Lesson


Lesson and activity summary

Part 1 - Mystery location

Intro - Premise, resources, strategy and structure of mystery location activity introduced by teacher. Three clues test abilities to apply knowledge and understanding of selected topics.

Clue 1

Students interpret a rock sample that gives away plate tectonic setting and may indicate marine or nonmarine setting.

Clue 2

Students interpret partly labeled maps, satellite images and/or photos that give away 1) elevation and 2) latitude.
Elevation and bathymetry interpreted from photos, topographic map and/or floral or faunal clues.
Latitude interpreted from snowline elevation and/or floral and faunal clues.

Clue 3

A cultural artifact, indicates specific continent or region of the world.

Determination of mystery location

Analysis of clues, establishing and conveying location and evaluating the location selection.

Part II - Purpose, solution and strategy of problem-solving

The need

to locate water supplies is established as the purpose in a narrative and by comparing water supplies, sources and usage in the San Diego region, and by comparison of water availability around the world.

A deal

is struck to trade water for ecotourism on Earth. As part of that deal, the class establishes the definition of success (a rubric).

The solution

- Students devise a strategy to address the rubric and design and produce a travel brochure.

Part III - Presentation and assessment of communication

The presentation

includes an open house where students post their brochures and celebrate.

The assessment

involves each class evaluating the work of another, using a common rubric.



Five-week overview

Week 1 (1-2 days) - The narrative

Teacher sets premise through narrative, tend to administrative details such as group assignments, and engages students.

Week 2 (5 days) - Clue 1 analysis - Igneous rock

Students identify rock and narrow possible locations based on deduction of plate tectonic setting. They reinforce learning related to plate tectonics, density, physical properties, phase change

Week 3 - Clue 2 analysis - Biome

Students deduce latitude and elevation based on selected environmental conditions and characteristics of anatomical features of plants and/or animals. They reinforce learning related to geoposition by latitude and longitude, sunlight, latitude, elevation and temperature Students deduce latitude and elevation based on analysis of abiotic conditions and biotic features of indigenous flora and fauna. Depending on the nature of their location and available clues, students may also determine whether their site is marine or non-marine, coastal or distant from a coast, and more.

Week 4 (3 days) - Clue 3 analysis - Cultural artifact

Students deduce specific location based on analysis of cultural artifacts. Artifacts may include historical material, food that indicates endemice species and ...

Week 4 (2 days) - Determination and confirmation of mystery location

Students gather their clues and check their determination in an activity that requires they know how to location places using latitude and longitude.

Week 5 (2 days) - Water supply

Students are presented with a narrative that introduces water needs on Earth. Students analyze rainfall data for San Diego, compare it with their own water usage and determine how much they depend on imported water. Students take up the offer to trade ecotours for water. Teacher tends to administrative aspects related to the brochure and students collectively develop an assessment rubric.

Week 5 (2 days) - Students produce the travel brochure and give a presentation.

Brochures...



Daily pacing example


Day 1

Intro
a. Teacher gives narrative

b. Students engaged with samples

c. Students presented with challenge to find mystery locations
Day 2

Intro (cont.)
d. Teacher assigns groups

e. Students introduced to structure of the activity, online resources, timeline and checklist

f. Students receive clue #1

g. Students review strategy of eliminating possiblities
 
 
 
Day 1

Clue 1
a. Students review relationship of current task relative to over all goal

c. Students review and learn about the relationship between atoms, minerals and rocks by rotating through 5 stations.

d. Station 1: What is a mineral?
Day 2

Clue 1 (cont.)

Identifying common minerals that make up igneous rocks
e. Station 2: Feldspars - plagioclase and orthoclase

f. Station 3: Quartz

g. Station 5: Micas - biotite and muscovite

h. Station 4: Amphibole and pyroxene

i. Station 5: Olivine

Recognizing specific physical characteristics of minerals
j. Station 6: Color, luster and light transmission

k. Station 7: Density

l. Station 8: Hardness and streak
Day 3

Clue 1 (cont.)
m. Station 9: What is a rock?

n. Station 10: Mineral compostion of rock

o. Station 11: Igneous textures

p. Station 12: Types of igneous rocks and textures, how they form and their tectonic association

q. Station 12: Rocks as a source of elemental resources
Day 4

Clue 1 (cont.)
q. Students analyze their mystery rock for texture and composition

r. Students associate their rock with tectonic setting

s. They mark possible locations where their rock might have been found.

t. Students writeup their conclusions
Day 5

Tectonic setting
1. Students review and learn more about tectonic setting

2. Students associate extreme morphology and hazards with tectonic setting

3. Students associate mineral resources with tectonic setting

4. Students mark progress chart.
Day 1

Clue 2
1. Students review relationship of current task relative to over all goal

2. Students receive clue #2

Students with terrestrial locations:
3. Students learn about trees

4. Students analyze floral (tree) evidence for clues about geographic location

5. Students learn about distribution of trees with elevation

6. Students evaluate elevation based on floral evidence

Students with marine locations:
3. Students learn about fishes

4. Students analyze faunal (fish) evidence for clues about depth

5. Students learn about the distribution of fish with certain anatomical features with depth

6. Students evaluate depth below sea level of deep or ground-living fish
Day 2

Clue 2 (cont.)
Students with terrestrial locations:
6. Students analyze snowline and its elevation by interpreting a topographic map

7. Combining snowline and elevation formation, students deduce latitude

8. Students review and learn about temperature dependence on elevation

Students with marine locations:
7. Students analyze fauna (fish) evidence for clues about latitude

8. Students review and learn about change in light levels with distance from sea surface
Day 3

Clue 2 (cont.)
9. Students compare marine vs. terrestrial biomes with respect to light and elevation

10. Students compare marine vs. terrestrial biomes with respect to temperature and elevation

11. Students review and learn more about latitudinal dependence of sunlight due to the Earth's shape and orbital geometry
Day 4

Clue 2 (cont.)
12. Students summarize what they know about elevation or depth

13. Students summarize what they know about latitude

14. They mark possible locations where their rock might have been found.

15. Students writeup their conclusions
Day 5

Clue 2 (cont.)
Climate
1. Students review and learn more about climate

2. Students associate flora and fauna with climate

3. Students associate people with climate

4. Students mark progress chart.
Day 1

Clue 3
1. Students review relationship of current task relative to over all goal

2. Students receive clue #3

3. Students analyze clue for marine or nonmarine

4. Students analyze clue for temperature, light, and food

5. Students analyze clue for historical significance
Day 2

Clue 3 (cont.)
14. They mark possible locations where their rock might have been found.

15. Students writeup their conclusions

Assessment
16. Students confirm location
Day 3

Water supply
The need for water
1. Teacher introduces activity through narrative

2. Students strike a deal with the Earthlings

3. Students compare and analyze sample travel brochures

4. Students produce a rubric travel brochures
Day 4

Water supply (cont.)
1. Students conclude that water for everyday needs comes from rainfall 2. Students research historical rainfall in San Diego and determine how much falls each year 3. Students research water supply needs at their group locations

2. Students compare supplies - rainfall at their location vs. San Diego

3. Students compare typical usage (or their own) on a water bill with natural supply over 1 acre

4. Students discover the degree to which water is imported and recognize why humans are now looking to import water from Hydrus

5. Students complete first part of bar graph.
Day 5

Water supply (cont.)
1. Students compare population densities

2. Students compare per capita water availability

3. Students reflect on action
Brochure and presentation
Day 1

1. Students review rubric

2. Students refer to previously collected information

3. Students define parts of brochure

4. Students delegate tasks

5. Students devise creative strategy to maximize assessment

6. Students set timeline

7. Students document tasks and project parameters
Day 2

1. Students work on tasks

2. Students check progress
Day 2

1. Students work on tasks

2. Students check progress

3. Students check that all materials are available for printing and presentation
Day 2

1. Students finish and print

2. Students present
Day 2

1. Students assess

2. Students celebrate