This is the 8th lesson of a 20 unit lesson unit plan on geology.

As described by the Australian Curriculum’s

year 8 science achievement standards (ACARA), students are required to ‘describe the role of energy in

causing change in systems, including the role of heat and kinetic energy in the rock cycle’ and ‘compare

processes of rock formation, including the timescales involved’.

As this is the 8th lesson of this unit, students have assumed prior knowledge of rock types, minerals, the

rock cycle and basic features of rocks and minerals. Students are now moving onto the next part of the

unit on rocks: sorting and classifications.

In this lesson, students are to choose three tasks from a choice board designed by the teacher. Students

are to pick one task from each row. This is a 90-minute lesson to be conducted within a science lab. There

are 20 students within this class at a range of readiness levels.

Learning Objectives

As a result of engaging with the differentiated lesson or task, students will:

understand that (Concepts, principles, “big ideas”. Make sure your objectives are statements that work in

the form, Students will understand that…)

At the end of this lesson, students will understand that energy causes change.
This lesson has been adapted from Science Understanding content descriptor ACSSU153: Sedimentary,

igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth

over a variety of timescales and Science as a Human Endeavour content descriptor ACSHE134: Scientific

knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes

available.

Know (e.g. facts, vocabulary, dates, Be able to (do) (Skills, processes)

information)

* rocks can be classified into three categories: * Classify Igneous, sedimentary and metamorphic rocks

Igneous, sedimentary and metamorphic

* Sort rocks dependent on mineral/particle size

* rocks can be classified through the presence of

minerals, hardness, folds, faults, density, shape * Describe the formation of Igneous, sedimentary and

metamorphic rocks

* rocks can be sorted dependent on

mineral/particle size

* All rocks are a part of the rock cycle

* How igneous, sedimentary and metamorphic

rocks are created

Essential Questions (These should help students engage with the “big ideas” or understandings)

*what can rocks tell us about the formation of the Earth?

*How do rocks reflect past energy patterns?

 Choose one task from each row

Draw and classify the rocks at station Classify and create a Mohs scale of the Classify and sort the rocks at station 3.
1 rocks at station 2 Complete the worksheet
(appendix 1.) (appendix 2.) (appendix 3.)

Draw and label your own rock cycle. Using one of the following, create a Pick one of the following rock types to
In 1-2 sentences, state how each of timeline on the life cycle of a rock type research:
these types are created (igneous, sedimentary, metamorphic)  Acasta Gneiss
• Thinglink  Banded Iron Formations
• Prezi  Stromatolites
• PowerPoint  Uluru
(other by negotiation) Create a narrative on what the earth was like
when your rock was formed.
As a starting point think about:
 How was your rock formed?
 What did earth look like then?
 Was there life? What kind?
Choose from poem, story, rap, article etc

Complete the Rock crossword Complete the Match the Mineral Create a pen pal profile for one of the above
OR worksheet (appendix 4) rocks using the Rock’n’Rendezvous worksheet
Create your own crossword and share (appendix 5)
with a partner
Explanation:

This lesson has been created with the students interests and readiness levels in mind, and designed for

engagement (Jarvis, 2015). These students are being introduced to a science lab in their early years of

secondary education. Due to the sometimes difficult and dry nature of science, it is key that students are

introduced slowly and with engagement being of priority to create a welcoming environment.

A choice board was chosen for this assignment to give the students an opportunity to create their own

lesson where they can self-differentiate dependent on their readiness and learning style. Tomlinson (2014)

argues that for educators to successfully teach for differentiation, a range of interests, styles and

complexities should be offered to students. As these students are in year 8, it was decided that a choice

board would give the students a chance to negotiate their own lesson whilst still offering structure. Tasks

were created with student age, experience within a lab, readiness and learning style in mind.

The 5E model of engage, explore, explain, elaborate and evaluate has been used to optimise engagement

and understanding in this lesson (Department for Education, 2018). Students will undertake a small

engaging pre-assessment activity such as a Kahoot! quiz. This is designed as a fun way for the teacher to

establish what aspects may still need to be worked on. They will then explore geology by putting their

knowledge into action during the practical portion of the lesson. Practicals provide students an

opportunity to develop skills in investigation, critical thinking and concept development, as well as being

engaging (Woodley, 2009). Students then use inquiry-based learning to explain and elaborate their

understandings, encouraging them to remain actively engaged (Australian Academy of Science, 2016). The
final activities are designed to check for understanding or ‘evaluate’ in a manner which comes across as a

simple, fun activity.

The South Australian Teaching for Effective Learning (TfEL) framework (2018) stares that for students to

engage in rich learning, teachers must give students the chance to partake in quality learning

opportunities. These are achieved through:

*Creating safe conditions for rigorous learning

*The development of expert learners

*Personalised and connected learning

(TfEL, 2018)

Although all recommended education domains have been achieved within this lesson, there are four key

domains which have played a large part.

A choice board gives students an opportunity to negotiate learning (domain 2.3). The choice board gives

students a chance to differentiate themselves dependent on learning style and readiness, with each row

providing students an opportunity to build upon their knowledge with the use of different modes. This

autonomous style of education allows students to engage in the content through personalisation. It also

challenges students to achieve high standards with appropriate support (domain 2.4). As many of the

options are negotiable, students at a high level of readiness can be encouraged to focus on the higher-

level tasks/alterations or create personalised pathways. All tasks can be attempted regardless of readiness

level and customised to suit student needs. The teacher should be aware of the task each student is doing,

providing assistance and feedback along the way. The very nature of the choice board – to allow for

students to choose their learning path dependent on readiness, interest and/or learning style is an
example of communicating learning in multiple modes (domain 3.4). Variety in the classroom allows the

teacher to engage students on multiple levels. Not all students engage with the same learning style, and

choice boards allow students to choose from multiple modes. This allows students to again challenge

themselves, and to broaden their skills through new experiences and learning opportunities.
References

Australian Academy of Science (2016) ‘5Es teaching and learning model’, Primary Connections. Available

from: https://primaryconnections.org.au/about/teaching

Australian Curriculum. (n.d.) ‘Science, Year 8 Content Descriptors’ & ‘Science, Year 8 Achievement

Standard’. Available from: https://www.australiancurriculum.edu.au/f-10-curriculum/science/

Department for Education, (2018) ‘The e5 Instructional Model’ Available from:

http://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/e5about.aspx?Red

irect=1

Department for Education and Child Development (2010), ‘Teaching for Effective Learning Framework

Guide’, available from: https://www.decd.sa.gov.au/teaching/teaching-effective-learning/teaching-

effective-learning-framework-guide

Jarvis, J. (2015). Inclusive classrooms and differentiation. In N. Weatherby-Fell (Eds.), Learning to teach in

the secondary school, Cambridge: Cambridge University Press. pp. 145-172

Tomlinson, C. A. (2014a), ‘What Is a Differentiated Classroom?’, in Tomlinson, C. A., The differentiated

classroom: responding to the needs of all learners, 2nd ed, ASCD, Alexandria, Virginia pp 1-13

Woodley, E. (2009). ‘Practical work in school science – why is it important?’ In Social Science Research, Vol

9 (335). Available from: http://www.gettingpractical.org.uk/documents/EmmaWoodleyarticle.pdf

Appendix 1. Rock classification guide.

 To be given to all students

Sedimentary Metamorphic Igneous

 Can contain fossils, pebbles, grains  May have parallel ribbon like layers  May be glass like in appearance
of sand which can be wobbly  Sometimes bubbles can be seen
 Minerals within the rock may be  Shiny crystals may be seen  Holes may be present
rounded or angular  May contain angular minerals  May be magnetic
 Looks like it’s held together by  May fizz when exposed to acids  Minerals are fused together with
‘cement’ no ‘cement’
 Layers might be seen  No clear layers present
 May fizz when exposed to acids  Some can float
 Usually dull in appearance  Hardest rock type
Appendix 2. Mohs Hardness Scale worksheet

* A demonstration on an appropriate method to scratch the mineral samples will be provided prior to the activity.
Mineral samples have been labelled.
Appendix 3. Rock Classification worksheet (side 1)

* Students will be supervised at this station when acid is being used

* Students to use Rock Classification Guide as seen in appendix 1

* Sediment analysis card available from Australian Government: Geoscience Australia

http://www.ga.gov.au/education/classroom-resources/education-resources/education-resources
(side 2)

Rocks can be classified in three main groups: sedimentary, igneous and metamorphic. Each rock type has its own unique
characteristics as seen in the table below. Your task is to classify the rocks into their rock types using the following
characteristics as guides.

Colour/Lustre: what colours can you see? Is it shiny?

Sorting: are there particle of other minerals in the rock? Refer to your sediment analysis card

Roundness: is it round or angular? Refer to your sediment analysis card

Hardness: can you scratch it with your fingernail? If yes, it is soft. Can you scratch it with a steel nail? If yes, it is moderately

hard, if not it is hard

Magnetic: is the magnet attracted to it?

Carbonate Minerals: does it bubble and fizz when exposed to acid? Add one drop of acid to your rock sample to see if it reacts

(use safety goggles and gloves)

Buoyancy: does it float in water? Fill a beaker with water to test if your rock floats

Folds/Faults: can you see any wobbly lines? Are the lines broken?