?v=DByPiCkznE0

Students look at images of wasatch fault, earthquake data from the fault, predictions of damage from an earthquake along the Weber, Davis, Salt Lake, Provo corridor.

beautiful mountain range jutting out of the desert. At its base is a fault line that we can see through fault scarp evidence shows has dropped several times. Each time an earthquake has occurred the fault has moved approximately 10-13 ft. 2. Questions: (posed by students or teacher) Will the Wasatch Fault move again? How did these form? Were the mountains made by the fault? How do scientists learn about the past? How big will the Earthquake be? What are we doing to prepare for this event? 3. Leadership: Discussion Leader Hearts Question: “What do you think?” 4. Students will: discuss their opinions on the questions of “What caused the Wasatch mountains and the Wasatch Fault? Students should complete FIRST WRITE document and submit for feedback. They should write their questions on sticky notes and bring them to the parking lot. Materials: Sticky Notes, Argument and Explanation Image or video tour of Wasatch Front

● Map of Wasatch fault and fault scarp ● Evidence from Fault scarps of past movement ● Age of Wasatch fault ● Prediction of damage data (map)

Assessment of Student Learning Proficient students should be constructing an explanation on the questions “How did the wasatch mountains form? How did the wasatch fault form? Assessment for feedback, first write document. Are they using evidence to support their claim?

H. Waite

Based on the graph below, what can you conclude about the frequency of earthquakes along the wasatch front? https://earthquake.usgs.gov/research/everyone/wasatch/weknow.php

How did this fault line form?

H. Waite

H. Waite

First Write- Name _____________________________

Discussion Leader: ________________________

Overarching Question: What is the cause of the mountain range called the Wasatch Range and the Wasatch Fault that has caused Earthquakes in the past?

Ask Questions and write your explanation and models here.

H. Waite

7.2.1 and 6 Episode 6



Overarching Performance Expectations (Standard) from State Standards or NGSS: 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. 7.2.6 Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.

Lesson Performance Expectations: Students will engage with evidence to answer the question of how the wasatch front and fault were made by looking at Rocks from the Farmington Canyon complex. Students will respond to Explanation A by considering the connection between the explanation, the evidence and the question. Students will ask more questions. CCC: Patterns, energy and matter, cycles, stability and change SEP: Engaging in argument from evidence.

Students Will. . . To Construct Meaning

Read feedback on First Write Spades is in charge of leading the group. You are given an evidence packet for this episode in their evidence binders and a set of rocks from the Farmington Complex to look at. You should use your Rock and Mineral Guide if possible. To help you connect the images and explanations from the evidence binder to your observations of the rocks. As you study the rocks and evidence, write down your questions on a sticky note. Be prepared to share with the group.

Teacher Will. . . To Support Students Pass Back First Write with feedback. Give time for questions. Discussion Leader Spades Students will be presented with Rocks from the Farmington Canyon Complex. Teacher Note: These rocks are pretty amazing mainly because they are some of the oldest rocks on earth. Here they are, in our backyard Awesome! and wow! have they had a journey in that time. These rocks are everywhere from Brigham to Bountiful. However, even if you just looked up pictures or found similar samples, the pictures I’ve assembled tell a very compelling story Give each student or pairs of students a copy of these notes and a set of rocks to look at. The rocks should be labeled or they can use their Rock Guide to help them identify which is which. As they study, they should write down questions on sticky notes and put them in the center of the table. After a quiet think time ( 5- 10 min ), Students will read Explanation A and respond and ask questions. They should write their questions on a sticky note and put them on the table to share when everyone is ready.

H. Waite

Read and respond to Explanation A. Does the evidence match the explanation? How does it match? What questions do you have? Discuss your thoughts about Explanation A with you group. Be prepared to share with the class. With your group select your favorite questions to share with the class.

Group should argue if they think the evidence supports the claim (explanation A) or not and what information they need. They should also consider if it answers the question. As a group they should select their favorite questions to share with the class. Assessment: Students will respond to Explanation A Each group will ask one question to be brought to the class: Are these all metamorphic rocks? Were they sedimentary rocks? Was there an ocean here? Would they have become igneous rocks? What type of rocks are they becoming now? Where did the heat and pressure come from that changed these rocks if they are on top of a mountain? Did the Wasatch Fault make these changes?

Assessment of Student Learning Proficient students should engage with the evidence and contribute to their group discussion. They should complete response to Explanation A and turn in for feedback. The work should be assessed for their ability to connect the evidence to the claim. They should also be asking thoughtful questions related to the evidence.

H. Waite

Question: How did the Wasatch Range and Wasatch Fault form?

Explanation A

The segment of the Wasatch Front, from Farmington Canyon in the South to Willard in the North, is called the Farmington Canyon complex. It seems to be made of rocks that have many wavy lines that look like they were folded. All of the rocks are very foliated or banded and shiny which indicates that they are metamorphic rocks. Some even look like they are might be igneous rocks. They are found in layers which indicate that the rocks were probably sedimentary rocks that were laid down horizontally in an ocean, and then changed due to heat and pressure under the ground. The strata also look like they were folded and tipped. Some of the strata are turned until they are completely vertical (90 degrees). The layers of rock keep repeating themselves throughout the canyon. The Farmington Canyon Complex appears to be made of repeating layers that are deformed and tilted downward towards the west.

Discussion Leader: ____________________________

Discuss the explanation with your team. Take turns Answering the Following questions.

1. What surprised you?

2. Does this evidence change your original idea? How did it change?

3. Do you think you have enough information to answer the question? What would you like to know?

Write your own thoughts on the evidence presented and questions you have.

H. Waite

Farmington Canyon is the canyon to the East of Lagoon. These same rocks around throughout the Farmington Canyon Complex. The complex covers the area you see in the maps below:

H. Waite

These are the kinds of rocks we see in the Farmington Canyon Complex. Most of the rocks in the formation are metamorphic rocks that changed from sedimentary rocks like sandstone (quartzite), siltstone or shale (slate schist and gneiss). The ABSOLUTE age of the sedimentary rocks that made these metamorphic rocks is estimated to be 3 BILLION years old. Ya, you heard right. These are some of the oldest rocks ever seen at the surface of earth. The rocks on the right side of the spectrum above require MORE heat and MORE pressure than the rocks on the left.

This is where shale is made. In the still waters just offshore where fine clay and silt particles float just a little farther out to sea before falling to the sea floor. Limestone is made of even smaller particles so they travel farther before settling. Limestone is mostly made of the mineral calcite.

There is no shale left in Farmington canyon it’s all been changed into slate, phyllite, schist, gneiss and granulite. But they all started out as shale. They believe that the rocks changed to extreme heat and pressure 1.7 billion years ago.

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Now it’s at the bottom, the middle, and the top of Farmington Canyon and it looks like this.

This is migmatite. It is metamorphic rock that was so heated and under such fantastic pressure it ALMOST became an igneous rock. It’s very similar to basalt. This is the very top of Farmington Canyon.

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What is really interesting is to see that there is a pattern in the order of the rocks. I saw it all over the canyon.

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Quartzite ------> Slate----> Schist----. Gneiss----> Migmatite

Sometimes it was tilted one direction, sometimes another.

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At the very top of the mountain my cool husband took this shot which shows the whole pattern at the top of Francis Peak, next to those radar domes you see on the mountains above Lagoon.

On the left is the migmatite---. Gneiss--.schist---> Slate----> Then the White quartzite on the right

Looking to the West from Francis Peak (top of Farmington Canyon) you see Antelope Island. The geologic map says that these same rocks are found there too!

H. Waite



Topic rock cycle and geologic time Title: Rock and Rolling on the Wasatch Front


Lesson Performance Expectations: Students obtain, evaluate and communicate information about patterns in fault formation and activity, and ask questions about the formation of the Wasatch Fault. CCC: Patterns SEP: Obtain, evaluate and communicate information

Students Will. . . To Construct Meaning Read and Review explanation A and discuss with your table. Clubs leads out the discussions today. Read evidence for this episode and watch video on the formation of thrust faults. Read Explanation B quietly and respond and ask questions. Write down questions or observations for discussion on sticky notes and be prepared to share with the group. Class Discussion on the evidence and its relation to the explanation and the Big Question.


Pass back Explanation A with feedback. Student Leader for this episode is Clubs The question is what is causing the deformation of the Farmington Complex and is this related to the building of the Wasatch Range and Fault. Pass Out New Evidence to Answer Question “What caused the deformation of the Farmington complex? Evidence: · Stratigraphic map and geologic map of North End of complex (Willard) https://www.youtube.com/watch?v=Ly78AxI9gaE · Map of North America · Information on Sevier orogeny · Model of subduction · Model of thrust fault video Pass out Explanation B and have students quietly read and respond (5-10 min). They should also continue writing questions on sticky notes. Then have Clubs lead out a discussion about the evidence and if it matches the claim and review questions.

H. Waite

https://www.youtube.com/watch?v=Ly78AxI9gaE

https://www.youtube.com/watch?v=Ly78AxI9gaE

Complete and turn in Explanation B

Students will choose questions and observations to bring to the class discussion. Assessment: Explanation B Response. Make sure students have a place to keep their responses until they are done with this series of episodes and they have constructed their final arguments.

Assessment of Student Learning Proficient students can engage with the evidence even though it may seem intimidating. They should ask clarifying questions and connect the evidence to the claims found in the explanation. Explanation B response should be evaluated for mental engagement with the evidence and good questioning.

H. Waite

Big Question: What is the cause of the mountain range called the Wasatch Range and the Wasatch Fault?

Question: What caused the deformation of the Farmington Complex?

Explanation B

The rocks of the Farmington Canyon complex are mostly metamorphic rocks like Gneiss, Schist and Quartzite. Evidence suggests these rocks are Precambrian rocks that formed around 3 billion years ago. The layered rock that started as shale, which is a sedimentary rock and have been changed by heat and pressure deep in the earth into metamorphic rocks. There is also metamorphic igneous rocks (amphibolites) that are 2.7 billion years old which makes them younger than the sedimentary metamorphic rocks . This could be because the magma intruded into the layers of sedimentary rock.

The rocks of the Farmington Complex have been folded and faulted in a way that is similar to models of thrust fault duplex systems. Scientists think that the thrusting occurred as the ancient Farallon plate was subducted underneath the North American plate which folded and shortened the crust. Evidence for subduction is found in the crust of California. This event occurred between 140- 50 million years ago. The Wasatch fault might have been formed from this deformed crust.

Discussion Leader: ________________________________________

Discuss this explanation with your team. Take turns answering the following questions



3. Do you think you have enough information to answer the Big question? What would you like to know?

4. Do you agree with the Explanation? Why or why not?

H. Waite

Write your own thoughts and questions here after your group discussion.

When scientists make a Geologic Cross Section of the Wasatch Front from the West Side to the East side as we go up Weber Canyon, It looks like this.

H. Waite

This is what the rocks look like as you go through the entire Wasatch Range. The rocks are folded and pushed on top of each other.

Scientists infer that the folding we observe in the Farmington Canyon Complex was caused by an event called the Sevier Orogeny (orogeny= MOUNTAIN BUILDING). If you look at the map you can see that the Wasatch Front is part of a ‘crumpled’ looking mountain range that goes from Canada to Mexico. Doesn’t it look like it’s been squished?

H. Waite

The Sevier Orogeny or mountain building event occurred between 140 -50 million years ago. The rocks are much older than the folding event that brought them to the surface.

H. Waite

Top:http://www.ucmp.berkeley.edu/images/caltrans/subduction.gif

Bottom:http://aese2006.geology-guy.com/images/marshall_fig7.jpg

H. Waite

http://aese2006.geology-guy.com/images/marshall_fig7.jpg

Subduction of one plate under another is caused by COMPRESSION or forces that SQUEEZE things together. This kind of squeezing can cause folding, thickening and a really interesting kind of faulting called a THRUST FAULT.

https://www.nps.gov/parkhistory/online_books/geology/publications/state/tx/1968-7/images/fig26.jpg

H. Waite





Lesson Performance Expectations: Students analyze and interpret data in the form of maps showing or rivers and unconformities construct model of normal fault. SEP: Analyze and interpret data CCC: Systems and system models

Students Will. . . To Construct Meaning Read and reflect on feedback from explanation B. Diamonds lead this section. Is the wasatch fault a thrust fault or is it made by something else? Discuss the evidence and ask new questions. Complete your response to Explanation C and turn in for feedback.

Teacher Will. . . To Support Students Pass Back Explanation B with feedback. Student leader: Diamonds Pass out new evidence for this episode to help answer the questions, “Is the Wasatch Fault a thrust fault?” Evidence: · Image of the stripes we see between the Wasatch Front and Sierra Nevada Mountains that are made of row upon row of small mountains. · Map of faults in Great Basin and Range · Map of Geothermal activity and Hot springs · Model of Normal Faults Geologic Cross section of the Wasatch Front Show students the evidence and pass out Explanation C. They should spend time 5-10 min quietly reflecting on the new evidence and explanation. They should write their observations and questions and be prepared to share with their group. Group leader leads discussion on new evidence and questions. Students are trying to determine if the evidence answers their questions and supports the claim. Questions will be brought to the class for discussion.

H. Waite

Assessment: Explanation C

Assessment of Student Learning Explanation C- proficient students should be able to match the evidence to the claims made in the statement, ask thoughtful questions relating to the evidence.

H. Waite

Big Question: What is the cause of the mountain range called the Wasatch Range and the Wasatch Fault?

Question: Is the Wasatch Fault a Thrust Fault?

Explanation C-

The Salt Lake Valley sits in between 2 faults: the Wasatch Fault on the East and the Oquirrh Mountain Fault on the West. The Great Salt Lake seems to sit at the bottom of a Basin between two faults. Sediment falls from the mountains into the Basin. There are many faults and ranges between Wasatch front and the Sierra Nevada Mtn Range on the border between California and Nevada. This striped series of Ranges with sedimentary basins in between is called the Great Basin and Range. This pattern of range and basin is the same as models of Normal Faults which occur when the rock material is pulled apart or stretched by opposing forces.

Evidence suggests the process that formed the Great Basin and Range began 5.3 million years ago. When this process started, the Wasatch Mountain Range was already lifted and folded and by compression forces and thrust faults and then was pulled apart by expanding forces to produce the Wasatch Fault. The fault is still active which means that the expanding forces are still acting on this portion of North American continent.

Discussion Leader: ________________________________________

Discuss this explanation with your team. Take turns answering the following questions



3. Do you think you have enough information to answer the overarching question? What would you like to know?

4. Do you agree with the Explanation? Why or why not?

H. Waite

Write your own thoughts and questions here after your group discussion.

Between the Wasatch Front and Nevada there is a very strange series of mountains and basins called the GREAT BASIN AND RANGE PROVINCE. If you drive from Salt Lake to Reno you pass over mountains and through valleys over and over again. It looks like this.

H. Waite

When they look at the rocks of these mountains they don’t have that folded appearance of the Wasatch front, they are tipped and layered but it doesn’t look like the effects of a thrust fault.

What they have noticed is that all of these mountains have a fault on either side of them. Let me say that again: All of these mountains have faults on BOTH SIDES. They look like they are made by a process called FAULT BLOCKING. https://image.slidesharecdn.com/fdsci201-4platetectonics140113-140917181656-phpapp01/95/natural-disasters-topic-3-plate-tectonics-56-638.jpg?cb=1410978182

H. Waite

H. Waite

Did you know there is another big fault in the Salt Lake Valley called the Oquirrh Fault segment?

H. Waite

There is other evidence that the Basin and Range area is affected by stretching forces. That evidence is geothermal (earth heat) energy. There are a lot of hot springs throughout the Basin and Range.

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http://www.earthscienceeducation.org/UofU-AnalysisOfUTLandforms/eaLectureFiles/caEarthMaterials/ESE-SLCoXsectColored.jpg

Geologic Cross Section of the Salt Lake valley. We are standing on the yellow section in the middle. The valley is full of thousands of feet of eroded sediment that has broken from the mountain and followed streams down to Lake Bonneville and then to the Great Salt Lake for thousands...even millions of years.

Notice the folding of the rock from the Sevier Orogeny(purple, brown, red, blue, green) I think....

Notice the Wasatch Fault is the NORMAL FAULT one of the yellow lines. .

Notice there is limestone at the top of the mountain (blue/grey). (are we surprised?)

Notice there is a magma intrusion on both sides of the valley. (red with crosses)

Notice the black lines are the THRUST FAULTS from the Sevier Orogeny.

Wow. What a story told by rocks.

H. Waite



Topic: Rock Cycle and Geologic Time Title: Rocks and Rolling Down Wasatch Front


Lesson Performance Expectations: Students will engage in scientific argument with their peers regarding the answer to the question of how the wasatch front and fault were formed. Students will consider the role of evidence and construct counterclaims and write a claim. They will consider questions that point them towards curiosity about plate tectonics. CCC: Scale, energy/matter, stability and change SEP: Make an argument from evidence, ask questions

Students Will. . . To Construct Meaning Read and review Claim C Gather explanations A, B, and C and journal move to a group that shares your symbol no more than 4 /group Organize your thoughts by writing t2 T-charts on opposing pages Claim/Evidence Counterclaim/Response Review proper language for engaging in scientific argument Students should construct 2 T-charts on opposite pages in their journals.


Pass Back Explanation C with feedback. Have students gather their explanations and bring them to their new group. Management Strategy: Shuffle the Deck Let the kids hear new voices before they begin their final argument. Group students into groups of 4 by symbol. You’ll need more than one group for each symbol. 2 groups of diamonds, 2 groups of clubs, 2 groups of hearts, 2 groups of spades. The goal of this conversation is to answer the BIG QUESTION: How did the Wasatch Front and the Wasatch fault form? The leader of this conversation is the highest numbered card in the group. Students should construct 2 T-charts on opposite pages in their journals. Review proper language for engaging in scientific argument. I think…. I agree with…

H. Waite

I think…. I agree with… I noticed you said...I wondered if you had considered… What evidence do you see that supports your statement… I disagree with that statement because… The person with the highest card value in the group leads the discussion. Each person will give a claim or a counterclaim and present it with evidence. Complete the Argument Tool according to the rubric. Pass In Argument Tool for feedback and assessment. Complete worksheet: When Energy Flows, Matter Cycles. You may work as a group. Be prepared to share your answers with the class.

I noticed you said...I wondered if you had considered… What evidence do you see that supports your statement… I disagree with that statement because… Review protocol for engaging in argument by providing them with sentence stems that support respectful listening. Claim/Evidence Counterclaim/Response The leader asks leads the discussion by having students make claims and describing the evidence used to support that claim. Example: Claim: think the wasatch mountains (front) was made when the continent was folded. Evidence:The evidence shows that…. The rocks are folded. The layers are turned sideways. Is there another claim that could be made about how the wasatch front formed? I think the Wasatch fault is a thrust fault made by the subduction of the Farallon plate.. My response is... Assessment: Gives students Argument Tool. They are required to support their explanation with evidence. The answer to the question is their claim. Rubric provided. Assessment: Teacher passes out Energy Flows and Matter cycles Worksheet. Students should work in their groups to answer the questions. Teacher uses worksheet to direct discussion. Randomly generate names to respond.

Assessment of Student Learning Proficient students will construct an answer to the question based on evidence provided in the lesson. They will recognize other possible answers and provide a counter claim. Rubric. Students will complete the when Energy Flows, Matter cycles worksheet and prepare to share answers with the class.

H. Waite

Assessment: Name ________________________

Argument Tool- Constructing a Scientific Argument

Decide on a claim you think is best supported by the evidence and scientific reasoning. Using the criteria below and the information in the boxes you have completed, write a scientific argument that includes:

· The scientific question

· Your claim (that is best supported by evidence and reasoning)

· Relevant evidence that supports your claim

· Scientific rebuttal that critiques the evidence.

Grading Rubric:

Criteria 2 1 0 Score

Scientific Question

Said Clearly Said, but not clearly No Question Stated

Claim Said Clearly Said, but not clearly No Claim Stated

Evidence At least 3 pieces of evidence that directly supports claim

At least two pieces of evidence that supports the claim

0-1 piece of evidence that supports the claim

Rebuttal Said clearly and is well thought out

Said, but not well thought out

No Rebuttal Given

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Question: How did the Wasatch Front and the Wasatch Fault form?

Claim:

Rebuttal and critical response

Other people might claim… ____________________________________________________________________________________

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I think the problem with this argument is …

_____________________________________________________________________________

Worksheet- When Energy Flows, Matter Cycles Name ________________

1. What happened to the Farallon Plate that was subducted under North America?

2. If the Farallon Plate was under the ocean before it was subducted, what kind of rock do you infer it was made of?

3. Where did the Igneous Rock come from that we find in the Farmington Canyon Complex?

4. Which direction is the valley floor of the Salt lake Basin moving and why?

5. What kind of rock is the Salt Lake Basin made of?

6. What kind of changes will the sediments in the Salt Lake Basin experience as they get buried deeper into the ground?

7. What is the effect of Solar (sun) Heat energy (though freezing, thawing, wind, rain, etc.) on the rocks of the Wasatch Front?

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8. Which do you think is occurring faster: Erosion or uplift?

9. Where is the cause of the hot springs we see in Salt Lake Basin?

10. What is causing the movement of Earth’s plates?

11. What is the future of the Wasatch Front and Great Basin/Range system?

12. What role does gravity play in the processes we’ve observed?

13. What role does heat play in producing igneous and metamorphic rock?

14. What role does pressure play in sedimentary rock formation?

Questions:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

H. Waite





Lesson Performance Expectations: Students will construct a mind map of the rock cycle by exploring the concept “When energy flows, matter cycles”. They will self assess with a rubric, receive peer feedback through the rubric and turn in for final assessment and gallery stroll. CCC: Energy and matter, scale SEP: Construct and use a model

Students Will. . . To Construct Meaning If you were to draw a map of how these words, images, models, concepts flow together in your mind what would it look like? Draw a rough model of what that might look like in your journal. As a group construct a list of words, images, models, concepts that you would need to construct a MIND MAP titled “When energy flows, matter cycles”. Look at requirements for the mind map including word list. Construct a beautiful and full map showing that When energy flows, matter cycles


Final Project Assessment : Students need to construct a model of the rock cycle that describes the relationship between energy flow and matter cycling. Have students work as a group to construct a list of words or images. ,models and concepts that they would need in order to construct that model. Have them write the list on whiteboards and be prepared to share with the class. Lead a discussion and construct a class list of required vocabulary needed to describe the concept: “When Energy Flows, Matter Cycles” Help students to understand mind mapping by showing them an example of a mind map. Show them that these maps can include drawings, slogans, arrows, color to show the way their mind is connected to this information. Students should construct a rough outline of how that map mind work in their journals. Pass Out rubric and word list.

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Have a peer look at your mind map and give feedback based on the rubric. Place event cards on time and spatial scales. Journal Reflection: Write on the following questions: “Why do scientists have to look at evidence to learn about the past? “ “Do you think it’s ok for scientists to teach things they infer? Should they only teach things they know for sure?” “Do you think scientists are justified in their predictions about the Wasatch Fault?” “Should scientists predict?”

Materials: ● Paper ● Colored Pencils ● Rulers ● Markers

Before they submit their mind map, they should have a peer edit their work according to the rubric. Students are required to write a paragraph (on their map or separate piece of paper) describing their model. When done students will hang their models for gallery stroll. Direct Instruction: Construct 2 cards that have the name of the following events and write the date they started or the time span over which they occurred. Randomly Generate students to place these cards on time/spatial scale chart. Sevier Orogeny Last Movement of Wasatch Fault (pick a segment) Formation of the Basin and Range System Erosion of the rocks of the Wasatch Front. Laying down of sediment that made the rocks in Farmington Canyon Complex You should have a time/spatial scale chart already made that allows students to put the different events discussed into the context of an ongoing conversation about time/spatial scale differences for events that have shaped the earth and continue to shape the earht. Journal Reflection: Prompts “Why do scientists have to look at evidence to learn about the past? “ “Do you think it’s ok for scientists to teach things they infer? Should they only teach things they know for sure?” “Do you think scientists are justified in their predictions about the Wasatch Fault?” “Should scientists predict?” Help students to recognize that whenever scientists make a claim about the past or about things that are too big or too small or too far away, that those claims are inferences based on EVIDENCE. That evidence comes in many

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Ask Questions

forms and that Claims and Answers and Models can change if new evidence is found. When do models change? Answers: When we learn new things. The same principle is true about scientists who try to predict the future. There should be many questions lingering about the forces that cause plate movements or what the plates are. Which could take you to several places in the core. “why do plates move around?” or ‘how do we prepare for an earthquake?” (7.2.3) to move research forward towards plate tectonics. (7.2.5) and development of scale model of interior earth. (7.2.4)

Assessment of Student Learning Students complete a mind map describing their understanding of the statement: When energy flows, matter cycles. They should use required vocabulary and including images, slogans, phrases, models that help to tell their story. They should peer edit and self monitor using the rubric. Mind map will be assessed with the rubric. Written explanation (paragraph) of their mind map and the big idea

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Mind Map Rubric Name ___________________________________

Required Element Point Value Points received comments

Paragraph describing Mind Map (100 words)

10 pts

At least 8 Arrows showing the ways change can occur

16 points (2 pts each)

At least 6 Drawings (pictures) describing rock types, process or features related to the words on your map.

12 points (2 pts each)

Vocabulary to be found on the map · Sedimentary rock · Metamorphic rock · Igneous rock · Heat · Pressure · Weathering · Erosion/Eroded · Gravity · Deposited · Cemented · Folded (deformed)

· Banded (deformed)

· Crystallization · Minerals · Fossils · Melting · Cooling · Wind · Water · Weather

25 points (1 point/word)

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Examples of rock types · Change· Heat Energy fromcore· Heat energy fromsun (solar energy)· Your name!!!

Neatness/ On Time Due

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10 pts (5 pts each) /70

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H. Waite

management strategies to several examples of the rock type ... · graph paper 1 for each student....

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