Working in small groups, students constructed three-dimensional block diagrams
of rock structures. They were then asked to discuss the rock structure and
propose a possible sequence of geological events that could have produced
that structure. After proposing a sequence of events, the students worked
within their groups to model each event using modeling clay to represent
rock. After the entire sequence of proposed events had been modeled in clay,
the students were asked to compare and contrast their resulting clay structures
with the original three-dimensional block diagrams. As a culminating activity,
groups were asked to compare their proposed sequence of events and models
with those of other groups.
| This sample of student work was produced under the following
conditions: |
| alone |
in a group |
| in class |
as homework |
| with teacher feedback |
with peer feedback |
| timed |
opportunity for revision |
The teacher facilitated the assignment and assisted the students with various
aspects of the investigation. The student’s work is a final revision.
c Earth and Space Sciences Concepts:
The student produces evidence that demonstrates
understanding of origin and evolution of the Earth system….
 
 
 
 
In modeling and describing the sequence of events which could result
in a particular landform, the student demonstrates understanding
that existing landforms are the product of an evolutionary process
which occurs over time.
a Scientific Connections and Applications:
The student produces evidence that demonstrates
understanding of big ideas and unifying concepts, such as…models,
form and function….
The six tables dramatically show the student’s interpretation
of each model. A review of each table shows that the student transferred
learning from model to model as the investigation proceeded.
e Scientific Thinking: The
student identifies problems; proposes and implements solutions;
and evaluates the accuracy, design, and outcomes of investigations.
 In step 5 of
the procedural outline, the student evaluates the accuracy and design
of the investigation and notes limitations of the models and the
process by which the models were constructed.
 The student
provides a troubleshooting list for subsequent investigators who
might experience difficulty with the procedure.
f Scientific Thinking: The
student works individually and in teams to collect and share information
and ideas.
 
Use of the word “we” indicates the collaborative nature
of the investigation.
e Scientific Communication:
The student communicates in a form suited
to the purpose and the audience, such as by writing instructions
which demonstrates clarity of understanding so that other students
can follow.
The student clearly communicates the way in which each geologic
process was modeled. In correctly describing the geologic processes
being modeled and the geologic principles involved, the student
demonstrates clarity of understanding.
The troubleshooting
list provides for ease of replication of the investigation by other
students.
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a Scientific Communication:
The student represents data and results
in multiple ways, such as tables,…diagrams, and…technical…writing;
and selects the most effective way to convey the scientific information.
The student used
a diagram format effectively.
The student describes
the steps for building each model in the six tables. Incorporating
narrative descriptions of the model-building procedures into the tables
is innovative and very effective. In choosing to organize the report
in this way, the student relates each step of each procedure to a
geological event and principle. |
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