Rocks on the Move (ROTM) Curriculum 
An inquiry science investigation at the Marin Headlands.
Overview 

The Rocks on the Move program brings young geologists to the scenic hills of the Marin Headlands—where the theory of plate tectonics unfolds all around them. Through both individual and small group work, students use historic photos, data from local scientific studies, and framed transparencies to find evidence of deep seafloor processes, including volcanism, past climates, and tectonic plate movements. Using skills learned during the in-person classroom session, students explore the physical characteristics of the Franciscan Complex rocks, and the tectonic environments in which they formed. While at Point Bonita lighthouse students collaborate to predict how natural and human impacts may change these landscapes in the future. 
How can I recognize geologic change in my environment?  
This essential question frames Rocks on the Move (ROTM) program and supports students in engaging in place-based science 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 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 with the results of plate tectonics and active geologic processes. 
•	Appreciate the Golden Gate Headlands as the epicenter of plate tectonic theory.
Program Objectives

•	Students will be able to analyze the geologic processes in a landscape. 
•	Students will be able to engage in an informed discussion of the possible future of a landscape. 
•	Students will be able to consider how communities adapt to global climate change.
Ties to the Curriculum-Standards for 6th –8th graders

CA 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-ESS2-2: 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 disruption of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 
MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 
Source: NGSS for California Public Schools, K-12 - Science (CA Dept of Education)
CA 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: CCSS for ELA - Content Standards (CA Dept of Education)
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 two lessons: Vocabulary Builder and The Honest Truth about Geologic Change for students to complete before the 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 2-3 days to complete the lessons before your scheduled virtual or in-person pre-site with a ranger. Completing lessons one and two takes about 3 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. 
•	Rangers 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 from 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 human-geology relationship on the trail. 
•	*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 watching an 8-minute ROTM video to introduce the field visit and over-arching concepts. The teacher leads students in two lesson plans: Vocabulary Builder and The Honest Truth about Geologic Change. Additionally, the teacher conducts a 20-minute Magic Window (transparency images of the Golden Gate bridge in the past and future) activity, in order to familiarize students with this teaching tool, and to introduce observation of geologic change in a landscape. Magic windows will be used again during the field visit.
*Copies and doc. of the program materials such as the Vocabulary PowerPoint, worksheets, safety guidelines, journal, etc., can be found in the google dive*
Lesson One: Vocabulary Builder
 
Topic: Scientific terminology
Inquiry Question: How can I recognize geologic change in my environment?  
Objective: Upon completion of this lesson, students will be able to define and understand vocabulary for the ROTM program.
Time: 90 minutes
Materials: Vocabulary PowerPoint | Vocabulary Builder Worksheet
Activity A: Rocks on the Move Vocabulary PowerPoint 
Step 1: Teacher introduces vocabulary words by projecting the Rocks on the Move 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: Have students fill in the blanks to complete the sentences on the worksheet.
Step 5 (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: The Honest Truth about Geologic Change 

Topic: Link together geologic perceptive and climate change. 
Inquiry Question: How can I recognize geologic change in my environment?  
Objective: Upon completion of this lesson, students will be able to understand the relationship between human-geological changes over time. 
Time: 2 hours
Materials: The Honest Truth about Geologic Change Worksheet
**Lesson is being finalized**
NPS Staff-led Classroom or Virtual Presentation
 
The classroom presentation builds on students prior knowledge. NPS staff use the Beach Ball Earth activity to review plate tectonics. Additionally, staff facilitate an Edible Geology activity that goes along with a worksheet 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.
Time: 45 to 55 minutes 
Materials: Candy, Franciscan Complex rock samples, dichotomous keys, eye-loops, and worksheets will be provided by NPS staff.
Field Session in the Park
 
NPS staff, teachers and chaperons guide students along the Point Bonita Lighthouse trail. Along the trail, students record what they experience through their senses, observations, questions, and identify rocks used by native cultures. 
Time: 4 hour on-site from 9:00 AM to 1 PM
Materials: 
•	Field Journal-NPS will provide. 
•	Clipboards-NPS will provide.
•	Nametags- NPS will provide.
•	Pencils-Please bring your own pencils.
•	Water-Please remind students to bring. 
•	Snacks-NPS will provide but students are encouraged to bring their own. 
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 environmental alterations of the landscape.
Students use their journals to record what they experience through their senses. 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.
Students make geologic investigations by participating in Magic Window investigations. Magic Window investigations include (teachers can choose up to 4 investigations): 
o	Point Bonita (POBO) suspension bridge highlights the geologic process of erosion. 
o	Fog signal building highlights erosion and the 1906 earthquake.
o	Pillow basalt arch touches on sea level rise.
o	Marine Terrace beach uplift through plate tectonics. 
o	Inclined tram and boat landing destroyed by strong waves eroding the rock. 
Additionally, during the field visit NPS staff facilitate student participation in tactile by using Oreo cookies or Oreo tectonics to model the formation of the Franciscan Complex landscapes. NPS staff encourages students to write their reflections of their lighthouse experiences in their journals at the end of the visit.
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.	Describe and/or draw a geologic process they investigated during their field trip. 
b.	How can knowing about geology help your community?
c.	Who would you recommend this trip to and why? 
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.