Rock! Pattern! Systems! (Hybrid Program) Curriculum 
An inquiry science and cultural history investigation at the Marin Headlands. 
Overview 

The Rock! Pattern! Systems! program ignites the imagination of young geologists as they experience the Marin Headlands—a place known for its unique geologic remnants of underwater volcanoes. Students utilize copies of the first complete world map of the ocean floor to investigate rock patterns that reveal information about Earth's forces, such as earthquakes and volcanoes. The program integrates culturally relevant pedagogy that highlights indigenous people and Chinese immigrant laborers. The multifaceted curriculum will result in students developing a personal connection to the landscapes, rocks, and human experience.  
How can patterns of change help us understand land formations and human activity?
This essential question frames Rock! Pattern! Systems! (RPS) program and supports students in engaging in place-based science and history inquiry at the Marin Headlands. 
1.	Reflects what students will study without directing them to one correct answer. 
2.	Provokes critical thinking– “how” or “why” questions rather than “what” questions. 
3.	Applies to places beyond the Marin Headlands. 
4.	Invited discussion from everyone based on both experience and understanding. 
Students conduct their own science and history investigation in which they exam the human-environmental relationship between landscapes through inquiry. Students pose questions, search for evidence, write narratives, and suggest explanations. The program provides a tangible model for students to explore ancient underwater structures through learning activities in the classroom and in a National Park. 
Program Goals

•	Enrich their understanding of a place through inquiry. 
•	Experience National Parks as places for learning and recreation and develop a personal connection with their local National Parks. 
•	Gain first-hand experience at Point Bonita with geological phenomena and events.
•	Appreciate how indigenous peoples lived and continue to live in harmony with nature.
Program Objectives

•	Students will be able to explain how human and natural factors alter the Earth.
•	Students will be able to gather, identify, and evaluate evidence in support of an explanation.
•	Students will be able to recognize that change occurs within a continuum.
Ties to the Curriculum-Standards for 4th graders

Next Generation Science Standards

4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation
4-ESSS1.C: The History of Planet Earth: Local, regional, and global patterns of rock formations reveal changes over time due to Earth’s forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.  
4-ESS2.B: Plate Tectonics and Large-Scale System Interactions: The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features on Earth.
Crosscutting Concept: Patterns can be used as evidence to support an explanation.
Crosscutting Concept: Cause and Effect: Cause and effect relationships are routinely identified, tested, and used to explain change. (4-ESS2- 1).
California History-Social Science Standards

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.
4.2.1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
California Common Core State Standards

Speaking and Listening 
1.4: Engage effectively in a range of collaboration discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 
Writing
4.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 
4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Program Logistics

Please take careful note of the following:
•	Teacher attends teacher workshop (if new to the program). 
•	New teachers will pick up classroom kits at the teacher workshop. Returning teachers will have kits delivered by NPS staff. 
•	Teachers will receive a packet with three lessons: Vocabulary Builder, What on Earth is Under your Feet?, and Human vs Environmental Change for students to complete before the class virtual or in-person pre-site visit with NPS staff. 
•	Post-visit assessment is to be completed after the field trip and submitted to the ranger within a two-week time period. 
•	Please take at least 3-4 days to complete the packet before your scheduled virtual or in-person pre-site with a ranger.  Completing lessons one through three takes about 6 hours of work.
•	Teacher and chaperones are ultimately responsible for student management and safety of students. Chaperon's support is a must. During a program, chaperon’s aid with passing out materials, investigations, restroom stops, and student management. Please remind chaperones to be mindful of noise level and disturbing the field instruction with phones. 
•	We strongly advise appropriate clothing. Weather conditions at the park can change drastically, it’s best to come prepared and ask students to dress in layers to adjust to the different temperatures of the coast. 
•	Ranger will cancel the program if weather conditions are unsafe to hike on the Point Bonita (POBO) lighthouse trail. If the weather conditions change the day of the field visit, rangers can change the hiking trail or not allow anyone on the POBO suspension bridge if winds are 30 mph or greater. Raincoats will be provided for the entire class, if needed. 
•	The class should be split in half. Students each group should have a partner to confer with during the exploration. Also, please arrive with students ready to be divided into four groups. Within their groups, students will be investigating the geology and human activity on the trail. from
•	*Inform the ranger ahead of time if anyone in your classroom needs any special accommodations, such as accessibility, language, or special needs. *
•	The lighthouse opens to the public from 12:30 PM to 3:30 PM on Friday-Monday. 
•	Only if asked by NPS staff: Please distribute the parental photo/video release forms to students at least a week before the field trip visit. Come with signed forms the day of the field visit. 
Safety tips

Please make your students aware of the park safety tips before your visit:
•	The class will stay on the main trail at all times, unless directed by a park representative to do otherwise. 
•	There is poison oak on the trail, please have students avoid touching or leaning on plants.
•	No rocks, plants, or natural features can be removed from the park. 
•	Feeding or disturbing animals is not allowed. 
•	Electronic devices, musical instruments, electronic games, and stuffed animals will not be allowed on the field trip. 
•	Our first bus stop will be a quick restroom and snack break. We will not stop for another restroom break within 3 hours. Please encourage everyone to use the restroom. 
•	If a student needs to use the restroom during the program, have two chaperons or a chaperon and volunteer accompany a student to the restroom—the nearest restroom is at the POBO trailhead. 
•	Food: A light snack will be provided before our hike and another before crossing the POBO suspension bridge. Student lunches can stay on the bus, we will return to the bus after our hike and drive to Rodeo Lagoon picnic tables to have an official lunch. We will eat lunch at the Mess Hall, building 1049 if it is a rainy day. 
•	Face masks are recommended to wear when social distancing is not possible.
Cancellation Policy

Please let us know of any changes in rescheduling your program dates. Due to a high volume of schools participating, there is little to no room to reschedule. Please plan accordingly, especially if your school has an early dismissal or late start, field trips are a total of 6 hours. Each time the date or time is rescheduled, we need to cancel a bus and reschedule it again. 
Directions

Most classes will be taking buses to the Marin Headlands. Check-in with the bus driver to make sure they have the correct address. If caravanning together make sure all parents know that their first stop will be at the Marin Headlands Visitor Center (VC) parking lot (there are no official signs to this parking lot). 
Address: Marin Headlands Visitor Center Parking lot- 948 Field Rd, Sausalito, CA 94965
For those classes that will be carpooling:
From San Francisco:
1.	Drive North across the Golden Gate Bridge. Exit at Alexander Ave. (just beyond the vista point).
2.	Drive 0.2 miles on Alexander Ave. Turn left onto Bunker Rd. (marked by a brown sign: Marin Headlands—Tunnel Route). 
3.	Drive to the 1-way Baker-Barry Tunnel, which is controlled by a 5-minute light. When the light is green, proceed through the tunnel. 
4.	Stay in Bunker Road for approximately 2 miles. Turn left onto Field Rd. In about 0.2 miles you will make a right into the Marin Headlands VC parking lot. This is where buses or parents will meet and wait for the ranger.
5.	NPS guides the bus driver or parents to Battery Alexander parking lot where we’ll start our hike. 
6.	Make a right onto Field Road to get out of the parking lot. Stay on Field Road for 0.8 miles until you see signs for Battery Alexander. Make a right onto the dirt parking lot. 
7.	Students will come off vehicles and form a circle for a formal introduction and safety talk. We will start our hike from the Battery Alexander Parking lot. 
8.	After the hike is over, NPS staff will caravan with the bus driver or parents to Rodeo Beach picnic tables. 
9.	Head out Battery Alexander parking lot and make a left onto Field Rd. 
10.	In 0.8 miles make a left onto Bunker Rd. Continue straight until you reach the end of the road and park at Rodeo Beach parking lot, preferably in front of the picnic table or restrooms. On rainy days we will have lunch at the Mess Hall (Building 1049). 
From the East Bay/North Bay:

1. Travel south on Highway 101.

2. Take exist 442 at Alexander Ave. (it’s just before the Golden Gate Bridge). Bear right, and go back under the freeway. After 0.2 miles, turn left at Bunker Road (brown sign, Fort Baker/Marin Headlands Tunnel Route).

3. Follow directions from #3 above.
POBO Hike
We will hike on the Point Bonita lighthouse trail which is a 1.50 miles round trip from Battery Alexander parking lot with an elevation gain of ~125 ft. 

Program Description 

The program has three elements:
•	Pre-visit classroom preparation is conducted by the teacher and NPS staff. 
•	A field visit at the Marin Headlands will be facilitated by NPS staff. 
•	Post-visit lesson is guided by the teacher. Teachers collect and send worksheets in a postage-paid envelope and mail it to us within 2 weeks.
Teacher Facilitated Lessons 

Before NPS staff come to the classroom/virtual program (teacher led):
Students are introduced to the program by exploring three lesson plans: Vocabulary Builder, What on Earth is Under My Feet, and Human vs Environmental Change from the classroom kit. They read Solving the Puzzle Under the Sea by Robert Burleigh or watch the short film: “How One Brilliant Woman Mapped the Secrets of the Ocean Floor” to familiarize students with scientists who revolutionized the way we understand the Earth’s formation. Prior to starting the program, they will read the picture book Where Wonder Grows by Xelena Gonzalez (2022). The book will lead into an activity for students to share their personal lives and culture. Students use a variety of materials--books, worksheets, and journals—to develop a familiarity of the human-environmental causes of change. Teacher hands out student journals (in the kit) and helps students complete the classroom prep. pages. 
*Copies and doc. of the program materials such as the Vocabulary PowerPoint, worksheets, safety guidelines, journal, etc., can be found in the google dive* 
Student Journal: Please have students write their name on page 1 and introduce the essential question: how can patterns of change help us understand land formations and human activity?. Help students complete the remainder of the pages. 
Lesson One: Vocabulary Builder

Topic: Scientific terminology
Inquiry Question: How can patterns of change help us understand land formations and human activity?
Objective: Upon completion of this lesson, students will be able to define and understand vocabulary for the RPS program.
Time: 1.00 hour
Materials: Vocabulary PowerPoint | Vocabulary Builder Worksheet 
Activity A: Rock! Pattern! Systems! Vocabulary PowerPoint 
Step 1: Teacher introduces vocabulary words by projecting the Rock! Pattern! Systems! Vocabulary PowerPoint. Click through each slide and ask students to read through the vocabulary definitions as a class. Leave the final slide “vocabulary definitions” on the screen--this will help students reference back to the vocab. Print the vocabulary builder worksheet (or they can use their personal notebooks to follow along with the worksheet).
Activity B: Vocabulary Builder Worksheet 
Step 1: As the vocabulary words are screen (final ppt slide), ask students to, individually, sort their vocabulary words into three categories: words I know, words I kind of know, and words I don’t know on their worksheet.
Step 2: Next, ask students to pick three words from their ‘words I don’t know’ category. Students can either copy the definition provided or generate their own explanation for each of the three words. If students only have a few words from the ‘words I don’t know’ list, students can choose from their ‘words I kind of know’ list.
Step 3: Ask students to draw a picture that best describes each of the three words they don’t know or kind of know.
Step 4 (optional): Organize a class gallery walk. Students will go around and view their vocabulary drawings. Remind students to stick with sharing positive compliments or appreciations towards other student’s vocabulary artwork.
Lesson Two: What on Earth is Under My Feet?

Topic: Linking together cultural perspectives and rock types. 
Inquiry Question: How can patterns of change help us understand land formations and human activity?
Objective: Upon completion of this lesson, students will be able to 1) Value the concept of storytelling and learn from Indigenous traditions by reading the book Where Wonder Grows by Xelena Gonzalez (2022). 2) Familiarize themselves with the three rock types—sedimentary, igneous, and metamorphic rock—and identify different characteristics of rocks (color, texture, and shape). 3) Make scientific observations. 
Time: 2 hours
Materials: What on Earth is Under Your Feet? Worksheet | Where Wonder Grows book or pdf
Activity A: Book Reading: Where Wonder Grows by Xelena Gonzalez and Storytelling
Step 1: As a class, please read the book or pdf of the book “Where Wonder Grows” (The pdf form is on the google drive. If you are using the book pdf, make sure to project the book pdf on a screen and hit the three vertical dots on the right-hand corner and then click on ‘two page view’. Clicking this function will help get a better visual of the illustrations of the book. Another way to get to ‘two page view’, is to hit view, then hit page display, and then click on two page view. Play with the zoom-in and zoom-out function at the center of the form as needed).
Step 2: After reading “Where Wonder Grows” have students think about how they connect with rocks and respond to these questions: What did you learn from this book? How do they use rocks in their daily lives or culture?
Step 3: After students share their responses, guide them by instructing them to write their personal rock story on the worksheet. Help students who can’t think of a personal story by asking them: have you ever skipped rocks in a body of water, collected rocks, or used rocks to make salsa or tortillas?
  
Activity B: Scientific Observations 
Step 1: Ask students to read the three different rock types (sedimentary, igneous, and metamorphic) listed on the left column and the rock information column. If students don’t remember these words, have them read the definitions they created on their vocabulary builder worksheet. 
Step 2: Please have them complete the ‘your observations’ column by filling the blank spaces for the color, texture, and shape of the rocks. They can do this by using the clues shared in the rock information column. Students can work individually, and then in pairs here. This activity is meant to familiarize students with constructing scientific observations. They will continue creating observations of different rock types during their field trip.
Lesson Three: Human vs Environmental Change 

Topic: Human-Environmental Changes on Landscapes 
Essential Question: How can patterns of change help us understand land formations and human activity? 
Objective: Upon completion of this lesson, students will be able to 1) To recognize geologic and human changes to a place 2) To aid students in understanding the interconnection between humans and the environment. 
Time: 2.0 hours
Materials: Human vs Environmental Change Worksheet | Marie Tharp’s Short Film or Solving the Puzzle Under the Sea book Robert Burleigh
Activity A: Observations and Social Emotional Learning 
Step 1: Introduce human and environmental changes by asking students to write down observations of their school’s human features (e.g., landforms, buildings, vegetation, roads, climate). Then ask students to observe the environmental features (e.g., hills, ocean, trees, mountains, a park, etc.). Students can either look outside of their classroom window or go outside to observe. Ask students to write their observations in the space provided on the worksheet. 
Step 2: Have students sketch what the land looks like right now around their school on the left box labeled ‘your school in the present’. Ask students to use their imagination to predict: What do you think the land looked like before your school was built? Pose these questions: Do you think there were less buildings or homes? Were there more trees? Have students share out and then have them sketch their predictions on the right box labeled ‘your school in the past’.
Step 3: After completing the first two sets of boxes, ask students to respond to the question below their drawings and ask them to relate their comment to their pictures and observations of their school. 
Step 4: Have students circle all the emotions that apply to how they feel about their observations and sketches. 
Activity B: Compare and Contrast Human and Environmental Changes 
Step 1: Have students work in pairs to compare and contrast the pictures of the Point Bonita lighthouse suspension bridge and lighthouse keeper’s family home. After they talked about some of those differences, have them respond to the question below each picture.
Activity C: Marie Tharp’s Short Film or Solving the Puzzle Under the Sea book Robert Burleigh
Step 1: Have students pause here and watch the short film of Marie Tharp, click here. Project this video onto a screen so everyone can see it. 
Step 2: Mention that Marie Tharp faced many challenges as a female scientist but in the end prevailed by revolutionizing the way we understand how the Earth functions. She symbolizes a pivotal point in history for many young women entering the STEM field, her initiatives opened the doors for other young women pursuing careers in science. 
Step 3: After they finish with their drawings, have students respond to the questions below their drawings. Have students watch the short film: “How One Brilliant Woman Mapped the Secrets of the Ocean Floor” and respond to the questions on the worksheet. 

NPS Staff-led Classroom or Virtual Presentation

NPS staff facilitates an exploration of the ocean floor and underwater volcanoes, using the first complete world’s oceans map, transparency overlays of global distribution of earthquakes and volcanoes, “sounding box” models of sonar data collection and a reading book. NPS staff brings all materials for the 75-minute presentation. Students examine the patterns of mountain ranges found in the ocean floor and pose questions about how these patterns form. They share their prior knowledge of volcanoes, and then consider the characteristics of underwater volcanoes all while examining their effects on human activity. 
Time: Virtual: 1 Hour | In-person: 75 minutes 
Field Session in the Park

NPS staff, teachers, and chaperons guide students along the Point Bonita Lighthouse trail. Students start with sharing their personal or cultural connection to rocks and end their investigations by examining the cause-and-effect relationships of human and geologic activity on the Point Bonita Lighthouse trail. Along the way, students record what they experience through their senses, observations, questions, and identify rocks used by native cultures. NPS staff facilitates discussions at each stop (4 stops in total) and encourages students to write their reflections of their lighthouse experiences at the end of the visit. 
Time: 4 hour on-site from 9:00 AM to 1 PM
Materials: 
•	Field Journal
•	Pencils-Please bring your own pencils.
•	Water-Please remind students to bring. 
•	Snacks-NPS will provide but students are encouraged to bring their own.
•	Clipboards-NPS will provide.
•	Nametags- NPS will provide. 
NPS staff welcomes the students and reviews safety rules. Staff then leads the group along the main Point Bonita lighthouse trail. We stop four times along the way to provide students the opportunity to gather evidence about the human and environmental alterations of the landscape. 
Students use their journals to record what they experience through their senses and describe the use of rocks found in the Marin Headlands. They also will recognize and apply methods of identification that they practiced and discussed in the classroom.
Students share their questions and explanations with each other and the ranger. Using an inquiry approach, NPS staff guide students to reflect on their observations.
Post-visit Activity 

This follow-up activity is designed to build upon the student experiences at the Marin Headlands. Students demonstrate what they learned during their national park experience. Please have students complete this activity. 
Students show their learning by:
a.	Drawing and/or describing a human and environmental change they see in their community. 
b.	Does culture influence our environmental or our environment influence our culture? Explain. 
NPS staff will provide teachers with a postage-paid envelope for student post-activity reflections, to be completed by each student back at school, then mailed to us within 2 weeks. These reflections help us improve the program and get funding for buses.