Student Learning in a Student Learning in a Text-Enhanced Inquiry Text-Enhanced Inquiry

Unit on Rocks (also Unit on Rocks (also known as Integrating known as Integrating

Reading….)Reading….)NSF HRD-0217144NSF HRD-0217144

Earth MaterialsEarth Materials

Four investigationsFour investigations– Rock properties, rocks are made of Rock properties, rocks are made of

mineralsminerals– Mineral properties, scratch test Mineral properties, scratch test

(hardness)(hardness)– Rock properties, acid testRock properties, acid test– Granite composition, properties of Granite composition, properties of

minerals that are found in graniteminerals that are found in granite

FOSS Earth MaterialsFOSS Earth Materials

Main objective of the unit: rock and Main objective of the unit: rock and mineral propertiesmineral properties

Variety of tests used such as scratch Variety of tests used such as scratch test, vinegar testtest, vinegar test

How can text enhance student How can text enhance student learning?learning?

Your rock descriptionsYour rock descriptions

Children’s Descriptions Children’s Descriptions

18 of 23 children 18 of 23 children used color used color descriptorsdescriptors

CompositionComposition

Dots/spotsDots/spots 66

SparklesSparkles 66

FossilsFossils 33

Little flat Little flat pieces of pieces of goldgold

11

Children’s descriptionsChildren’s descriptions

PatternsPatterns

Lines/StripesLines/Stripes 66

LusterLuster 44

HardnessHardness 44

TextureTexture 1717

Holes/bubblesHoles/bubbles 22

BreaksBreaks 11

OtherOther

SoundSound 22

SizeSize 11

ShapeShape 88

SmellSmell 88

Weight/MassWeight/Mass 55

How do geologists identify rocks How do geologists identify rocks and minerals?and minerals?

They attend to They attend to relevantrelevant propertiesproperties They ignore idiosyncratic features of a They ignore idiosyncratic features of a

given sample given sample They know the exceptions to the rulesThey know the exceptions to the rules Not every feature is a clue to the type of Not every feature is a clue to the type of

rock or mineralrock or mineral Identification of rocks is different from Identification of rocks is different from

minerals, as different properties are minerals, as different properties are relevant relevant

What’s relevant and what isn’t?What’s relevant and what isn’t?

Rocks - relevantRocks - relevant– Mineral composition Mineral composition

(which is (which is sometimes sometimes indicated by color)indicated by color)

– Grain sizeGrain size– PatternsPatterns

Rocks – irrelevantRocks – irrelevant– ShapeShape– Size Size – FeelFeel– Dirt marks, pits, Dirt marks, pits,

scratches, scratches, weatheringweathering

What’s relevant and what isn’t?What’s relevant and what isn’t?

Minerals - relevantMinerals - relevant– LusterLuster– Color (sometimes)Color (sometimes)– Structural features Structural features

Crystal formCrystal form Breakage patternsBreakage patterns

– HardnessHardness

Minerals – Minerals – irrelevantirrelevant– SizeSize– Dirt marks, pits, Dirt marks, pits,

scratchesscratches– SmellSmell

How do we help children learn to How do we help children learn to observe & identify like geologists?observe & identify like geologists?

Observing in science draws on Observing in science draws on conventions of the disciplineconventions of the discipline– Need to know what to look forNeed to know what to look for– Need to have the words to describe what you Need to have the words to describe what you

seesee What tools assist learners with this task?What tools assist learners with this task?

– Common sample description activityCommon sample description activity– Texts as models of scientific observationTexts as models of scientific observation– Texts as tools to assist in identificationTexts as tools to assist in identification

How samples are the sameHow samples are the same

0

5

10

15

20

25co

lor

crys

tals

spar

kles

dots/s

pots

hard

ness

text

ure

shar

p ed

ges

mas

ssm

ell

size

heav

ines

s

How samples are differentHow samples are different

0

2

4

6

8

10

12

14

16m

ass

shap

e

smel

l

size

color

textur

e

luste

r

dots

sand

y

Models of scientific and artistic Models of scientific and artistic descriptiondescription

Scientist and artist described same Scientist and artist described same rock (rock that children also studied)rock (rock that children also studied)

Children use their written Children use their written descriptions to learn about descriptions to learn about – What counts as a scientific descriptionWhat counts as a scientific description– What counts as an artistic descriptionWhat counts as an artistic description– Where they do and don’t overlapWhere they do and don’t overlap

Scientist: Dr. John Madsen, Geologist .

This is a light-colored rock with interlocking crystals (minerals). The minerals can be seen using your eyes without the need of a hand lens. Geologists would call this coarse-grained.

The individual minerals that can be seen include -a pinkish/orangish or whitish mineral called feldspar, -a shiny clear to gray-colored mineral called quartz, -a clear to brownish mineral that appears as small flat sheets called mica, -a small, dark-appearing nearly circular mineral called amphibole.

Based on the overall color of the rock, the interlocking crystals, the coarse-grained appearance and the minerals present in this rock, I would name this rock granite.

Artist: Dr. Leni Salkind, Ceramicist .

This rock is triangular in shape with rough edges and an uneven peak at the top. There is a penny to the right side of the rock. The shiny surface of the rock is covered with blotches of muted, natural gray, beige, and pink colors evenly spread across the slightly rough surface of the rock. Even though the rock is a three dimensional object it appears to be very flat with a slight vertical ridge up the center of the triangle. The rock reminds me of a mountain one might see in Chinese landscape paintings.

Text additionsText additions Everybody Needs a Rock Everybody Needs a Rock read aloudread aloud

Introduce unit, engage childrenIntroduce unit, engage children Artist and Scientist descriptionsArtist and Scientist descriptions

Introduce scientifically appropriate Introduce scientifically appropriate descriptiondescription

Field GuideField GuideTool to assist in identificationTool to assist in identification

Let’s Go Rock CollectingLet’s Go Rock Collecting Introduce Moh’s ScaleIntroduce Moh’s Scale

Pebble in My PocketPebble in My PocketExtend ideas about rocks to formation, Extend ideas about rocks to formation,

historyhistory

Using a field guide in rock and Using a field guide in rock and mineral identificationmineral identification

Authentic geologist Authentic geologist tooltool

Extends sample poolExtends sample pool Helps children focus Helps children focus

on identification on identification propertiesproperties

Task: after practice Task: after practice with a known set, with a known set, use a field guide to use a field guide to identify unknownsidentify unknowns

Wonderings…Wonderings… Are our expectations reasonable for Are our expectations reasonable for

third graders?third graders? What should we make of identifications What should we make of identifications

that are close but not right?that are close but not right? What is your assessment of the field What is your assessment of the field

guide and how it was used by kids and guide and how it was used by kids and teachers?teachers?

What features must written texts have What features must written texts have to be useful? Which are negotiable?to be useful? Which are negotiable?