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Unit Overview

Grade: 8

Critical Concepts: Rock Cycle

Science/ Math Skills: classification, identification, data interpretation,

observation

State Standards:

6-8 Earth and Space Science/ Benchmark D

1. Describe the rock cycle and explain that there are sedimentary,

igneous, and metamorphic rocks that have distinct properties (e.g. color,

texture) and are formed different ways.

2. Explain that rocks are made of one or more minerals.

3. Identify minerals by their characteristic properties.

6-8 Earth and Space Science/ Benchmark E

12. Explain that some processes involved in the rock cycle are directly

related to thermal energy and forces in the mantel that drive plate

motions.

13. Describe how landforms are created through a combination of

destructive (e.g. weathering and erosion) and constructive processes (e.g.

crustal defamation, volcanic eruptions and deposition of sediment).

|Instructional Sequence: |Required Materials: |

|1. Pre-test: Teacher Created Pre/Post-test |Mineral Kit |

|2. Vocabulary and note review |Moh’s Lab Instruction Paper |

|3. Crystal Shape Lab |Moh’s Hardness Scale |

|4. Moh’s Hardness Scale Lab |Mineral Identification Key |

|5. Mineral Kit Lab |Rock Seating Chart |

|6. Rock Seating Chart |Scissors |

|7. Peanut Butter Geology Lab |Adhesive |

|8. Post-test: Teacher Created Pre/Post-test |Crystal Pattern Lab Instruction Papers |

| |Crystal Pattern handouts |

| |Mineral ID Clues |

| |White, Wheat, and Rye Bread |

| |Crunchy Peanut Butter |

| |Jelly |

| |Knife |

| |Spoon |

| |Paper Towels |

| |Peanut Butter Geology Table |

| |Peanut Butter Geology Lab Instructions |

|Assessments: | |

|Pretest- | |

|Teacher Created Pre/Post-test | |

|Formative Assessments: | |

|Written Assessments (extension | |

|questions & lab observation) | |

|Data Table Interpretation | |

|Teacher Observation of Lab | |

|Manipulatives | |

|Summative Assessment: | |

|Teacher Created Pre/Post-test | |

Activity #1

Vocabulary/ Note Review

Grade Level: 8

Critical Concepts: Rock Cycle

State Standards:

6-8 Earth and Space Science/ Benchmark D

1. Describe the rock cycle and explain that there are sedimentary,

igneous, and metamorphic rocks that have distinct properties (e.g. color,

texture) and are formed different ways.

2. Explain that rocks are made of one or more minerals.

3. Identify minerals by their characteristic properties.

6-8 Earth and Space Science/ Benchmark E

12. Explain that some processes involved in the rock cycle are directly

related to thermal energy and forces in the mantel that drive plate

motions.

13. Describe how landforms are created through a combination of

destructive (e.g. weathering and erosion) and constructive processes (e.g.

crustal defamation, volcanic eruptions and deposition of sediment).

Time Needed: Two 50-minute class periods

Chronological Description of Lesson Activities:

1. Students independently identify vocabulary for unit.

2. Class discussion to clarify and modify length of definitions.

3. Teacher led discussion including short demonstrations and examples of concepts while students take notes.

Assessment Plan: Student vocabulary and definitions are graded on their completion prior to teacher clarification. Reinforcement activities and graphic organizers are completed for grading after teacher finishes presenting notes.

Adaptations: Lower level students are given a scaffolded assignment where definitions are completed with teacher in class and students are required to draw an appropriate sketch of their understanding of each term. In addition, guided notes are supplied to students who help focusing on discussion rather than writing.

DYNAMIC EARTH CH04 RKT P109

4-1 WHAT IS A MINERAL

MINERAL = NATURALLY OCCURRING, INORGANIC, SOLID,

DEFINITE CHEMICAL COMPOSITION, CRYSTAL STRUCTURE

INORGANIC = NOT FORMED FROM LIVING THINGS OR THE REMAINS OF LIVING THINGS

CRYSTAL = SOLID HAVING INTERNAL REPEATING PATTERN

LUSTER = SHINYNESS

HARDNESS = ABILITY TO RESIST SCRATCHING

STREAK = COLOR OF SCRAPED OFF POWDER

DENSITY = MASS/VOLUME

CLEAVAGE = SPLIT ALONG SMOOTH SURFACE

FRACTURE = BREAK ALONG ROUGH SURFACE

4-3 WHAT IS A ROCK?

ROCK = COMPOSED OF 2 OR MINERALS

IGNEOUS = ROCK MADE FROM MAGMA

SEDIMENTARY = ROCK MADE FROM COMPACTED AND CEMENTED PARTICLES

SEDIMENT = PARTICLES MOVED AND DEPOSITED

METAMORPHIC = CHANGED FROM CHEMICAL REACTIONS, HEAT, AND/OR PRESSURE

ROCK CYCLE = CONTINUOUS CHANGE OF ROCK TYPE

4-4 FLUID AND FIRE: IGNEOUS ROCKS

EXTRUSIVE ROCK = FORMED FROM LAVA

INTRUSIVE ROCK = FORMED FROM MAGMA

4-6 CHANGES IN FORM: METAMORPHIC ROCKS

METAMORPHISM = PROCESS OF CHANGING 1 ROCK INTO ANOTHER

ROCKS AND MINERALS CH04

¶DIAMONDS, RUBIES, EMERALDS, AND SAPPHIRES

ARE MINERALS

ELEMENTS ARE THE BUILDING BLOCKS OF MINERALS

MINERALS ARE BUILDING BLOCKS OF ROCKS

ROCKS ARE BUILDING BLOCKS OF THE EARTH

I. 4-1 WHAT IS A MINERAL?

MINERALS HAVE 5 CHARACTERISTICS:

1. NATURALLY OCCURRING =

NOT MAN MADE

2. INORGANIC =

NOT FORMED FROM LIVING THINGS

OR THE REMAINS OF LIVING THINGS

3. SOLID =

DEFINITE SHAPE AND DEFINITE VOLUME

4. DEFINITE CHEMICAL COMPOSITION =

CC & PB COOKIES

5. CRYSTAL STRUCTURE =

P86

A. FORMATION AND COMPOSITION OF MINERALS

MINERALS CAN BE FORMED BY:

COOLING MAGMA

EVAPORATING LIQUIDS

B. IDENTIFYING MINERALS

MINERALS CAN BE IDENTIFIED USING CERTAIN

PHYSICAL PROPERTIES:

COLOR = SOME MINERALS COME IN MORE THAN 1

COLOR, SO COLOR IS NOT VERY USEFUL

LUSTER = LIGHT REFLECTED FROM SURFACE

SHINY, DULL, METALLIC, NONMETALLIC

HARDNESS = RESISTANCE TO BEING SCRATCHED

SCALE DEVELOPED BY FRIEDRICH MOHS,

A GERMAN MINERALOGIST, IN 1812

STREAK = THE COLOR OF THE POWDER WHEN THE

MINERAL IS RUBBED AGAINST STREAK PLATE

THE STREAK COLOR IS THE SAME REGARDLESS OF MINERAL COLOR, SO STREAK IS VERY USEFUL

DENSITY = AMOUNT OF MATTER IN A GIVEN SPACE

DENSITY = MASS__

VOLUME

CRYSTAL SHAPE = INTERNAL REPEATING PATTERN

DEVELOPS INTO 1 OF 6 BASIC SHAPES

CLEAVAGE AND FRACTURE = DESCRIBES BREAKING

CLEAVAGE = SPLITS WITH SMOOTH DEFINITE

SURFACES

FRACTURE = BREAKS WITH ROUGH OR JAGGED

SURFACES

SPECIAL PROPERTIES = MAGNETIC, GLOWS, TASTE,

SMELL, REACTS, AND RADIOACTIVE

II. 4-2 USES OF MINERALS

MINERALS ARE RAW MATERIALS FOR PRODUCTS

A. ORES

MINERALS FROM WHICH METALS AND NONMETALS CAN REMOVED

METALS = SHINY, CONDUCT, MALLEABLE, DUCTILE

NONMETALS = DULL, POOR CONDUCTORS, NOT EASILY SHAPED

B. GEMSTONES

HARD, BEAUTIFUL, AND DURABLE SUBSTANCES

III. 4-3 WHAT IS A ROCK?

ROCK = HARD SUBSTANCE COMPOSED OF 2 OR MORE MINERALS

RELATIVE AGING = DETERMINING HOW OLD ROCKS ARE

COMPARED TO OTHER ROCKS

A. TYPES OF ROCKS

ROCKS ARE CLASSIFIED ACCORDING TO HOW THEY

FORM

IGNEOUS ROCKS

IGNEOUS = FORMED FROM MAGMA

IGNEOUS ROCK TYPES:

GLASSY = SHINY GLASSLIKE APPEARANCE

NO CRYSTALS

COOLS INSTANTLY

FINE GRAINED = MICROSCOPIC CRYSTALS

COOLS QUICKLY

COARSE GRAINED = VISIBLE CRYSTALS

COOLS SLOWLY

PORPHYRITIC = LARGE CRYSTALS SCATTERED IN

BACKGROUND OF SMALL CRYSTALS

COOLS SLOWLY, REMELTED, COOLS QUICKLY

SEDIMENTARY ROCKS

SEDIMENTARY = PARTICLES MOVED AND THEN

PRESSED AND CEMENTED TOGETHER

FORMED FROM:

FRAGMENTS OF EXISTING ROCKS

MATERIAL THAT WAS LIVING OR DEAD

LIQUID EVAPORATING

METAMORPHIC ROCKS

METAMORPHIC = CHEMICAL REACTIONS OR HEAT OR

PRESSURE CHANGE EXISTING ROCK INTO

NEW ROCK

METAMORPHIC ROCK TYPES:

FOLIATED = MINERAL CRYSTALS ARE LAYERED IN

PARALLEL BANDS THAT BREAK BETWEEN BANDS

UNFOLIATED = MINERAL CRYSTALS ARE NOT BANDED

AND DO NOT BREAK INTO LAYERS

B. THE ROCK CYCLE

ROCK CYCLE = CONTINUOS CHANGING OF ROCKS

FROM 1 TYPE TO ANOTHER

ROCK CYCLE OCCURS IN ANY SEQUENCE

CHANGES IGNEOUS, METAMORPHIC, AND

SEDIMENTARY INTO EACH OTHER

ROCKS AND MINERALS CH04

______________, _________, __________, AND _____________

ARE MINERALS

___________ ARE BUILDING BLOCKS OF _____________

___________ ARE BUILDING BLOCKS OF __________

___________ ARE BUILDING BLOCKS OF THE ____________

I. 4-1 WHAT IS A MINERAL?

MINERALS HAVE ______ CHARACTERISTICS:

1. _________________________________ =

NOT MAN MADE

2. ______________________ =

NOT FORMED FROM LIVING THINGS

OR THE REMAINS OF LIVING THINGS

3. ___________________ =

DEFINITE SHAPE AND DEFINITE VOLUME

4. _________________________________________ =

CC & PB COOKIES

5. _________________________ =

P86

A. FORMATION AND COMPOSITION OF MINERALS

MINERALS CAN BE FORMED BY:

COOLING _______________

EVAPORATING _______________

B. IDENTIFYING MINERALS

_____________ CAN BE ______________ USING CERTAIN

PHYSICAL ________________:

___________ = SOME MINERALS COME IN MORE THAN __

COLOR, SO COLOR IS ________ VERY USEFUL

__________ = LIGHT ________________ FROM __________

SHINY, DULL, METALLIC, NONMETALLIC

_______________ = RESISTANCE TO BEING ___________

SCALE DEVELOPED BY FRIEDRICH __________,

A GERMAN ____________________, IN __________

_________ = THE ________ OF THE _________ WHEN THE

MINERAL IS RUBBED AGAINST __________ PLATE

THE ________ COLOR IS THE _____ REGARDLESS OF MINERAL COLOR, SO STREAK IS ________ USEFUL

____________ = AMOUNT OF ________ IN A GIVEN ______

DENSITY = MASS__

VOLUME

___________________ = INTERNAL ___________ PATTERN

DEVELOPS INTO ___ OF _____ BASIC SHAPES

___________ AND __________ = DESCRIBES ___________

_____________ = _________ WITH _______ DEFINITE

SURFACES

___________ = _________ WITH _________ OR JAGGED

SURFACES

________________ = _____________, GLOWS, TASTE,

SMELL, ______________, AND RADIOACTIVE

II. 4-2 USES OF MINERALS

MINERALS ARE RAW MATERIALS FOR PRODUCTS

A. ORES

MINERALS FROM WHICH METALS AND NONMETALS CAN REMOVED

METALS = SHINY, CONDUCT, MALLEABLE, DUCTILE

NONMETALS = DULL, POOR CONDUCTORS, NOT EASILY SHAPED

B. GEMSTONES

HARD, BEAUTIFUL, AND DURABLE SUBSTANCES

III. 4-3 WHAT IS A ROCK?

_______ = ______ SUBSTANCE COMPOSED OF ___ OR MORE MINERALS

_________________ = ____________ HOW ______ ROCKS ARE

_____________ TO OTHER ROCKS

A. TYPES OF ROCKS

_________ ARE _________ ACCORDING TO HOW THEY

_________

IGNEOUS ROCKS

__________ = FORMED FROM _________

IGNEOUS ROCK TYPES:

__________ = SHINY GLASSLIKE APPEARANCE

______ CRYSTALS

COOLS ____________

______________ = _____________ CRYSTALS

COOLS ______________

__________________ = ___________ CRYSTALS

COOLS ___________

______________ = _________ CRYSTALS SCATTERED IN

BACKGROUND OF _________ CRYSTALS

COOLS ________, REMELTED, COOLS __________

SEDIMENTARY ROCKS

_______________ = PARTICLES __________ AND THEN

__________ AND ____________ TOGETHER

FORMED FROM:

_____________ OF EXISTING ROCKS

MATERIAL THAT WAS _________ OR _________

LIQUID _________________

METAMORPHIC ROCKS

_____________ = CHEMICAL ___________ OR _______ OR

____________ CHANGE ___________ ROCK INTO

___________ ROCK

METAMORPHIC ROCK TYPES:

___________ = MINERAL ___________ ARE __________ IN

PARALLEL _________ THAT BREAK BETWEEN BANDS

____________ = MINERAL ___________ ARE ____ BANDED

AND DO ______ BREAK INTO LAYERS

B. THE ROCK CYCLE

_____________ = CONTINUOS ___________ OF ROCKS

FROM ____ TYPE TO ____________

ROCK CYCLE ________ IN ________ SEQUENCE

CHANGES ____________, _____________, AND

________________ INTO EACH OTHER

Activity #2

Crystal Shape Lab

Critical Concept: Rock Cycle

State Standards:

6-8 Earth and Space Science/ Benchmark D

2. Explain that rocks are made of one or more minerals.

3. Identify minerals by their characteristic properties.

Time Needed: 25 –50 minutes

Chronological Description of Lesson Activities:

1. Hand out Lab Papers.

2. Students grouped in pairs at their discression.

3. Student retrieve needed supplies from location around classroom, following procedures listed on lab papers.

Assessment Plan: Students will be graded on the completion of their data table based lab activity and follow up questions.

Adaptations: Lower level students work in teacher selected pairs working together to complete activities essentially cutting the tasks in half.

CRYSTAL SHAPE LAB

I. PURPOSE

TO BETTER UNDERSTAND THE BASIC MINERAL CRYSTAL SHAPES

II. MATERIALS

2-D CRYSTAL PLANS SCISSORS ADHESIVE

III. PROCEDURE

1. SELECT 1 OF THE 2-D CRYSTAL PLANS

2. CUT OUT THE PERIMETER OF THE 2-D CRYSTAL PLAN

3. FOLD THE 2-D CRYSTAL PLAN ON EACH LINES

4. MATCH UP FOLDED EDGES OF THE 2-D CRYSTAL PLAN

5. SECURE THE FOLDED EDGES OF THE 2-D CRYSTAL PLAN

6. REPEAT STEPS 1 – 5 FOR REMAINING 2-D CRYSTAL PLANS

7. COMPLETE DATA TABLE

IV. RESULTS

|MINERAL CRYSTAL SHAPES |

|CRYSTAL SHAPE |MINERAL NAME |3-D MODEL COLOR |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

V. CONCLUSION

1. DESCRIBE MINERAL.

2. WHAT ARE THE BUILDING BLOCKS OF MINERALS?

3.. WHAT AE THE BUILDING BLOCKS OF ROCKS?

4. WHAT ARE THE BUILDING BLOCKS OF THE EARTH?

5. NAME AND DESCRIBE THE CHARACTERISTICS OF MINERALS.

6. HOW CAN MINERALS BE FORMED?

Activity #3

Moh’s Hardness Scale

Critical Concept: Rock Cycle

State Standards:

6-8 Earth and Space Science/ Benchmark D

3. Identify minerals by their characteristic properties.

Time Needed: 20 minutes

Chronological Description of Lesson Activities:

1. Pass out student lab papers.

2. Students grouped in self selected pairs

3. Clarify student questions as they follow lab instructions.

4. Assessment questions evaluated on the following day.

Assessment Plan: Teacher monitor understanding during activity focusing on students displaying difficulty with concepts. Completion of assessment questions will be evaluated the following day.

Adaptations: Imbedded in lesson and grouping strategies. Increased teacher support for lower level student.

USING THE MOHS HARDNESS SCALE R5

I. PURPOSE

TO BETTER UNDERSTAND THE MOHS HARDNESS SCALE

BACKGROUND

HARDNESS CAN BE USED TO HELP IDENTIFY MINERALS. THE MOHS HARDNESS SCALE TELLS HOW HARD 10 MINERALS ARE. TALC HAS A HARDNESS OF 1. TALC IS THE SOFTEST MINERAL. DIAMOND HAS A HARDNESS OF 10. DIAMOND IS THE HARDEST MINERAL. A MINERAL ON THE SCALE CAN SCRATCH ANY MINERAL WITH A LOWER # AND IT CAN BE SCRATCHED BY ANY MINERAL WITH A HIGHER #.

YOU WERE GIVEN THE 10 MINERAL SAMPLES ON THE MOHS HARDNESS SCALE.

THE SAMPLES WERE LABELED WITH CODE LETTERS.

II. MATERIALS

MOHS HARDNESS SCALE CLUES

III. PROCEDURE

1. USE THE CLUES AND THE MOHS HARDNESS SCALE TO DETERMINE THE IDENTITY OF EACH MINERAL

2. RECORD RESULTS ON THE DATA TABLE

|MOHS HARDNESS SCALE | |DATA TABLE |

|MINERAL |HARDNESS | |CODE LETTER |MINERAL NAME |

|DIAMOND |10 | |A | |

|CORUNDUM |9 | |B | |

|TOPAZ |8 | |C | |

|QUARTS |7 | |D | |

|FELDSPAR |6 | |E | |

|APATITE |5 | |F | |

|FLUORITE |4 | |G | |

|CALCITE |3 | |H | |

|GYPSUM |2 | |I | |

|TALC |1 | |J | |

1. MINERAL C CAN BE SCRATCHED BY ALL OTHER MINERALS

2. MINERAL F CAN SCRATCH MINERAL C, BUT IT CAN BE SCRATCHED BY ALL OTHER MINERALS

3. MINERAL B CAN SCRATCH MINERAL F, BUT IT CAN BE SCRATCHED BY ALL OTHER MINERALS

4. MINERAL H CAN SCRATCH ALL OTHER MINERALS

5. MINERAL D CAN ONLY BE SCRATCHED BY MINERAL H

6. MINERAL I CAN SCRATCH MINERAL C, F, AND B

7. MINERAL E CAN SCRATCH MINERAL I AND MINERAL E IS 1 HARDER THAN MINERAL I

8. MINERAL G CAN SCRATCH ALL OTHER MINERALS BUT MINERAL D AND H

9. MINERAL J CAN SCRATCH MINERAL A, AND CAN BE SCRATCHED BY MINERAL G

10. MINERAL A CAN SCRATCH MINERAL E, AND MINERAL E CAN BE SCRATCHED BY MINERAL J

Activity #4

Mineral Kit Lab

Grade Level: 8

State Standards:

6-8 Earth and Space Science/ Benchmark D

3. Identify minerals by their characteristic properties.

Time Needed: One 50-minute class period

Chronological list of lesson Activities:

1. Hand out student lab papers

2. Group students in pairs.

3. Hand out student mineral kits.

4. Students follow instructions as outlined on lab paper.

Assessment: Student responses to lab questions. Monitoring student responses while work continues.

Adaptations: Lower level students participate in a teacher led demonstration and receive fewer minerals to identify and response questions.

MINERAL KIT LAB R4

I. PURPOSE

TO BE BETTER ABLE TO IDENTIFY MINERALS

II. MATERIALS

MINERAL KIT MOHS HARDNESS SCALE MINERAL IDENTIFICATION KEY

III. PROCEDURE

1. REMOVE 1 MINERAL FROM THE KIT

2. RECORD OBSERVATIONS OF THE MINERAL ON THE DATA TABLE

3. REPEAT STEPS 1 - 2 FOR REMAINING MINERALS

IV. RESULTS

|MOHS HARDNESS SCALE |

|HARDNESS |FIELD TEST |

|10 | |

|9 | |

|8 | |

|7 |SCRATCHES STEEL FILE |

|6 |SCRATCHES GLASS |

|5 | |

|4 |SCRATCHES IRON NAIL |

|3 |SCRATCHES COPPER PENNY |

|2.5 |SCRATCHES FINGERNAIL |

|1 |SCRATCHED WITH FINGERNAIL |

|MINERAL DATA TABLE |

|COLOR |STREAK |LUSTER |CLEAVAGE |HARDNESS |SPECIAL PROPERTY |NAME |

| | | |FRACTURE |6.0 | | |

| | | | | | | | | |

| | | | | | | | | |

| | | | | | | | | |

| | | | | | | | | |

| | | | | | | | | |

| | | | | | | | | |

| | | | | | | | | |

V. CONCLUSION

1. ACCORDING TO THE MINERAL IDENTIFICATION KEY, WHAT PHYSICAL PROPERTY CAN BE USED TO DISTINGUISH

PYRITE AND CHALCOPYRITE?

2. WHAT ARE THE 2 SOFTEST MINERALS LISTED ON THE MINERAL IDENTIFICATION KEY?

3. WHAT IS THE HARDEST MINERAL LISTED IN THE MINERAL IDENTIFICATION KEY? WHAT MUST THEN BE TRUE ABOUT THIS MINERAL?

4. DESCRIBE THE PROPERTIES OF BIOTITE.

5. WHICH PHYSICAL PROPERTY IS THE LEAST USEFUL IN IDENTIFYING MINERALS?

6. WHICH PHYSICAL PROPERTY IS THE MOST USEFUL IN IDENTIFYING MINERALS?

7. EXPLAIN THE FOLLOWING STATEMENT: YOU CAN DETERMINE THE IDENTITY OF A MINERAL BY SHOWING WHAT IT CANNOT BE.

Activity #5

Rock Cycle

Grade Level: 8

Critical Concepts: Rock Cycle

State Standards:

6-8 Earth and Space Science/ Benchmark D

1. Describe the rock cycle and explain that there are sedimentary,

igneous, and metamorphic rocks that have distinct properties (e.g. color,

texture) and are formed different ways.

6-8 Earth and Space Science/ Benchmark E

12. Explain that some processes involved in the rock cycle are directly

related to thermal energy and forces in the mantel that drive plate

motions.

Time Needed: 20 minutes

Chronological List of Lesson Activities:

1. Hand out Rock Cycle Diagrams

2. Use overhead copy of diagram to lead discussion and demonstrate coloring.

Assessment:

Formative (During)- Throughout the course of the lesson I will be walking around and conferencing with students as they make predictions and observations about their unknown mineral. I will also be helping them to be on task during the assignment. During the whole group discussion and collaborative activity I will be able to assess students’ ability to identify a mineral's characteristics.

Summative (After)- In order to ensure that the indicators were met, the students will complete a note card that displays their ability or inability to write a description and an explanation. Also students’ ability to understand the characteristics of minerals will be assessed through their data sheets as well as the collaborative discussion.

Adaptations:

Instructional Modifications: In order to accommodate for the other types of learners in this classroom the following adaptations will be made to reach Visual, Auditory, Kinesthetic and Naturalistic learners. (Referencing: Howard Gardener's Theory of Multiple Intelligence's)

Visual- In this lesson, visual learners will benefit from the guided questions and actual mineral sample. Having the questions available on the board will guide students through their observation. Also having student look and touch the mineral sample will help them to construct their own example of how the characteristics of minerals exist in nature.

Kinesthetic- Allowing students to touch and observe an actual mineral sample will help kinesthetic learners grasp their own concept of a mineral and its characteristics. Having a number of mineral samples in class will show students through concrete means what a mineral feels like, instead of just having them look at pictures from the book.

Auditory- Directions will be repeated and rephrased a number of times to ensure that students understand the principles of observation and are clear on how to reach their learning objectives.

Naturalistic- Allowing students to interact with a part of the natural world will help to engage naturalistic learners. Offering students concrete and real life examples of these minerals will keep students interested and motivated to learn.

Gifted Students: The application and written form of inferences and descriptions will help gifted students enhance their understanding of scientific inquiry and method.

Struggling Students: The explore portion of this lesson will help special needs students to find answers on their on about characteristics of minerals. These mineral manipulates will give these students a concrete example and explanation of the content.

Activity #6

Peanut Butter Geology

Grade Level: 8

Critical Concepts: Rock Cycle

State Standards:

6-8 Earth and Space Science/ Benchmark D

1. Describe the rock cycle and explain that there are sedimentary,

igneous, and metamorphic rocks that have distinct properties (e.g. color,

texture) and are formed different ways.

2. Explain that rocks are made of one or more minerals.

6-8 Earth and Space Science/ Benchmark E

13. Describe how landforms are created through a combination of

destructive (e.g. weathering and erosion) and constructive processes (e.g.

crustal defamation, volcanic eruptions and deposition of sediment).

Time Needed: 1 hour ( 50 minutes is really pushing it)

Chronological List of Lesson Activities:

1. Hand out lab papers.

2. Teacher needs to position self with “supplies” to prevent contamination.

3. Students follow all instructions as outlined in procedure section of lab paper.

4. When all students complete, allow students to eat their lab.

Assessment: Student completion, sketching and labeling on data table.

Adaptations: An extra pair of hands and question answering ability makes all the difference in an “essentials” classroom.

PEANUT BUTTER GEOLOGY R4

I. PURPOSE

TO BETTER UNDERSTAND SEDIMENTARY ROCK FORMATION AND RELATIVE DATING

II. MATERIALS

BREAD: WHITE WHEAT RYE

CRUNCHY PEANUT BUTTER JELLY KNIFE SPOON PAPER TOWELS

III. PROCEDURE

1. TAKE PAPER TOWEL TO ME TO OBTAIN 1 SLICE OF WHITE BREAD

2. OBTAIN WHITE BREAD DESCRIPTION

3. WRITE DESCRIPTION FOR THE WHITE BREAD ON THE DATA TABLE

4. TAKE TOWEL AND WHITE BREAD TO ME TO OBTAIN CRUNCHY PEANUT BUTTER

5. OBTAIN CRUNCHY PEANUT BUTTER DESCRIPTION

6. WRITE DESCRIPTION FOR THE CRUNCHY PEANUT BUTTER ON THE DATA TABLE

7. TAKE TOWEL, WHITE BREAD, AND CRUNCHY PEANUT BUTTER TO ME TO

OBTAIN 1 SLICE OF WHEAT BREAD

8. OBTAIN WHEAT BREAD DESCRIPTION

9. WRITE DESCRIPTION FOR THE WHEAT BREAD ON THE DATA TABLE

10. TAKE TOWEL, WHITE BREAD, CRUNCHY PEANUT BUTTER, AND WHEAT BREAD TO ME TO OBTAIN JELLY

11. OBTAIN JELLY DESCRIPTION

12. WRITE DESCRIPTION FOR THE JELLY ON THE DATA TABLE

13. TAKE TOWEL, WHITE BREAD, CRUNCHY PEANUT BUTTER, WHEAT BREAD, AND JELLY TO ME TO OBTAIN 1 SLICE OF RYE BREAD

14. OBTAIN RYE BREAD DESCRIPTION

15. WRITE DESCRIPTION FOR THE RYE BREAD ON THE DATA TABLE

16. SKETCH AND LABLE APPARATUS ON DATA TABLE

17. PREPARE FOR VERBAL INSTRUCTIONS

IV. OBSERVATIONS

ON PEANUT BUTTER DATA TABLE

V. CONCLUSION

1. WHAT IS THE OLDEST LAYER?

2. HOW IS #1 KNOWN?

3. WHAT IS THE YOUNGEST LAYER?

4. HOW IS #3 KNOWN?

5. WHAT IS THE AGE OF THE WHEAT BREAD?

6. WHAT IS THE AGE OF THE JELLY?

7. WHAT IS THE AGE OF THE CRUNCHY PEANUT BUTTER?

8. WHAT IS THE BEST WAY TO DESCRIBE THE AGES OF EACH LAYER?

9. DESCRIBE RELATIVE AGING.

PEANUT BUTTER GEOLOGY DATA TABLE

| |

|SKETCH |

| |

| |

| |

|WHITE BREAD |

| |

| |

| |

| |

|CRUNCHY PEANUT BUTTER |

| |

| |

| |

| |

|WHEAT BREAD |

| |

| |

| |

| |

|JELLY |

| |

| |

| |

| |

|RYE |

| |

| |

| |

| |

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