Week of 1/09/12
Posted by Rachel Davis on Wednesday, January 11, 2012
Under: Earth History Inv 4: My Sediments Exactly
1/09/12
Learning Target: I can make detailed observations and rocks and then classify them by comparing/contrasting characteristics.
Warm-Up (p. 2): What are some observations we made about rocks on Friday?
- DEFINE: geology (p. 36)
- Acid Test on rocks - record on p. 37, p. 41
- Classify rocks as limestone, sandstone, shale: p. 37 & 41
- Notes: limestone, sandstone, shale
- Cool-down: 2 things I learned, 1 question I have
- Homefun (due Friday): Observation & Inference sheet
1/10/12
Learning Target: I can compare and contrast rock layers to create a map of part of the Grand Canyon.
-Warm-Up (writing prompt sheet): Why would a geologist consider a bottle of acid and a hand lens two of his/her most important tools. [Note: use ALL of the vocabulary terms from the word bank]
- Record rock column names: p. 43
- Use rock columns to create map (p. 45): draw layers, use code to fill in layers, connect river, create a legend/key
- Cool-Down: begin Rock Correlation Questions (p. 47)
1/11/12
Learning Target: I can make inferences based on observations of different visual resources.
- Warm-Up: What do the different numbers on the rocks represent?
- Peer-review maps - make corrections as needed
- Complete rock correlation questions: p. 47
- Cool-down: Why is it important to have accurate maps?
1/12/12
Learning Target: I can make inferences about rock characteristics based on various resources.
- Warm-Up: Complete Mountain Top Fossil probe
- Discuss: Kaibab Limestone and its sea creature fossils - how did they get there? (line of learning on probe)
- Chuar Butte Observations (p. 49) - use textbook
- DEFINE: erosion, differential erosion (p. 48)
- Begin T-chart (p. 48) comparing constructive & destructive forces
- Cool-down: sketch and label 2 landforms, identify rock types and hardness/softness
1/13/12
Learning Target: I can plan, implement, and analyze an experiment to make sand.
- Warm-Up: What comes first - sand or sandstone? Why/how?
- Focus Question: How is sand made?
- Plan an experimental design to make sand
- Record data, diagram results
- Complete reflection questions on sheet
- Tape Sand Analysis sheet in workbook (p. 52)
- Cool-down: Use the sand analysis sheet to record data on the sand your group made
Learning Target: I can make detailed observations and rocks and then classify them by comparing/contrasting characteristics.
Warm-Up (p. 2): What are some observations we made about rocks on Friday?
- DEFINE: geology (p. 36)
- Acid Test on rocks - record on p. 37, p. 41
- Classify rocks as limestone, sandstone, shale: p. 37 & 41
- Notes: limestone, sandstone, shale
- Cool-down: 2 things I learned, 1 question I have
- Homefun (due Friday): Observation & Inference sheet
1/10/12
Learning Target: I can compare and contrast rock layers to create a map of part of the Grand Canyon.
-Warm-Up (writing prompt sheet): Why would a geologist consider a bottle of acid and a hand lens two of his/her most important tools. [Note: use ALL of the vocabulary terms from the word bank]
- Record rock column names: p. 43
- Use rock columns to create map (p. 45): draw layers, use code to fill in layers, connect river, create a legend/key
- Cool-Down: begin Rock Correlation Questions (p. 47)
1/11/12
Learning Target: I can make inferences based on observations of different visual resources.
- Warm-Up: What do the different numbers on the rocks represent?
- Peer-review maps - make corrections as needed
- Complete rock correlation questions: p. 47
- Cool-down: Why is it important to have accurate maps?
1/12/12
Learning Target: I can make inferences about rock characteristics based on various resources.
- Warm-Up: Complete Mountain Top Fossil probe
- Discuss: Kaibab Limestone and its sea creature fossils - how did they get there? (line of learning on probe)
- Chuar Butte Observations (p. 49) - use textbook
- DEFINE: erosion, differential erosion (p. 48)
- Begin T-chart (p. 48) comparing constructive & destructive forces
- Cool-down: sketch and label 2 landforms, identify rock types and hardness/softness
1/13/12
Learning Target: I can plan, implement, and analyze an experiment to make sand.
- Warm-Up: What comes first - sand or sandstone? Why/how?
- Focus Question: How is sand made?
- Plan an experimental design to make sand
- Record data, diagram results
- Complete reflection questions on sheet
- Tape Sand Analysis sheet in workbook (p. 52)
- Cool-down: Use the sand analysis sheet to record data on the sand your group made