Rocks on the Move

Middle School geology investigations in the Marin Headlands
Overview
How can I recognize geologic change in my environment?
This essential question frames Rocks on the Move and is meant to promote student engagement in place-based science inquiry at the Marin Headlands.

The Essential Question:
1.	Reflects the essence of what they will study without directing them to one correct answer.
2.	Provokes discussion and critical thinking.
3.	Applies to places beyond the Marin Headlands.
4.	Invites discussion from everyone based on both experience and understanding.
Students explore the diversity of tectonic plate movements, and the geologic events, landforms, and rocks that result from these plate movements. Students become conversant in the physical characteristics of the main rocks of the Franciscan Complex, and the tectonic environments where they were formed. Students choose a geologic investigation from the Marin Headlands, and choose the questions they wish to examine. Students consider impacts of past and future climate on a landscape.

Program Goals

1.	Enrich their understanding of a place through inquiry.
2.	Experience National Parks as places for learning and recreation and develop a personal connection with their local National Parks.
3.	Gain first-hand experience with the effects of plate tectonics and active geologic processes.
4.	Appreciate the Golden Gate Headlands as an epicenter of plate tectonic theory.

Program Objectives

1.	Students will identify the environments of formation of the Franciscan Complex rocks.
2.	Students will describe geologic events that occur as a result of plate tectonics.
3.	Analyze the geologic processes evidenced in a landscape.
4.	Engage in an informed discussion of the possible future of a landscape.
5.	Consider how communities adapt to global climate change.
1.	

Ties to the Curriculum
Next Generation Science Standards:
MSESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESSS2-2: Construct a scientific explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

MSESS3-5:	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Crosscutting Concepts: Patterns in rates of change and other numerical relationships can provide information about natural systems (MS-ESS2-3).

Stability might be disturbed either by sudden events or gradual changes that accumulate over time (MS-ESS3-5).
Graphs, charts, and images can be used to identify patterns in data (MS-ESS3-2). Source: http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
California Common Core Standards:
LACC.68.RH.3.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
LACC.68.RH.3.8: Distinguish among fact, opinion, and reasoned judgment in a text. Source: www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Program Description
The program has three elements: pre-visit classroom lessons conducted by the teacher and NPS staff, a Marin Headlands field program facilitated by NPS staff, and post-visit lessons guided by the teacher.

Before NPS staff come to the classroom:

Teacher conducts Magic Window activity, to familiarize students with observation of geologic changes in landscapes.

Teacher may show 8 minute video to introduce over-arching concepts. The video link is included in curriculum resources.

NPS staff-led classroom presentation:

The classroom presentation builds on students’ prior knowledge. NPS staff use Beach Ball Earth to review plate tectonics. Staff facilitate Edible Geology to help students explore the physical characteristics of the Franciscan Complex rocks, and the tectonic environments in which they formed. Students pose questions in class for further investigation in the park.

Before the Point Bonita field trip:

Teacher assembles class into three geologic investigation teams. Each team chooses one of the six investigations from the Geologic Investigation Advertisements. One team (usually the Bridge investigation) will be facilitated by the teacher. Teacher completes the team investigation forms for use during the field trip.

Before the Rodeo Beach field trip:

Teacher divides the class into three teams. Each team will rotate through the same investigation stations on site.

Field Program in the Park

Cookie Tectonics: During field trip NPS staff facilitate student participation in tactile, interactive modeling of formation of Franciscan Complex landscapes.

Geologic Investigations: During field trip teacher and NPS staff guide student observations of examples of geologic change and facilitate student investigations of questions about changing landscapes OR students identify beach pebbles in order to reconstruct the tectonic environment of formation of Rodeo beach sediments and consider the impacts of climate change on Rodeo Beach.

Field trip summation discussion: NPS staff facilitate student discussion as they share field observations to complete their geologic investigation maps (journal) OR correctly place their beach pebbles on a subduction zone diagram.

Post-visit activities

Students complete the post visit reflection assignment provided by NPS staff at the end of the field program.

Teacher returns the post visit reflections via NPS postage-paid envelope.

Curriculum Resources
The files on the curriculum CD include:

1.	Lesson plans for Magic Windows, Beach Ball Earth, Edible Geology, Cookie Tectonics
2.	Before Your Trip to the Marin Headlands file
3.	Point Bonita geologic investigation advertisements
4.	Geologic Investigation Team form
5.	Point Bonita virtual tour
6.	I Have Tectonics activity
7.	Other materials to supplement your Earth Science curriculum
8.	List of web links for online resources

A traveling trunk and maps are loaned to participating Bay Area teachers. The materials include:

1.	Beach ball Earth globe with tectonic plate boundaries
2.	Classroom set of Private Eye©  Loupes
3.	Hand samples of Franciscan Complex rocks
4.	Information cards for Franciscan Complex rocks
5.	Materials for Tectonic Vacation project
6.	Golden Gate Bridge Magic Windows for pre-visit lesson
7.	Laminated posters for Golden Gate Bridge Magic Window lesson
8.	Set of geology posters for the Golden Gate Headlands and the Franciscan rocks
9.	World map of tectonic plates
10.	San Francisco Bay Area regional fault map

National Park Service web pages:

Rocks on the Move middle school program materials can be found at http://www.nps.gov/ goga/learn/education/secondary-02.htm

Rock! Pattern! Systems! (fourth grade geology) curriculum materials can be found at http://www.nps.gov/goga/learn/ education/rock-pattern-systems.htm

To explore more Franciscan geology resources for teachers and students, go to http://www.nps.gov/goga/learn/education/park-teachers-home.htm