PTT:
Period 5 needs to review and take the quiz
- Other classes: open weathering and erosion presentation/letter from last week
Task 1: Chose ONE of the following options to reflect on your learning from the lab - complete it in Google Drive and put it in your science folder (GRADED ASSIGNMENT). This is due by Day 3 of Week 13.
OPTION 1: Write a letter to a 5th grader about weathering and erosion. Explain to them the following things: - what are these processes and how do they work together to affect rocks - what are the types of weathering and give examples of each - what are the types of erosion and give examples of each - why weathering and erosion are important to us in Monterrey
OPTION 2: Create a presentation (google presentation) about weathering and erosion. Include the following things: - what are these processes and how do they work together to affect rocks - what are the types of weathering and give examples WITH PICTURES of each - what are the types of erosion and give examples WITH PICTURES of each - why weathering and erosion are important to us in Monterrey
Closure: Reflect on what you got done today. What needs to be done to complete the assignment?
Homework: Assignment due on Day 3 of this week
Week 13, Day 2
PTT: While walking through La Huasteca the other week, I remember some students commenting on the fact that the mountains look fake, as if they were a prop from a movie or TV set. However, we know these massive stuctures are not fake and are very much the 'real deal'. Did you ever wonder how high mountains can be? Here is a short video explaining how high a mountain can get.
Task 2:
1) Turn to p. 62 in your science notebook
2) Record the date
3) Record the title: Rock Cycle
4) Record the Goal Question: How are rocks made and changed?
5) Copy down the following diagram into your notebook
Task 3: 1) Tape the rock cycle vocabulary onto p. 62 in your science notebook (as a flip page over your diagram) 2) Record the date 3) Read through each vocabulary term and highlight the word in one color and highlight key words from the definition in another color (we will have a quick vocabulary quiz on Monday, so be studying these every night) 4) Watch this video (it will help you especially if music/chants/raps help you remember information):
Task 4/Closure: 1) Get a worksheet for the Rock Cycle Interactive Lesson and tape this to page 63 2) Go through each part of the lesson - read very carefully, watch all video clips, complete all interactive activities - and complete the notes as you go Lesson link here: http://www.learner.org/interactives/rockcycle/index.html 3) When you are done, take a screenshot of your final score - email this to me so I can record your score (otherwise you get a 0!) It should look like this (first and last name please!)
Homework:
Weathering and Erosion assignment (letter or presentation) due on Day 3 of this week
Week 13, Day 3
PTT:
1) Watch the following video as a bit of review from the last class:
2) Turn to section 3 of your notebook (the back of the book). In three sentences explain how sedimentary rock could turn into sedimentary rock (this is not a typo!). 3) Use complete sentences to answer this question: What is the difference between lava and magma, and how does this relate to intrusive vs extrusive igneous rock?
Task 1: Review 1) Open your notebook to p. 63 2) If you have not finished the lesson or the notes, you will have 15 more minutes to do so. Don't forget to send me a screenshot of the "test your skills" quiz at the end of the interactive lesson. 3) We will discuss yesterday's homework on p.63
Task 2:
1) Turn to p.64 in your science notebook 2) Record the date 3) Title the page "Sedimentary Rock Formation" 4) Record theGoal Question: How are sedimentary rocks formed, and what are some characteristics of them?
Task 3: Formation of Limestone (a sedimentary rock) 1) You will get into groups at the six lab stations 2) Get a glass jar and soil sample. 3) Shake your sample for 10 seconds and set it down 4) Observe the bottle as it sits undisturbed for the next several minutes (Do NOT shake the bottle again!) 5) Make a sketch of your jar as it appears after about one minute. (p.64 about 1/4 of the page on the left - you will draw another sketch to the right of it later)
6) Use your observations and knowledge about sedimentary rock to answer the following questions (still on p.64, below your sketch) -a) As you allow the sediment bottle to sit undisturbed, what do you see happening? Explain. -b) What types of sediments float? Which ones settle to the bottom? -c) What do you predict would happen if we allowed the sediment bottle to sit for one week? -d) If your sediment bottle were an actual river bed, what type of sedimentary rock might we expect to find there? 7) complete a sketch of how the jar looks after 7 minutes (place this illustration beside your previous one - do a before and after)
Task 4: Rock Identification 1) Each lab station will be presented with 2 rocks 2) Your goal is to determine what types of rocks they are. 3) You will need to conduct research on the internet to determine the rocks' identity 4) Title p.65 "Rock Identification" 5) Draw a sketch of your two rocks (one rock on each half of the page) 6) Write a claim and evidence for the identification of each rock - your claim should identify what you think the correct name of the rock is and the type of rock (igneous, metamorphic, sedimentary) it is. Your evidence should describe the characteristics of the rock that support this claim.
Closure: 1) In the third section of your notebook, draw the rock cycle (without using the notes from last class) 2) Include the names of the different types of rock and indicated with arrows the processes that occur within the rock cycle
Week 13, Day 4
PTT: 1) Turn to p. 66 in your science notebook 2) Tape or glue the "Seawater Investigation" paper into your notebook 3) Record the date 4) Record the Goal Question: How is limestone made? 5) Read over the materials and instructions for the investigation. Pay particularly close attention to the safety note.
Task 1:
1) Once you have been assigned a group, move to the lab station and check to make sure you have all materials. NOTE: The materials list is slightly changed. You will need
1 plastic cup
50 mL of limewater
Safety goggles for all group members
2 straws with holes punched in the side
2) Once the teacher has given permission, complete the lab investigation. Be sure to record all observations as noted in the instructions.
Task 2:
1) Turn to p. 67
2) Title the page: Investigation Reflection
3) Answer the following questions on this page using COMPLETE SENTENCES:
- a) Make a claim that answers this question: Was it a physical change or a chemical change that occurred in this investigation?
- b) Describe the evidence that supports your claim in part a.
- c) Make a prediction that explains what you think this investigation has to do with the goal question (how is limestone formed).
NOTE: You will answer the following 2 questions on day 1 of next week:
- d) Compare the effect acid has on the white materials in your cup with the effect it has on calcium carbonate powder, limestone, and sea shells.
- e) What does what you wrote in "d" allow us to infer about how limestone is made and what it is made of?
Task 3: Rock Identification
1) Turn back to p. 65 - we will finish the part of the lesson most of us did not get to in our last class
5) Title p.65 "Rock Identification" 6) Draw a sketch of your two rocks (one rock on each half of the page) 7) Write a claim and evidence for the identification of each rock - your claim should identify what you think the correct name of the rock is and the type of rock (igneous, metamorphic, sedimentary) it is. Your evidence should describe the characteristics of the rock that support this claim.
Closure/Homework: Watch the following video to review the rock cycle as a whole:
Week 13, Day 1
Table of Contents
Period 5 needs to review and take the quiz
- Other classes: open weathering and erosion presentation/letter from last week
Task 1:
Chose ONE of the following options to reflect on your learning from the lab - complete it in Google Drive and put it in your science folder (GRADED ASSIGNMENT). This is due by Day 3 of Week 13.
OPTION 1: Write a letter to a 5th grader about weathering and erosion. Explain to them the following things:
- what are these processes and how do they work together to affect rocks
- what are the types of weathering and give examples of each
- what are the types of erosion and give examples of each
- why weathering and erosion are important to us in Monterrey
OPTION 2: Create a presentation (google presentation) about weathering and erosion. Include the following things:
- what are these processes and how do they work together to affect rocks
- what are the types of weathering and give examples WITH PICTURES of each
- what are the types of erosion and give examples WITH PICTURES of each
- why weathering and erosion are important to us in Monterrey
Closure:
Reflect on what you got done today. What needs to be done to complete the assignment?
Homework:
Assignment due on Day 3 of this week
Week 13, Day 2
PTT:
While walking through La Huasteca the other week, I remember some students commenting on the fact that the mountains look fake, as if they were a prop from a movie or TV set. However, we know these massive stuctures are not fake and are very much the 'real deal'. Did you ever wonder how high mountains can be? Here is a short video explaining how high a mountain can get.
Task 1: The Rock Cycle
Watch the Brain Pop video on the rock cycle: Brainpop video on the rock cycle
Task 2:
1) Turn to p. 62 in your science notebook
2) Record the date
3) Record the title: Rock Cycle
4) Record the Goal Question: How are rocks made and changed?
5) Copy down the following diagram into your notebook
Task 3:
1) Tape the rock cycle vocabulary onto p. 62 in your science notebook (as a flip page over your diagram)
2) Record the date
3) Read through each vocabulary term and highlight the word in one color and highlight key words from the definition in another color (we will have a quick vocabulary quiz on Monday, so be studying these every night)
4) Watch this video (it will help you especially if music/chants/raps help you remember information):
Task 4/Closure:
1) Get a worksheet for the Rock Cycle Interactive Lesson and tape this to page 63
2) Go through each part of the lesson - read very carefully, watch all video clips, complete all interactive activities - and complete the notes as you go
Lesson link here: http://www.learner.org/interactives/rockcycle/index.html
3) When you are done, take a screenshot of your final score - email this to me so I can record your score (otherwise you get a 0!)
It should look like this (first and last name please!)
Homework:
Weathering and Erosion assignment (letter or presentation) due on Day 3 of this week
Week 13, Day 3
PTT:
1) Watch the following video as a bit of review from the last class:
2) Turn to section 3 of your notebook (the back of the book). In three sentences explain how sedimentary rock could turn into sedimentary rock (this is not a typo!).
3) Use complete sentences to answer this question:
What is the difference between lava and magma, and how does this relate to intrusive vs extrusive igneous rock?
Task 1: Review
1) Open your notebook to p. 63
2) If you have not finished the lesson or the notes, you will have 15 more minutes to do so. Don't forget to send me a screenshot of the "test your skills" quiz at the end of the interactive lesson.
3) We will discuss yesterday's homework on p.63
Task 2:
1) Turn to p.64 in your science notebook
2) Record the date
3) Title the page "Sedimentary Rock Formation"
4) Record the Goal Question: How are sedimentary rocks formed, and what are some characteristics of them?
Task 3: Formation of Limestone (a sedimentary rock)
1) You will get into groups at the six lab stations
2) Get a glass jar and soil sample.
3) Shake your sample for 10 seconds and set it down
4) Observe the bottle as it sits undisturbed for the next several minutes (Do NOT shake the bottle again!)
5) Make a sketch of your jar as it appears after about one minute.
(p.64 about 1/4 of the page on the left - you will draw another sketch to the right of it later)
6) Use your observations and knowledge about sedimentary rock to answer the following questions (still on p.64, below your sketch)
-a) As you allow the sediment bottle to sit undisturbed, what do you see happening? Explain.
-b) What types of sediments float? Which ones settle to the bottom?
-c) What do you predict would happen if we allowed the sediment bottle to sit for one week?
-d) If your sediment bottle were an actual river bed, what type of sedimentary rock might we expect to find there?
7) complete a sketch of how the jar looks after 7 minutes (place this illustration beside your previous one - do a before and after)
Task 4: Rock Identification
1) Each lab station will be presented with 2 rocks
2) Your goal is to determine what types of rocks they are.
3) You will need to conduct research on the internet to determine the rocks' identity
4) Title p.65 "Rock Identification"
5) Draw a sketch of your two rocks (one rock on each half of the page)
6) Write a claim and evidence for the identification of each rock - your claim should identify what you think the correct name of the rock is and the type of rock (igneous, metamorphic, sedimentary) it is. Your evidence should describe the characteristics of the rock that support this claim.
Closure:
1) In the third section of your notebook, draw the rock cycle (without using the notes from last class)
2) Include the names of the different types of rock and indicated with arrows the processes that occur within the rock cycle
Week 13, Day 4
PTT:
1) Turn to p. 66 in your science notebook
2) Tape or glue the "Seawater Investigation" paper into your notebook
3) Record the date
4) Record the Goal Question: How is limestone made?
5) Read over the materials and instructions for the investigation. Pay particularly close attention to the safety note.
Task 1:
1) Once you have been assigned a group, move to the lab station and check to make sure you have all materials. NOTE: The materials list is slightly changed. You will need
1 plastic cup
50 mL of limewater
Safety goggles for all group members
2 straws with holes punched in the side
2) Once the teacher has given permission, complete the lab investigation. Be sure to record all observations as noted in the instructions.
Task 2:
1) Turn to p. 67
2) Title the page: Investigation Reflection
3) Answer the following questions on this page using COMPLETE SENTENCES:
- a) Make a claim that answers this question: Was it a physical change or a chemical change that occurred in this investigation?
- b) Describe the evidence that supports your claim in part a.
- c) Make a prediction that explains what you think this investigation has to do with the goal question (how is limestone formed).
NOTE: You will answer the following 2 questions on day 1 of next week:
- d) Compare the effect acid has on the white materials in your cup with the effect it has on calcium carbonate powder, limestone, and sea shells.
- e) What does what you wrote in "d" allow us to infer about how limestone is made and what it is made of?
Task 3: Rock Identification
1) Turn back to p. 65 - we will finish the part of the lesson most of us did not get to in our last class
2) Each lab station will be presented with 2 rocks
3) Your goal is to determine what types of rocks they are.
4) You will need to conduct research on the internet to determine the rocks' identity. One or more of the following resources may be helpful:
http://www.rockhounds.com/rockshop/rockkey/#Using Key
http://geology.about.com/od/rocks/a/Rock-Tables.htm
https://fitz6.files.wordpress.com/2012/06/chart.gif
http://www.classzone.com/books/earth_science/terc/content/investigations/es0610/es0610page02.cfm
5) Title p.65 "Rock Identification"
6) Draw a sketch of your two rocks (one rock on each half of the page)
7) Write a claim and evidence for the identification of each rock - your claim should identify what you think the correct name of the rock is and the type of rock (igneous, metamorphic, sedimentary) it is. Your evidence should describe the characteristics of the rock that support this claim.
Closure/Homework:
Watch the following video to review the rock cycle as a whole: