1. How can we use rock characteristics to interpret rock origin?
Robyn Dahl
Western Washington University

2. Curriculum Development Team: North Cascades & Olympic Science Partnership
Jennifer Bachman1
Susan DeBari2
Bernie Dougan3
Ben Fackler-Adams4
Sara Julin3
Scott Linneman2
Robert Mitchell2
Terri Plake5
Brad Smith4
1University of Oregon
2Western Washington University
3Whatcom Community College
4Skagit Valley College
5Northwest Indian College

3. Curriculum Overview and Design
Intended Audience: Pre-service K-12 teachers, introductory geoscience undergraduate courses (majors or non-majors), high school students
Pedagogical Design: Jigsaw method
Time Required: 2-3 hours
Materials: 10 specimens of each rock type (intrusive igneous, extrusive igneous, sedimentary, metamorphic); whiteboards (for discussion); NCOSP curriculum (on EER website)

4. Why It Works
Constructivist Learning Model: students use their own observations to form their own classification system for rock types and description before learning the “official” system
Four Rock Types: Igneous rocks are split into intrusive and extrusive types, allowing students to more effectively use observation to determine the range of formation processes for igneous rocks
Formative Assessments: “Check-ins” like whiteboard discussions and questions from instructors ensures that specialty knowledge is shared with all members of the home group

5. Discovering Rocks Jigsaw Directions
Part 1: You will start in a Rock Cycle Group, your “home group” that consists of at least four members. Within each Rock Cycle Group, each member will be assigned to one of the four Rock Specialty Groups.
Part 2: Your Rock Cycle Group will split up and you will join your Rock Specialty Group, where you will observe and make detailed descriptions of your assigned rock type.
Part 3: You will return to your Rock Cycle Group and share the information you learned about your rock specialty type. After sharing all the information, each Rock Cycle Group will make an attempt to infer how and where the different rock types form.
Part 4: You will explore Scientists’ Ideas about rock formation, and relate that information to your observations. Your group will construct a table that relates rock type to physical characteristics and processes of formation.
Part 5: You will use the table from Part 4 and the rock specimens to classify the four rock types.
Part 6: Summarizing questions and group discussion

6. Jigsaw Model Rock Cycle Group Rock Specialty Group Rock Cycle Group AB C D A A B C D A B C D B A B C D A B C D C A B C D A B C D D A B C D
Jigsaw Expectations
Cooperative Expectations: all members will participate fairly and equally in all discussions. Everyone should get a turn to speak. Make sure that each group member can summarize the group discussion.
Individual Accountability Expectations: each group member learns their part well enough to teach it to their home group. Individual accountability includes listening skills and asking clarifying questions.