Technology infusion
-
Upload
jwteach -
Category
Technology
-
view
718 -
download
1
description
Transcript of Technology infusion
Title of Unit Geology – Rocks and Minerals Grade Level 8th grade
Curriculum AreaEarth Science
Time Frame 5 weeks
Identify Desired Results (Stage 1)Content Standards
S8E5. Students will investigate the scientific view of how the Earth’s surface is formed.a. Investigate the contribution of minerals to rock composition.b. Classify rocks by their process of formation.
Understandings Essential Questions
Overarching Understanding Overarching TopicalStudents will understand that…
Many materials used by people come from rocks and minerals.
To be a mineral it has to be naturally occurring, inorganic solid that has a crystal structure and a definite chemical composition.
Each mineral has its own specific properties that can be used to identify it.
Minerals can form in two ways: through crystallization of melted materials and through crystallization of materials dissolved in water.
Minerals are the source of metals, gemstones, and other materials used to make many products.
Rocks are classified based on how they formed and their mineral composition.
Igneous rocks are classified according to their origin, texture, and mineral composition.
Sedimentary rocks are formed by the ongoing deposition of rocks and other sediments that are cemented together.
Metamorphic rocks are identified by the arrangement of the grains that make up the rocks.
Rocks at the Earth’s surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock.
What are the properties of minerals and explain how minerals are identified?
Can minerals be used in everyday life? If so, how?
Is it possible for rocks to change from one type to another?
Is the rock cycle really a cycle?
How do natural objects compare to manufactured objects?
Can rocks be used in everyday life? If so, how?
What is a mineral? What are the five characteristics of a mineral? What are the processes by which minerals form? What are the characteristics used to identify rocks? What are the three major groups of rocks? How do igneous rocks form? How do sedimentary rocks form? How do metamorphic rocks form? How are rocks classified?
Related Misconceptions
Misconceptions: All rocks are the same. Rocks and minerals are the same. Rocks and minerals are not important in my
life. Rocks and minerals can be man-made.
KnowledgeStudents will know…
SkillsStudents will be able to…
Minerals can be identified by their physical properties.
Rocks are composed of minerals. Minerals are the building blocks of rocks.
Magma cools and crystallizes to form igneous rock.
Igneous rock undergoes weathering to form sediment. The sediment is transported and deposited somewhere (such as at the beach or in a delta, or in the deep sea.
The Rock Cycle explains how on rock type can be transformed into another.
Science mineral vocabulary-Mineral, inorganic, crystal structure, element, compound, Moh’s hardness scale, streak, luster, density, cleavage, fracture, magma, and lava.
Science rock vocabulary- Sedimentary, igneous, metamorphic, rock composition, mineral formation, pressure, and rock cycle.
Explain the properties of minerals. Identify the processes of how minerals form. Explain and give examples of how minerals and rocks are used in their everyday life. Explain how rocks change from one type to another. Analyze the rock cycle and explain how the different types of rocks form. Classify igneous, sedimentary, and metamorphic rocks.
Judy Wallace
Stage 2 – Evidence of Desired Results
Performance Task Assignment # 1
Students will develop a graphic organizer identifying the five characteristics of a mineral, properties of a mineral, how minerals are identified, and how minerals form. (Facets 1, 2, & 3)
Performance Task Assignment # 2
Students will create a theme book identifying the three types of rocks and how they are classified. (Facets 1, 2, 3, & 4)
Performance Task Assignment # 3
Students will develop a PowerPoint presentation describing how rocks and minerals are used in everyday objects. Students will explain: What are some actual minerals, as opposed to mineral products, that people use frequently? What are some things made
from rocks or minerals that we use in our daily lives? How would our lives be affected if we did not use rocks and minerals? Facets1, 2, 3, 4, & 5)
Other Evidence:
(eg., tests, quizzes, prompts, work samples, observations)
Writing Prompt
Discuss the importance of rocks and minerals in our daily lives. (Facet 5, & 6)
Discuss any problem that you have had in your search for information and how you resolved it. (Facet 4, 5, & 6)
Describe how you chose the rocks and minerals for your PowerPoint and how you determine how to look up your information. (Facet 6)
Observation:
The teacher will observe the student’s participation and understanding of the concepts daily, and address any problem students may have.
Performance Task Assignment # 1
Students will develop a graphic organizer identifying the five characteristics of a mineral, properties of a mineral, how minerals are identified, and how minerals form. (Facets 1, 2, & 3)
Goal
As the president of your science club, your task is to create a graphic organizer identifying the characteristics minerals, properties of minerals, describe how to identify minerals, and how minerals form.
Role You are the president of your science club.
Audience Your science club members.
Situation
The challenge involves dealing with new members that have no knowledge of minerals.
Product, Performance, and Purpose
You will design a graphic organizer that will teach your new members the five characteristics of a mineral, properties of a mineral, how minerals are identified, and how minerals form.
Standards and Criteria for Success
Your work will be evaluated by your club advisor and new members using a rubric. (Document 1) (Document 2)
Mineral Graphic Organizer
(Document 1)
Teacher Name: Judy Wallace
Student Name: ________________________________________ Grade_____________
CATEGORY 4 Excellent 3 Good 2 Satisfactory1 Needs Improvement
Labels All items of importance on the graphic organizer are clearly labeled.
Almost all items of importance on the graphic organizer are clearly labeled.
Several items of importance on the graphic organizer are clearly labeled.
Labels are too small to view OR no important items were labeled.
Required Elements
The graphic organizer includes all required elements as well as additional information.
All required elements are included on the graphic organizer.
All but 1 of the required elements is included on the graphic organizer.
Several required elements were missing.
Content - Accuracy
At least 15 accurate facts are displayed on the graphic organizer.
10 accurate facts are displayed on the graphic organizer.
5 accurate facts are displayed on the graphic organizer.
Less than 3 accurate facts are displayed on the graphic organizer.
Graphics - Relevance
All statements are related to the topic and make it easier to understand. .
All statements are related to the topic and most make it easier to understand.
All statements relate to the topic.
Statements do not relate to the topic.
Knowledge Gained
Student can accurately answer all questions related to facts in the graphic organizer and processes used to create the graphic organizer.
Student can accurately answer most questions related to facts in the graphic organizer and processes used to create the graphic organizer.
Student can accurately answer about 75% of questions related to facts in the graphic organizer and processes used to create the graphic organizer.
Student appears to have insufficient knowledge about the facts or processes used in the graphic organizer.
Self Assessment
For
Graphic Organizer(Document 2)
Student Name:_______________________________________________
Teacher Name:___Judy Wallace________________________________
Element PossiblePoints
Earned Assessment
Self Teacher
I included my name and the date.
The title tells what the graphic organizer is about.
I central figure shows the main topic of this graphic organizer.
All the correct categories are shown in figures around the central figure.
Details are given as support for each category.
All information on the graphic organizer is accurate.
There are no errors in capitalization, usage, punctuation, or spelling. (C-U-P-S).
The graphic organizer is neat and presentable.
Total:
GRADE_________
Performance Task Assignment # 2
Students will create a theme book identifying the three types of rocks and how they are classified. (Facets 1, 2, 3, & 4)
Goal
As an Earth Science student teacher your goal is to design a theme book on how to identify the three types of rocks and how they are classified.
Role Earth Science student teacher.
Audience Your students.
Situation
The challenge involves dealing with students that have no knowledge of rocks.
Product, Performance, and Purpose
You will design a theme book that will teach your students the three types of rocks and how to classify them.
Standards and Criteria for Success
Your work will be evaluated by your supervising teacher and students. (Document 3 & 4)
Rock Theme Book
(Document 3)
Teacher Name: Judy Wallace
Student Name: ________________________________________Grade________
CATEGORY 4 Excellent 3 Good 2 Satisfactory 1 Needs Improvement
Focus on Assigned Topic
The theme book is related to the assigned topic and allows the reader to understand much more about the topic.
Most of the theme book is related to the assigned topic. The information wanders off at one point, but the reader can still learn something about the topic.
Some of the theme book is related to the assigned topic, but the reader does not learn much about the topic.
No attempt has been made to relate the theme book to the assigned topic.
Organization The theme book is very well organized. One idea follows another in a logical sequence with clear transitions.
The theme book is pretty well organized. One idea may seem out of place. Clear transitions are used.
The theme book is a little hard to follow. The transitions are sometimes not clear.
Ideas seem to be randomly arranged.
Accuracy of Facts All facts presented in the theme book are accurate.
Almost all facts presented in the theme book are accurate.
Most facts presented in the theme book are accurate (at least 70%).
There are several factual errors in the theme book.
Neatness The theme book is readable, clean, neat and attractive. It is free of erasures and crossed-out words.
The theme book is readable, neat and attractive. It may have one or two erasures, but they are not distracting.
The theme book is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.
The theme book is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Requirements All of the written requirements were met.
Almost all (about 90%) the written requirements were met.
Most (about 75%) of the written requirements were met, but several were not.
Many requirements were not met.
Writing Process Student devotes a lot of time and effort to the writing process Works hard to make the story wonderful.
Student devotes sufficient time and effort to the writing process and gets the job done.
Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.
Student devotes little time and effort to the writing process. Doesn't seem to care.
Self Assessment for Theme Book(Document 4)
Student Name:______________________________________________
Teacher Name:___ Judy Wallace________________________________
GRADE________
Element PossiblePoints
Earned Assessment
Self Teacher
I included my name and the date.
The title tells what the theme book is about.
All the correct categories are shown in figures around the central figure.
Details are given as support for each category.
All information on the theme book is accurate.
There are no errors in capitalization, usage, punctuation, or spelling. (C-U-P-S).
The theme book is neat and presentable.
Total:
Performance Task Assignment # 3
Students will develop a PowerPoint presentation describing how rocks and minerals are used in everyday objects. Students will explain: What are some actual minerals, as opposed to mineral products, that people use frequently? What are some things made from rocks or minerals that we use in our daily lives? How would our lives be affected if we did not use rocks and minerals? Facets1, 2, 3, 4, & 5)
Goal
As geologist your goal is to design a PowerPoint that shows how rocks and minerals are used in everyday objects.
Role You are a geologist.
Audience Your interns from the Georgia School of Geology..
Situation
You have been asked to design a PowerPoint to describe how we use rocks and minerals in our everyday lives.
Product, Performance, and Purpose
You will design a PowerPoint that will teach the interns the uses of minerals and rocks in daily living.
Standards and Criteria for Success
Your work will be evaluated by your supervising dean and interns.
(Document 5 & 6)
CATEGORY 4 Excellent 3 Good 2 Satisfactory 1 Needs Improvement Originality Presentation shows
considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.
Presentation shows an attempt at originality and inventiveness on 1-2 cards.
Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Content - Accuracy All content throughout the presentation is accurate. There are no factual errors.
Most of the content is accurate but there is one piece of information that might be inaccurate.
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.
Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.
Most information is organized in a clear, logical way. One card or item of information seems out of place.
Some information is logically sequenced. An occasional card or item of information seems out of place.
There is no clear plan for the organization of information.
Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation.
A few graphics are not attractive but all support the theme/content of the presentation.
All graphics are attractive but a few do not seem to support the theme/content of the presentation.
Several graphics are unattractive AND detract from the content of the presentation.
Effectiveness Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.
Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is
Project is missing more than two key elements. It would make an incomplete study guide.
Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Rocks and Minerals PowerPoint
(Document 5)
Teacher Name: Judy Wallace
Student Name: ________________________________________ Grade______
an adequate study guide.
Spelling and Grammar
Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings, but no grammatical errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling errors.
Student Self-Assessment Rubricfor PowerPoint
(Document 6)
QUESTIONING
4My question is clear, well-focused and requires high level thinking skills in order to research.
3My question is clear and well focused. My question requires moderately high level thinking skills.
2My question is incomplete and unclear. My teacher needed to help me form a question.
1 I was unable to come up with a research question.
PLANNING
4
I Made really good use of my time. I was able to remain focused on the tasks and make changes when I needed to. I was able to develop a clear method to organize my information. I was able to make revisions in my plan when needed.
3I was able to work within the time frame my teacher gave me. I was able to develop a system to organize my information. I was able to make revisions with help from my teacher.
2I needed teacher help to list and organize what I needed to do. There are some steps missing in my planning. I made revisions with teacher help.
1I was unable to come up with an organized plan and work within the time limits.
GATHERING
4I used a variety of resources and carefully selected only the information that answered my question. I was able to continually revise my search based on information I found.
3I used many resources to find information that answered my question. I tried at revising my search, but had some problems doing so.
2I used 1 or more sources. Original question or focus guided my search, although I should have made revisions. I made errors in selection of references.
1I lost focus during the gathering process and therefore my information was not accurate and complete.
(Document 6)cont.
SORTING
4I thoroughly selected and organized information that answered my question in an organized way. I selected information that was appropriate.
3I sorted information and organized information that answered my question without too many errors.
2I tried to organize the information I found, but I made some mistakes. I wasn't able to completely stay focused on information that would answer my question.
1I was unable to sort and organize the information I found to answer my question.
SYNTHESIZING
4I used the information I found in a meaningful way to create an original product that clearly answers the question with accuracy, detail and understanding.
3My product answers the question in a way that reflects learning using some detail and accuracy.
2 My product is not complete and only answers part of the question.
1My product is incomplete and contains missing details and it isn't completely accurate.
TOTAL POINTS________________________
GRADE________________________________
Student’s Name__________________________
Teacher – Judy Wallace
Science Journal
Your science journal is an important tool to write your understandings of the daily lesson in. It also gives you a place to write down questions, that you would like to investigate further.
Instructions for your journal.
1. Date your daily entry.2. Answer the writing prompt listed on the board.3. Make a sentence that includes part of the writing prompt and your
answer, so that you will be able to understand what you say.4. Turn in journal at the end of each week for an assessment grade.
Writing Prompt Rubric
(Document 7)
Teacher Name: Judy Wallace
Student Name: ________________________________________ Grade____________
CATEGORY 4 Excellent 3 Good 2 Satisfactory 1 Needs Improvement
Sentence Length (Sentence Fluency)
Every paragraph has sentences that vary in length.
Almost all paragraphs have sentences that vary in length.
Some sentences vary in length.
Sentences rarely vary in length.
Flow & Rhythm (Sentence Fluency)
All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis.
Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.
Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand.
The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.
Sequencing (Organization)
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Some details are not in a logical or expected order, and this distracts the reader.
Many details are not in a logical or expected order. There is little sense that the writing is organized.
Accuracy of Facts (Content)
All supportive facts are reported accurately.
Almost all supportive facts are reported accurately.
Most supportive facts are reported accurately.
NO facts are reported OR most are inaccurately reported.
Conclusion (Organization)
The conclusion is strong and leaves the reader with a feeling that they understand the standard.
The conclusion is recognizable and ties up almost all the loose ends.
The conclusion is recognizable, but does not tie up several loose ends.
There is no clear conclusion, the paper just ends.
W To gain a better understanding of how rocks and minerals form.
(Foundational/existential) To gain a better understanding of the three major groups of rocks.
(Foundational/existential) What are minerals? (Foundational/existential) Where do you think you could find minerals in nature? (Foundational/existential) How would you describe the difference between rocks and minerals?
(Foundational/existential)
What could the appearance of a rock’s surface tell a geologist about how that rock formed? (Foundational/existential)
Teacher will explain that we will be exploring rocks and minerals through learning new vocabulary, developing a mineral graphic organizer, construct a rock theme book and design a visual presentation. (Foundational/existential) (Hands-on) (Social)
Pre test (Administration gives the pretest to the teachers at the beginning of each nine weeks.)
K-W-L K-W-L (Foundational/existential) (Hands-on) (Social)
Rubric assessment for each performance task.
H Display a variety of rocks and minerals on lab table. Let students examine
and discuss what they know about rocks and minerals. (Narrational) (Foundational/existential) (Hands-on) (Social)
Ask students questions: What do we use these for? Why do you think rocks and minerals are important in your life? (Narrational) (Foundational/existential)
E Teacher will demonstrate how to make a graphic organizer for minerals. Students will develop a graphic organizer identifying the five characteristics
of a mineral, properties of a mineral, how minerals are identified, and how minerals form. (Facets 1, 2, & 3.) MINERALS Graphic Organizer Graphic Organizer Rubric .
(Foundational/existential) (Hands-on) (Social)
Teacher will demonstrate how to make a theme book for rocks. Rock Theme Book
Students will create a theme book identifying the three types of rocks and how they are classified. (Facets 1, 2, 3, & 4.) Theme book rubric (Foundational/existential) (Aesthetic ) (Hands-on) (Social)
Teacher will demonstrate on the smartboard how to do a PowerPoint on rocks and minerals. PowerPoint Rocks and Minerals (Foundational/existential)
Students will develop a PowerPoint presentation describing how rocks and minerals are used in everyday life. Students will explain: What are some actual minerals, as opposed to mineral products, that people use frequently? What are some things made from rocks or minerals that we use in our daily lives? How would our lives be affected if we did not use rocks and minerals? (Facets 1,2,3,4 &5.) Rocks and Minerals PowerPoint Rubric.docx (Narrational) (Foundational/existential) (Aesthetic ) (Hands-on) (Social)
R Discuss the previous day’s lesson. (Narrational) (Foundational/existential) Journal entries will be discussed. (Foundational/existential) (Hands-on) (Social)
Feedback from peers on graphic organizer and theme book. (Social) PowerPoint consultation rehearsal with teacher for revising and refining.
(Foundational/existential) (Hands-on) (Social)
E Students will be provided a calendar of daily task for PowerPoint. PowerPoint
Calendar.docx
Daily progress expectations will be presented on the smartboard. (This is where you should be at the end of class. (Foundational/existential)
A rubric will be provided for each performance task. Each performance task should allow students to understand how each one of the task builds knowledge for the next task. (Foundational/existential)
T Group students that can support other students experiencing weakness in
ability to do performance task. (Foundational/existential) (Hands-on) (Social)
Provide a visual example of each task. Provide extra time. Give repetition and clarification regularly. Provide one step at a time instruction. Decrease assignment by giving photocopied information to be pasted into
graphic organizer and theme book. Lessen the length of the PowerPoint as needed for students needing
accommodations. Students that need to go above and beyond what is covered in the regular
classroom will be given options to choose a research report, demonstration, or lab experiment to enrich their learning potential. (Foundational/existential) (Hands-on) (Social)
O Discussion of rocks and minerals to introduce performance tasks.
(Narrational)
Graphic organizer on minerals to organize information for learning. (Foundational/existential) (Aesthetic ) (Hands-on) (Social)
Theme book on rocks is to guide for transfer of information and how it relates to minerals. (Foundational/existential) (Aesthetic) (Hands-on) (Social)
PowerPoint to aid the students to focus on the main ideas and to give a creative and challenging outlet. (Foundational/existential) (Aesthetic) (Hands-on) (Social)
(Pearson Education, Inc., 2002)
http://www.teach-nology.com/web_tools/graphic_org/kwl/
http://www.gamineral.org
www.teachers.ash.org.au/jmresources/rocks/links.html
http://www.kidskonnect.com/content/view/97/27/
Calendar
Sun
Mon Pre test (Administration gives the pretest to the teachers at the beginning of each nine weeks.) K-W-L Rubric assessment for each activity.
Tue Hook: Display a variety of rocks and minerals on lab table. Let students examine and discuss what they know
about rocks and minerals. Ask students questions: What do we use these for? Why do you think rocks and minerals are
important in your life?
Students will get in their peer groups and make a list of why they believe rocks and minerals are important in their lives.
Students will turn in to teacher as they leave class for their “Ticket out the Door.”
Wed Teacher will discuss and show students how to make a graphic organizer for minerals.
Teacher will explain rubric for mineral graphic organizer.
Students will begin developing a graphic organizer, following the example from the teacher, identifying the five characteristics of a mineral, properties of a mineral, how minerals are identified, and how minerals form. (Facets 1, 2, & 3.)MINERALS Graphic Organizer
Thu
Students will continue developing the graphic organizer. The teacher will monitor for revising and refining. Inclusion teacher will monitor to make sure accommodations for assignments are met. Also, revising and refining when necessary.
Fri Students will continue developing the graphic organizer and turn in to teacher for evaluation. Graphic
Organizer Rubric
Sat
Sun
Mon Teacher will demonstrate how to make a theme book for rocks and explain rubric.
Students will create a theme book identifying the three types of rocks and how they are classified. (Facets 1, 2, 3, & 4.) Rock Theme Book
Tue Students will continue developing the theme book. The teacher will monitor for revising and refining. Inclusion teacher will monitor to make sure accommodations for assignments are met. Also, revising and refining when necessary.
Wed Students will continue developing the theme book. The teacher will monitor for revising and refining. Inclusion teacher will monitor to make sure accommodations for assignments are met. Also, revising
and refining when necessary.
Thu Students will continue developing the theme book. The teacher will monitor for revising and refining. Inclusion teacher will monitor to make sure accommodations for assignments are met. Also, revising and refining when necessary.
Fri Students will continue developing the graphic organizer and turn in to teacher for evaluation.
Theme book rubric
Sat
Sun
MonPOWERPOINTINSTRUCTIONS Choose 5 minerals and 7 rocks used in everyday life and present in a PowerPoint presentation. DAY 1 Slide 1- Introduction Page (Example: ROCKS and MINERALS BY: ( First name Last name)
Slide 2- What is a mineral? Slide 3- How do minerals form? Slide 4- What is a rock?Slide 5 How do rocks form?
TueDAY 2 Slide 6 Mineral 1 Picture of the mineral in its natural state Properties:
Hardness Color
Streak Luster
Density Crystal structure Cleavage or Fracture
Slide 7- 5 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
WedDAY 3 Slide 8 Mineral 2 Picture of the mineral in its natural state Properties:
Hardness Color
Streak Luster
Density Crystal structure Cleavage or Fracture
Slide 9- 5 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
ThuDAY 4 Slide 10 Mineral 3 Picture of the mineral in its natural state Properties:
Hardness Color
Streak Luster
Density Crystal structure Cleavage or Fracture
Slide 11- 5 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
Fri DAY 5 Slide 12 Mineral 4 Picture of the mineral in its natural state Properties:
Hardness Color
Streak Luster
Density Crystal structure Cleavage or Fracture
Slide 13- 5 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
Sat
Sun
Mon DAY 6 Slide 14 Mineral 5 Picture of the mineral in its natural state Properties:
Hardness Color
Streak Luster
Density Crystal structure Cleavage or Fracture
Slide 15- 5 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
Tue Day 7 Slide 16 Rock 1 Picture of an extrusive igneous rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide 17 Picture of an extrusive igneous rock being use in everyday life. (Labeled)
Wed Day 8 Slide 18 Rock 2 Picture of an intrusive igneous rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide 19 Picture of an intrusive igneous rock being use in everyday life. (Labeled)
Thu Day 9 Slide 20 Rock 3 Picture of a clastic sedimentary rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide21 Picture of a clastic sedimentary rock being use in everyday life. (Labeled)
Fri Day 10 Slide 22 Rock 4 Picture of a organic sedimentary rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide23 Picture of an organic sedimentary rock being use in everyday life. (Labeled)
Sat
Sun
Mon Day 11 Slide 24 Rock 5 Picture of a chemical sedimentary rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide25 Picture of a chemical sedimentary rock being use in everyday life. (Labeled)
Tue Day 12 Slide 26 Rock 6 Picture of a foliated metamorphic rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide27 Picture of a foliated metamorphic rock being use in everyday life. (Labeled)
Wed Day 13 Slide 28 Rock 7 Picture of a non- foliated metamorphic rock in its natural state.LIST: Origin of the rock.
Texture of the rock.Mineral composition
Slide29 Picture of a non-foliated metamorphic rock being use in everyday life. (Labeled)
Slide 30- Ending page.(Examples: “This concludes my presentation on rocks and minerals. First name Last name
Thu Writing Prompt for journal writing:Discuss the importance of rocks and minerals in our daily lives.
Discuss any problem that you have had in your search for information and how you resolved it.
Describe how you chose the rocks and minerals for your PowerPoint and how you determined how to look up your information.
Fri Students may help each other in revising and refining.Students will turn in PowerPoint to be graded by rubric.Student may explore rock and mineral web site to extend their knowledge. Some example of web sites:http://www.gamineral.orgwww.teachers.ash.org.au/jmresources/rocks/links.htmlhttp://www.kidskonnect.com/content/view/97/27/
Sat
POWERPOINT PRESENTATION
ROCKS and MINERALS
POWERPOINT
INSTRUCTIONS Choose 5 minerals and 7 rocks used in everyday life and present in a PowerPoint presentation.
DAY 1
Slide 1- Introduction Page (Example: ROCKS and MINERALS BY: (First name Last name)
Slide 2- What is a mineral?
Slide 3- How do minerals form?
Slide 4- What is a rock?
Slide 5 How do rocks form?
DAY 2 Slide 6 Mineral 1 Picture of the mineral in its natural state
Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure
Cleavage or Fracture
Slide 7- 3 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
DAY 3 Slide 8 Mineral 2 Picture of the mineral in its natural state
Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure
Cleavage or Fracture
Slide 9- 3 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
DAY 4 Slide 10 Mineral 3 Picture of the mineral in its natural state
Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure
Cleavage or Fracture
Slide 11- 3 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
DAY 5 Slide 12 Mineral 4 Picture of the mineral in its natural state
Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure
Cleavage or Fracture
Slide 13- 3 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
DAY 6 Slide 14 Mineral 5 Picture of the mineral in its natural state
Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure
Cleavage or Fracture
Slide 15- 3 pictures of the mineral used in everyday life. (Describe uses and label pictures.)
Day 7 Slide 16 Rock 1 Picture of an extrusive igneous rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide 17 Picture of an extrusive igneous rock being use in everyday life. (Labeled)
Day 8 Slide 18 Rock 2 Picture of an intrusive igneous rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide 19 Picture of an intrusive igneous rock being use in everyday life. (Labeled)
Day 9 Slide 20 Rock 3 Picture of a clastic sedimentary rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide21 Picture of a clastic sedimentary rock being use in everyday life. (Labeled)
Day 10 Slide 22 Rock 4 Picture of a organic sedimentary rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide23 Picture of an organic sedimentary rock being use in everyday life. (Labeled)
Day 11 Slide 24 Rock 5 Picture of a chemical sedimentary rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide25 Picture of a chemical sedimentary rock being use in everyday life. (Labeled)
Day 12 Slide 26 Rock 6 Picture of a foliated metamorphic rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide27 Picture of a foliated metamorphic rock being use in everyday life. (Labeled)
Day 13 Slide 28 Rock 7 Picture of a non- foliated metamorphic rock in its natural state.
LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide29 Picture of a non-foliated metamorphic rock being use in everyday life. (Labeled)
Slide 30- Ending page. (Examples: “This concludes my presentation on rocks and minerals. First name Last name
MINERALS
GRAPHIC ORGANIZER
STUDENTS WILL CREATE A GRAPHIC ORGANIZER USING THE FOLLOWING OUTLINES:
MATERIALS: 3 SHEETS OF CONSTRUCTION PAPER (IN DIFFERENT COLORS), MARKERS, & STAPLER.
__________________________________________________________________________________________
PAGE 46-49 WHAT IS A MINERAL? ________________________________________________
Naturally occurring
Inorganic
Solid
Crystal structure
Definite chemical composition
__________________________________________________________________________________________
PAGE 49-54 IDENTIFING MINERALS________________________________________________
Hardness
Color
Streak
Luster
Density
Crystal system
Cleavage
Fracture
Special properties
__________________________________________________________________________________________
PAGE 56-60 HOW DO MINERALS FORM? ____________________________________________
Process of formation
Minerals from magma
Minerals from hot water solutions
Minerals formed by evaporation
Where minerals are found
__________________________________________________________________________________________
PAGE 62-66 MINERAL RESOURCES_________________________________________________
The uses of minerals: Gemstones, metals, and other useful minerals
Ores
Prospecting
Mining
Smelting
*PAGE 50 ON BACK OF GRAPHIC ORGANIZER PUT THE CHART “MOHS HARDNESS SCALE”__
Self Assessment
For
Graphic Organizer
Student Name:_______________________________________________
Teacher Name:_______________________________________________
Element PossiblePoints
Earned Assessment
Self Teacher
I included my name and the date.
The title tells what the graphic organizer is about.
I central figure shows the main topic of this graphic organizer.
All the correct categories are shown in figures around the central figure.
Details are given as support for each category.
All information on the graphic organizer is accurate. There are no errors in capitalization, usage, punctuation, or spelling. (C-U-P-S).
The graphic organizer is neat and presentable.
Total:
GRADE_________
ROCKS
THEME BOOK
STUDENTS WILL CREATE A THEME BOOK USING THE FOLLOWING OUTLINES:
MATERIALS: 6 SHEETS OF CONSTRUCTION PAPER (IN DIFFERENT COLORS), MARKERS, & STAPLER.
__________________________________________________________________________________________
PAGE 74-77 CLASSIFYING ROCKS ________________________________________________
Classifying Rocks
Texture: Grain size, Shape, Pattern and No visible grain
Mineral composition
Origin
PAGE 78-81 IGNEOUS ROCK________________________________________________
Characteristics of Igneous Rocks
Origin
Texture
Mineral Composition
Uses of Igneous Rocks
PAGE 82-86 SEDIMENTARY ROCK ____________________________________________
Sediment to Rock: Sediments Types: Clastic – Shale/Sandstone
Erosion Organic- Coal/Limestone
Deposition Chemical: Rock salt
Compaction
Cementation
Uses of Sedimentary Rock
PAGE 90-93 METAMORPHIC ROCK_________________________________________________
How Metamorphic Rocks Form
Classifying Metamorphic Rock
Uses of Metamorphic Rock
PAGE 94-95 THE ROCK CYCLE__
Rock Cycle Graphic (Drawing from Board)
Rock Theme Book
Teacher Name: Judy Wallace
Student Name: ________________________________________
CATEGORY 4 Excellent 3 Good 2 Satisfactory 1 Needs Improvement
Focus on Assigned Topic The theme book is related to the assigned topic and allows the reader to understand much more about the topic.
Most of the theme book is related to the assigned topic. The information wanders off at one point, but the reader can still learn something about the topic.
Some of the theme book is related to the assigned topic, but the reader does not learn much about the topic.
No attempt has been made to relate the theme book to the assigned topic.
Organization The theme book is very well organized. One idea follows another in a logical sequence with clear transitions.
The theme book is pretty well organized. One idea may seem out of place. Clear transitions are used.
The theme book is a little hard to follow. The transitions are sometimes not clear.
Ideas seem to be randomly arranged.
Accuracy of Facts All facts presented in the theme book are accurate.
Almost all facts presented in the theme book are accurate.
Most facts presented in the theme book are accurate (at least 70%).
There are several factual errors in the theme book.
Neatness The theme book is readable, clean, neat and attractive. It is free of erasures and crossed-out words.
The theme book is readable, neat and attractive. It may have one or two erasures, but they are not distracting.
The theme book is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.
The theme book is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Requirements All of the written requirements were met.
Almost all (about 90%) the written requirements were met.
Most (about 75%) of the written requirements were met, but several were not.
Many requirements were not met.
Writing Process Student devotes a lot of time and effort to the writing process Works hard to make the story wonderful.
Student devotes sufficient time and effort to the writing process and gets the job done.
Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.
Student devotes little time and effort to the writing process. Doesn't seem to care.
Grade______________
Name: __________________________ Subject: ScienceTeacher Name: Judy Wallace Date: __________________
Rocks and Minerals
KWhat I Know
WWhat I Want To Learn
LWhat I Have Learned
Powered by TeAch-nology.com- The Web Portal For Educators! http://www.teach-nology.com/web_tools/graphic_org/kwl/