S+Christensen,+Melaine

**Office: Ed. Center 642** **Office Hours: 2:30-4:30 pm Monday-Thursday** ** E-mail: melaine.christensen@maine.edu **
 * Teacher: Ms. Christensen**

=Summary of Unit=

Students will learn how Earth systems and processes shape the environment and create and recycle resources that are important to humans. Students will become familiar with the rock cycle and observe. They will also analyze the properties of minerals and the rocks they form. Mineral resources will be the focal point of an investigation and discussion of the natural resource supply and how the global population acquires and uses natural resources. Students will be encouraged to consider different perspectives and apply their scientific knowledge to understand the issues relating to the depletion of natural resources.

=Establish Goals=

Maine Learning Results Content Area: Science and Technology Standard Label: D - The Physical Setting Standard: D2 - The Earth Grade: 6-8 - Earth Systems Students will understand Earth Systems and their impact on natural resource supplies. Performance Indicators: b,d

= = =Students will understand that=

• a variety of natural cycles and processes control Earth's environment. • natural resources are formed by Earth processes over time. • humans rely on Earth cycles, processes, and resources.

= = =Essential Questions=

• How do natural cycles and processes control Earth's environment? • Why must the global population be conscious of how natural resources are used? • How do humans rely on Earth cycles, processes, and resources? = = =Students will know=

• __Key Factual Information__: rock cycle, 6 rocks and 6 minerals, the definition of a mineral, the properties of a mineral, the difference between a renewable and a non renewable resource • __Vocabulary__: igneous, metamorphic, sedimentary, rock, mineral, natural resource, renewable, nonrenewable, homogeneous, crystal, inorganic, luster, hardness, streak, cleavage, twinning • __World Connections__: Uses of mineral resources, where mineral resources are found, prevalence of mineral resources, how to use mineral resources wisely = = =Students will be able to=

• describe the rock cycle and how it forms and transforms rocks. • recognize that minerals are the ingredients of rocks. • consider the properties of different minerals and how they are similar and dissimilar. • analyze a mineral and its uses. • evaluate the role minerals play in their daily lives. • propose ways to wisely use or conserve mineral resources.

**Performance Task Overview**

Each team of journalists will compile a radio segment that appeals to young adult audiences for National Public Radio (NPR) that tells the story of human interactions with a chosen mineral resource. Students will take on the role of journalists investigating a range of factors (including but not limited to: environmental, economic, political, and moral) influencing the acquisition and use of a specific mineral resource. Each group of journalists is expected to do research on the issue and gain an understanding of several of the factors listed above regarding their resource. The story should discuss the source of the resource, how it is mined or acquired, how it is used, how rapidly the resource is being used, and if it is in danger of being depleted. Journalists must back up their claims with factual evidence, primary sources, or interviews. Mock interviews based on accurate and factual information or real interviews are also acceptable. A podcast edition of each segment with graphics must be submitted to a team of NPR editors, producers, and programming staff for final review before the segment can air. The NPR team will be looking for segments that tell a cohesive story and artfully integrate interviews and factual evidence to back up any claims made in the segment. NPR will also be looking for segments which creatively use technology, social media, or other strategies to connect with a younger audience. Graphics for the podcast should be synced with the audio and enhance the listeners understanding of the topic by presenting illustrations, photos, graphs, or diagrams that relate to the material being discussed.

=Expectations=

__Attendance and Absences:__ Students are expected to be in class prepared and on time. The most valuable learning experiences in this class will take place in class and will often involve group activities, discussions, and collaborations. These experiences cannot be made up later or duplicated. Students will receive points each class for preparation (homework, having all materials for class, etc) and participation in class. These points cannot be made up id class is missed. Students are expected to take responsibility for class time they miss. If a student knows that they are going to miss class they should let the instructor know and make arrangements to get any work they might be missing in class so that they are not behind when they return. If students miss class due to unexpected circumstances they should check with classmates or refer to the class wiki to get notes, assignments, or other announcements before coming to the instructor. After missing class it is always a good practice to check in with the instructor, but it is expected that students come to the conversation with an understanding of what they missed, specific questions about material, or completed assignments. Special arrangements to make up missed work or instructional time can be made in appropriate circumstances. __Assignments and Late Work:__ Completing assignments is essential for success in this class. Assignments are given as an opportunity for students to prove their proficiency and understanding and as an assessment tool for the instructor to judge how each student is progressing and what areas of a unit need more attention. Completing assignments will contribute to preparation and participation points for class. Completion of assignments which demonstrate understanding at critical points in each unit are non-negotiable, but the format of assignments can be altered. If for some reason a student feels they are unable to complete an assignment or they would like to propose an adaption to the assignment alterations or accommodations can be made. If assignments are not completed by the due date students are expected to communicate to the instructor the reason the assignment was not completed and a reasonable deadline. In the case of any change of assignment or due date, students must talk to the instructor and discuss a learning contract specifying the changes made and the expectations on the part of the student and the instructor to ensure the accommodation is effective. __Classroom Expectations:__ Above all else, students are expected to be respectful. This includes __Plagiarism:__ Citing the source of quotes, ideas, music, or pictures is another way of showing respect. If you use someone's intellectual property you are obligated to give them credit; not doing so is plagiarism, and will be considered a serious offense. If you are unsure of whether or not to cite something, cite it anyway. Resources are available in class, through the library, and online that explain when and how to cite nearly any form of media you might come across.
 * Respect for peers: This includes listening, waiting your turn, and recognizing the personal space and property of others. Discussion and debate are encouraged in this class, but in order for this to be effective and meaningful everyone needs to be respectful of the opinions of others and keep an open mind. Any form of bullying will not be tolerated in this class. This is a rule for all students to follow and to enforce.
 * Respect for the teacher: This includes being prepared for class, being on time, and engaging in class activities and discussions as well as listening. When one of your classmates or I are talking I expect cell phones, music, laptops, homework, books, etc to be put away. There may be time for electronics or independent work, but I will let you know when that is appropriate. I am here to help you learn and I will put in the time, effort, and respect if you will.
 * Respect for the classroom: This includes cleaning up after yourself before you leave the room, using all equipment safely and appropriately, and doodling on paper not the furniture.

=Benchmarks (100)=

• **Blog Post (10 pts)**: Write a creative blog post that tells the story of the rock cycle. This post can be written as a narrative, rap, song, or poem and must include all aspects of the rock cycle listed on the checklist compiled in class. T he scientist challenge for this assignment is to add to the blog post by incorporating pictures or diagrams and/or including physical descriptions of each rock type (igneous, metamorphic, and sedimentary) that might help someone recognize them. This assignment will be completed by teams of three and shared with the class. Students will give specific, positive, and constructive feedback to their peers by commenting on the blog posts. • **Digital Collage (10 pts)**: Create a collage to represent a particular rock type by compiling pictures which represent its mineral components. Each collage must contain at least one picture of each mineral commonly found in the rock. The scientist challenge for this assignment is to scale the number of pictures of each mineral to the average amount of that mineral in the rock type. For example, if the rock is usually about half quartz, half of the pictures in the collage would be of quartz. Pictures can be of samples of minerals, or applications of the minerals. This assignment will be completed by teams of two. • **Google Doc (10 pts)**: Add observations of mineral samples to the class database in the Google Docs spreadsheet. All observational data and questions from the graphic organizer completed in class will be entered into the class Google Doc database to be used as a resource later in the unit. The scientist challenge for this assignment is to propose answers to class questions for each mineral sample. This will involve some research. Before class moves on to the next lesson these questions will be answered and explained in the Google Doc for later reference. This assignment will be completed by teams of two. • **Wordle (10 pts)**: Create a Wordle representing the uses of a mineral based on research. The scientist challenge for the Wordle is to scale the size of the words to the commonality of the use (if wiring is by far the largest application of copper, "wires" would be much bigger that other words). This assignment will be completed individually. • **Prezi (10 pts)**: Prezi describing three ways in which you used or interacted with minerals in one day. The scientist challenge for this assignment is to find media (videos, diagrams, pictures, etc) that can be included in the Prezi which add more depth to the three examples in the Prezi. Media could explain the benefit or detriment of the use of the mineral or explain how it is processed into the form in which we use it. This assignment will be completed by teams of two. • **Persuasion Map (15 pts)**: Create a persuasion map explaining your position on the use of a mineral resource. Students should consider the availability, value, and demand of the resource in addition to conservation and ways that the three R's (reduce, reuse, recycle). Students should back up their ideas with cited information from their research in lesson 4 or new research. The scientist challenge for this assignment is to consider the idea of a closed-loop system discussed in the TedTalk video and try to design a proposition that efficiently uses and recycles all material in a system. This assignment will be completed individually.

Preparation and participation (15 pts) See Performance Task above (20 pts).

=Grading Scale=

**A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).