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  • Title of Unit Geology – Rocks and Minerals Grade Level 8th grade Curriculum Area Time Frame 5 weeks Earth Science Identify Desired Results (Stage 1)Content StandardsS8E5. 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… What are the  What is a mineral?  Many materials used by people come from properties of minerals  What are the five characteristics of a mineral? rocks and minerals. and explain how  What are the processes by which minerals form?  To be a mineral it has to be naturally occurring, minerals are  What are the characteristics used to identify rocks? inorganic solid that has a crystal structure and a identified?  What are the three major groups of rocks? definite chemical composition. Can minerals be used  How do igneous rocks form?  Each mineral has its own specific properties in everyday life? If  How do sedimentary rocks form? that can be used to identify it. so, how?  How do metamorphic rocks form?  Minerals can form in two ways: through Is it possible for  How are rocks classified? crystallization of melted materials and through rocks to change from crystallization of materials dissolved in water. one type to another?  Minerals are the source of metals, gemstones, Is the rock cycle and other materials used to make many really a cycle? products. How do natural  Rocks are classified based on how they formed objects compare to and their mineral composition. manufactured  Igneous rocks are classified according to their objects? origin, texture, and mineral composition. Can rocks be used in  Sedimentary rocks are formed by the ongoing everyday life? If so, deposition of rocks and other sediments that are how? 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. Related MisconceptionsMisconceptions:  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.
  • Knowledge SkillsStudents will know… Students will be able to… Minerals can be identified by their physical  Explain the properties of minerals. properties.  Identify the processes of how minerals form. Rocks are composed of minerals. Minerals are  Explain and give examples of how minerals and rocks are used in their everyday life the building blocks of rocks.  Explain how rocks change from one type to another. Magma cools and crystallizes to form igneous  Analyze the rock cycle and explain how the different types of rocks form. rock.  Classify igneous, sedimentary, and metamorphic rocks. 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. 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 ifwe 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 # 1Students 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_____________ 1 Needs CATEGORY 4 Excellent 3 Good 2 Satisfactory ImprovementLabels All items of Almost all items of Several items of Labels are too small importance on the importance on the importance on the to view OR no graphic organizer graphic organizer graphic organizer are important items were are clearly labeled. are clearly labeled. clearly labeled. labeled.Required The graphic All required All but 1 of the Several requiredElements organizer includes elements are required elements is elements were all required elements included on the included on the missing. as well as additional graphic organizer. graphic organizer. information.Content - At least 15 accurate 10 accurate facts 5 accurate facts are Less than 3 accurateAccuracy facts are displayed are displayed on the displayed on the facts are displayed on the graphic graphic organizer. graphic organizer. on the graphic organizer. organizer.Graphics - All statements are All statements are All statements relate Statements do notRelevance related to the topic related to the topic to the topic. relate to the topic. and make it easier to and most make it understand. . easier to understand.Knowledge Student can Student can Student can Student appears toGained accurately answer accurately answer accurately answer have insufficient all questions related most questions about 75% of knowledge about the to facts in the related to facts in the questions related to facts or processes graphic organizer graphic organizer facts in the graphic used in the graphic and processes used and processes used organizer and organizer. to create the graphic to create the graphic processes used to organizer. organizer. create the graphic organizer.
  • Self Assessment For Graphic Organizer (Document 2) Student Name:_______________________________________________ Teacher Name:___Judy Wallace________________________________ Earned Possible Assessment Element Points Self TeacherI included my name and the date.The title tells what the graphic organizer isabout.I central figure shows the main topic of thisgraphic organizer.All the correct categories are shown in figuresaround the central figure.Details are given as support for each category.All information on the graphic organizer isaccurate.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 # 2Students will create a theme book identifying the three types of rocks and how they areclassified. (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 ImprovementFocus on Assigned The theme book is Most of the theme Some of the theme No attempt has beenTopic related to the book is related to book is related to the made to relate the assigned topic and the assigned topic. assigned topic, but theme book to the allows the reader to The information the reader does not assigned topic. understand much wanders off at one learn much about the more about the point, but the reader topic. topic. can still learn something about the topic.Organization The theme book is The theme book is The theme book is a Ideas seem to be very well organized. pretty well little hard to follow. randomly arranged. One idea follows organized. One idea The transitions are another in a logical may seem out of sometimes not clear. sequence with clear place. Clear transitions. transitions are used.Accuracy of Facts All facts presented Almost all facts Most facts presented There are several in the theme book presented in the in the theme book factual errors in the are accurate. theme book are are accurate (at least theme book. accurate. 70%).Neatness The theme book is The theme book is The theme book is The theme book is not readable, clean, neat readable, neat and readable and some neat or attractive. It and attractive. It is attractive. It may of the pages are looks like the student free of erasures and have one or two attractive. It looks just wanted to get it crossed-out words. erasures, but they like parts of it might done and didnt care are not distracting. have been done in a what it looked like. hurry.Requirements All of the written Almost all (about Most (about 75%) of Many requirements requirements were 90%) the written the written were not met. met. requirements were requirements were met. met, but several were not.
  • Writing Process Student devotes a Student devotes Student devotes Student devotes little lot of time and effort sufficient time and some time and effort time and effort to the to the writing effort to the writing to the writing writing process. process Works hard process and gets the process but was not Doesnt seem to care. to make the story job done. very thorough. Does wonderful. enough to get by. Self Assessment for Theme Book (Document 4) Student Name:______________________________________________ Teacher Name:___Judy Wallace________________________________ Earned Possible Assessment Element Points Self TeacherI included my name and the date.The title tells what the theme book is about.All the correct categories are shown in figuresaround 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: GRADE________Performance Task Assignment # 3Students will develop a PowerPoint presentation describing how rocks and minerals areused in everyday objects. Students will explain: What are some actual minerals, asopposed to mineral products, that people use frequently? What are some things madefrom rocks or minerals that we use in our daily lives? How would our lives be affected ifwe 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) Rocks and Minerals PowerPoint (Document 5)Teacher Name: Judy WallaceStudent Name: ________________________________________ Grade______ CATEGORY 4 Excellent 3 Good 2 Satisfactory 1 Needs ImprovementOriginality Presentation shows Presentation shows Presentation shows Presentation is a rehash of considerable some originality an attempt at other peoples ideas and/or originality and and inventiveness. originality and graphics and shows very inventiveness. The The content and inventiveness on 1- little attempt at original content and ideas ideas are presented 2 cards. thought. are presented in a in an interesting unique and way. interesting way.
  • Content - Accuracy All content Most of the content The content is Content is typically throughout the is accurate but generally accurate, confusing or contains presentation is there is one piece but one piece of more than one factual accurate. There are of information that information is error. no factual errors. might be clearly flawed or inaccurate. inaccurate.Sequencing of Information is Most information Some information is There is no clear plan forInformation organized in a is organized in a logically sequenced. the organization of clear, logical way. clear, logical way. An occasional card information. It is easy to One card or item of or item of anticipate the type information seems information seems of material that out of place. out of place. might be on the next card.Use of Graphics All graphics are A few graphics are All graphics are Several graphics are attractive (size and not attractive but attractive but a few unattractive AND detract colors) and support all support the do not seem to from the content of the the theme/content theme/content of support the presentation. of the presentation. the presentation. theme/content of the presentation.Effectiveness Project includes all Project includes Project is missing Project is lacking several material needed to most material more than two key key elements and has gain a comfortable needed to gain a elements. It would inaccuracies that make it a understanding of comfortable make an incomplete poor study guide. the topic. It is a understanding of study guide. highly effective the material but is study guide. lacking one or two key elements. It is an adequate study guide.Spelling and Presentation has no Presentation has 1- Presentation has 1-2 Presentation has moreGrammar misspellings or 2 misspellings, but grammatical errors than 2 grammatical and/or grammatical errors. no grammatical but no misspellings. spelling errors. errors. Student Self-Assessment Rubric for PowerPoint (Document 6)QUESTIONING My question is clear, well-focused and requires high level thinking skills in4 order to research.
  • My question is clear and well focused. My question requires moderately high3 level thinking skills. My question is incomplete and unclear. My teacher needed to help me form2 a question. I was unable to come up with a research question.1PLANNING 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 to4 organize my information. I was able to make revisions in my plan when needed. I 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 revisions3 with help from my teacher. I needed teacher help to list and organize what I needed to do. There are2 some steps missing in my planning. I made revisions with teacher help. I was unable to come up with an organized plan and work within the time1 limits.GATHERING I used a variety of resources and carefully selected only the information that answered my question. I was able to continually revise my search based on4 information I found. I used many resources to find information that answered my question. I tried3 at revising my search, but had some problems doing so. I used 1 or more sources. Original question or focus guided my search, although I should have made revisions. I made errors in selection of2 references. I lost focus during the gathering process and therefore my information was1 not accurate and complete.(Document 6)cont.
  • SORTING I thoroughly selected and organized information that answered my question4 in an organized way. I selected information that was appropriate. I sorted information and organized information that answered my question3 without too many errors. I tried to organize the information I found, but I made some mistakes. I wasnt able to completely stay focused on information that would answer my2 question. I was unable to sort and organize the information I found to answer my1 question.SYNTHESIZING I used the information I found in a meaningful way to create an original product that clearly answers the question with accuracy, detail and4 understanding. My product answers the question in a way that reflects learning using some3 detail and accuracy. My product is not complete and only answers part of the question.2 My product is incomplete and contains missing details and it isnt completely1 accurate.TOTAL POINTS________________________GRADE________________________________Student’s Name__________________________Teacher – Judy Wallace
  • Science JournalYour science journal is an important tool to write your understandings of the dailylesson in. It also gives you a place to write down questions, that you would like toinvestigate 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 ImprovementSentence Every paragraph Almost all paragraphs Some sentences Sentences rarely vary inLength has sentences have sentences that vary in length. length. that vary in vary in length.(Sentence length.Fluency)Flow & All sentences Almost all sentences Most sentences The sentences are difficultRhythm sound natural sound natural and sound natural and to read aloud because they and are easy- are easy-on-the-ear are easy-on-the- sound awkward, are(Sentence on-the-ear when when read aloud, but ear when read distractingly repetitive, orFluency) read aloud. 1 or 2 are stiff and aloud, but several difficult to understand. Each sentence awkward or difficult to are stiff and is clear and has understand. awkward or are an obvious difficult to emphasis. understand.
  • Sequencing Details are Details are placed in Some details are Many details are not in a(Organization) placed in a a logical order, but not in a logical or logical or expected order. logical order and the way in which they expected order, There is little sense that the the way they are are and this distracts writing is organized. presented presented/introduced the reader. effectively keeps sometimes makes the interest of the writing less the reader. interesting.Accuracy of All supportive Almost all supportive Most supportive NO facts are reported ORFacts facts are facts are reported facts are reported most are inaccurately reported accurately. accurately. reported.(Content) accurately.Conclusion The conclusion The conclusion is The conclusion is There is no clear(Organization) is strong and recognizable and ties recognizable, but conclusion, the paper just leaves the up almost all the does not tie up ends. reader with a loose ends. several loose ends. feeling that they understand the standard.
  • WTo 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 thatrock formed? (Foundational/existential)Teacher will explain that we will be exploring rocks and minerals throughlearning new vocabulary, developing a mineral graphic organizer, constructa 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.orgwww.teachers.ash.org.au/jmresources/rocks/links.htmlhttp://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 RubricSatSunMon 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 BookTue 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 rubricSat
  • Sun POWERPOINTMon 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 stateTue 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.) DAY 3 Slide 8 Mineral 2 Picture of the mineral in its natural stateWed 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.) DAY 4 Slide 10 Mineral 3 Picture of the mineral in its natural stateThu 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.)SatSun DAY 6 Slide 14 Mineral 5 Picture of the mineral in its natural stateMon 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.) Day 7 Slide 16 Rock 1 Picture of an extrusive igneous rock in its natural state.Tue 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.Wed 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) Day 10 Slide 22 Rock 4 Picture of a organic sedimentary rock in its natural state.Fri 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 Day 11 Slide 24 Rock 5 Picture of a chemical sedimentary rock in its natural state.Mon 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.Tue 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.Wed 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 Writing Prompt for journal writing:Thu 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. Students may help each other in revising and refining.Fri 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.org www.teachers.ash.org.au/jmresources/rocks/links.html http://www.kidskonnect.com/content/view/97/27/Sat
  • POWERPOINT PRESENTATION ROCKS and MINERALSPOWERPOINTINSTRUCTIONS 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 ORGANIZERSTUDENTS 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:_______________________________________________ Earned Possible Assessment Element Points Self TeacherI included my name and the date.The title tells what the graphic organizer is about.I central figure shows the main topic of this graphicorganizer.All the correct categories are shown in figures aroundthe 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 BOOKSTUDENTS 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 OriginPAGE 78-81 IGNEOUS ROCK________________________________________________ Characteristics of Igneous Rocks Origin Texture Mineral Composition
  • Uses of Igneous RocksPAGE 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 RockPAGE 90-93 METAMORPHIC ROCK_________________________________________________ How Metamorphic Rocks Form Classifying Metamorphic Rock Uses of Metamorphic RockPAGE 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 ImprovementFocus on Assigned Topic The theme book is related Most of the theme book is Some of the theme book No attempt has been made to the assigned topic and related to the assigned is related to the assigned to relate the theme book to allows the reader to topic. The information topic, but the reader does the assigned topic. understand much more wanders off at one point, not learn much about the about the topic. but the reader can still topic. learn something about the topic.Organization The theme book is very The theme book is pretty The theme book is a little Ideas seem to be randomly well organized. One idea well organized. One idea hard to follow. The arranged. follows another in a may seem out of place. transitions are sometimes logical sequence with Clear transitions are used. not clear. clear transitions.Accuracy of Facts All facts presented in the Almost all facts presented Most facts presented in There are several factual theme book are accurate. in the theme book are the theme book are errors in the theme book. accurate. accurate (at least 70%).Neatness The theme book is The theme book is The theme book is The theme book is not neat readable, clean, neat and readable, neat and readable and some of the or attractive. It looks like attractive. It is free of attractive. It may have pages are attractive. It the student just wanted to erasures and crossed-out one or two erasures, but looks like parts of it might get it done and didnt care words. they are not distracting. have been done in a what it looked like. hurry.
  • Requirements All of the written Almost all (about 90%) Most (about 75%) of the Many requirements were requirements were met. the written requirements written requirements were not met. were met. met, but several were not.Writing Process Student devotes a lot of Student devotes sufficient Student devotes some Student devotes little time time and effort to the time and effort to the time and effort to the and effort to the writing writing process Works writing process and gets writing process but was process. Doesnt seem to hard to make the story the job done. not very thorough. Does care. wonderful. enough to get by. Grade______________Name: __________________________ Subject: ScienceTeacher Name: Judy Wallace Date: __________________ Rocks and Minerals
  • K W LWhat I Know What I Want To Learn What I Have Learned Powered by TeAch-nology.com- The Web Portal For Educators! http://www.teach- nology.com/web_tools/graphic_org/kwl/