Rock Cycle: INGO
HW: Start thinking about your Chuck-Ken Trap designs.
CW: [1] Completed INGO board and write definitions of the back. [2] Random Rock Cycle.
DN: Make INGO Sheet.
Reminders: Notebook check soon!
QUICK VIEW
HW: Start thinking about your Chuck-Ken Trap designs.
CW: [1] Completed INGO board and write definitions of the back. [2] Random Rock Cycle.
DN: Make INGO Sheet.
Reminders: Notebook check soon!
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now.
15min Students turn INGO sheet into 16 flashcards with definitions on the back. (Rock, Minerals, LAVA, MAGMA, SEDIMENTARY Rock, IGNEOUS Rock, METAMORPHIC Rock, SEDIMENTS, Weathering, Erosion, Heat & Pressure, Melting, Cooling, Compaction , Cementation, Ore, Cooled FAST, and Cooled SLOW.) DON’T CUT APART.
10min Random Rock Cycle. The parts of the rock cycle are randomly placed and students must draw and label the arrows in the correct orientation. Students compare diagrams and discuss.
10min Chuck-Ken Trap. The next Engineering Project will be to build a Chuck-Ken Trap. It must follow the following rule:
The Chuck-Ken sets off the trap by PULLING on the bait. NO EXCEPTIONS.
Pulling on the bait will release/let go a spring, weight, and or rubber band…
The release of the spring/weight/rubber band will somehow force a door to swing shut.
The door will stay closed once it shuts, trapping the Chuck-Ken.
Trap is to be made from things you have at home.
5min Collect materials. Clean up. Wrap up.
Rock Cycle: Identifying Rocks & Minerals
CW: Completed Rock & Mineral Identification worksheet.
DN: How can you tell an igneous rock was cooled quickly?
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CW: Completed Rock & Mineral Identification worksheet.
DN: How can you tell an igneous rock was cooled quickly?
Resources
Rock & Mineral Identification Worksheet
Lesson Outline
5min Students complete the Do Now by wearing their mineral hat and reading notes.
5min Best Mineral Hat Awards.
20min Rock & Mineral Identification Activity. Students identify rocks by type (metamorphic, sedimentary, or igneous) or minerals by name at 8 different stations.
10min Students complete the worksheet by answering questions.
5min Clean up. Wrap up.
Rock Cycle: Get to Know A Mineral
HW: Finish Mineral Hat and wear to class tomorrow. No tube hats/headbands/folded paper hats. Write BIG.
CW: Work on Mineral Hat (with mineral information).
DN: What is a mineral? Provide examples.
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HW: Finish Mineral Hat and wear to class tomorrow. No tube hats/headbands/billboards/folded paper hats. Write all info BIG.
CW: Work on Mineral Hat (with mineral information).
DN: What is a mineral? Provide examples.
Lesson Outline
5min Students complete the Do Now by answering question in notebook.
5min Teacher instructs students on requirements for the Mineral Hat (Name, Formula, Colour, Streak Colour, Hardness, Crystal Structure, and Interesting Fact). Must be glued together (no staples or tape) and stay on your head even when shaking your head without pins or fasteners. Hats can include visors, top hats, crowns, helmets, bonnets, and should show engineering in its construction (it must be built around a stable structure). No tube hats/headbands/billboards/folded paper hats.
BANNED MINERALS: Gold, Silver, Copper, Iron, Diamond, Quartz, Pyrite, Fluorite, Garnet, Mica, Gypsum, Talc, Opals, Sapphires, Rubies, Emeralds, Jade, Pearls (because they are not a mineral), and anything that is common or previously mentioned in class.
5min Students research minerals.
20min Students construct their Mineral Hats.
5min Clean up. Wrap up.
Rock Cycle: Chocolate Version
CW: [1] Complete Chocolate Rock Cycle Slideshow. [2] Write summary of the chocolate rock cycle. Both turned in via Google Classroom.
DN: Clear tables of everything.
EQ: How can rocks change and reform to make new rocks with new properties?
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CW: [1] Complete Chocolate Rock Cycle Slideshow. [2] Write summary of the chocolate rock cycle. Both turned in via Google Classroom.
DN: Clear tables of everything.
EQ: How can rocks change and reform to make new rocks with new properties?
LESSON OUTLINE
5min Students complete the Do Now clearing tables.
5min Teacher outlines the Chocolate Rock Cycle activity. Students clear off tables and clean all working surfaces.
10min> Students model weathering & erosion, compaction & cementation, and sedimentary rock. Students document the process and each part in their slideshow.
10min> Students model heat & pressure and metamorphic rock. Students document the process and each part in their slideshow.
5min Students model melting and magma. Students document the process and each part in their slideshow.
5min Students write a summary of the Chocolate Rock Cycle.
5min Collect materials. Clean up. Wrap up.
AIM: Develop a model to cycling of material through the rock cycle.
Rock Cycle: Notes
CW: Complete note’s paragraph summary (p41), margin questions (p39), and add color to diagrams and notes.
DN: What is a rock?
Reminder: Optional - Screenshot of winning the game (must show the student’s name) turned in via schoology (Monday, 11/11).
EQ: How can rocks change and reform to make new rocks with new properties?
QUICK VIEW
CW: Complete note’s paragraph summary (p41), margin questions (p39), and add color to diagrams and notes.
DN: What is a rock?
Reminder: Optional - Screenshot of winning the game (must show the student’s name) turned in via schoology (Monday, 11/11).
EQ: How can rocks change and reform to make new rocks with new properties?
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answering question.
5min Distribute note handouts. Glue notes onto p39 and diagrams onto p38.
20min Students complete notes.
10min Students write paragraph summary (p41), margin questions, and add color.
5min Collect materials. Clean up. Wrap up.