Class:
SCIENCE
Rocks, Minerals, Weather and Oceans
Date: September 14th
Teacher's notes
Objectives
Vocabulary
Link and Learn
In‐Class Survey Prepared by
2009 1
6th DaVinci ‐ Rocks, Minerals, Weather and Oceans Name
Reward
Name
Carlos A.
Martín
Joaquín
Maylin
Victoria
Carlos R.
Mariana
Isabel
Christopher
Sthefanny
José
Ana Caroline
Santiago
Karen
Joshua
Erick
Héctor
Bryan
Gabriela
Angie
Alexandra
Sandra
Humberto
Arturo
Giosué
Maria Fernanda
Ariana
Daniel
Alessio
Paola
Reward
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6th Rembrandt ‐ Rocks, Minerals, Weather and Oceans Name
Name
Reward
Mariano
Enzo
Miguel
Valeria P.
Melanie
Henry
Alejandro
Gonzalo
Adriana
Sebastian
Fabrizio
Mariano
Felipe
Alondra
Sol
Bruno
Edinson
Camila
Valeria J.
Jimena
Daniela
Rodrigo
Eduardo
María Laura
José F.
Diana
Kimberly
Jesus
Reward
Alexandra
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Let's remember previous learned concepts...
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How Some Minerals Form • A mineral is always a solid material with particles arranged in a repeating pattern called a crystal. • Almost all minerals are made from material that was never alive. • Also, true minerals form only in nature, not in a laboratory. • Minerals form in many ways, Some minerals form in Earth's mantle. • Diamonds, are made up of carbon crystals formed by high heat and pressure. • Other minerals, such as calcite, can form at or near Earth's surface. • Water plays a role in forming minerals.
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Galena
Calcite
Magnetite
Mica
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Mineral Properties • Streak is the color of the powder left behind when you rub a mineral against a white tile called a streak plate. Usually the streak is the same color as the mineral. • Luster describes the way the surface of a mineral reflects light. • Hardness is a mineral's ability to resist being scratched. Mohs' hardness scale lists materials that have hardnesses from 1 to 10. A mineral with a higher number on the scale can scratch a mineral with a lower number.
Mohs' hardness scale
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Mohs' Hardness Scale
Fingernail (2.5) Copper penny (3)
Knife (5.5)
Glass (6)
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How We Use Minerals • Some minerals can be used in nearly the same form they have in nature. They don't need much refining, or processing to remove other materials. • Silver and copper can be used to make musical instruments, electric wire, and jewelry. • Graphite is used in pencils. • Halite, or table salt, can be used to flavor and preserve food.
Steel beams
Silver
Drill
Fluegelhorn
Diamond
Hematite 9
Types of Rocks • Earth is made mostly of rocks. A rock is material made up of one or more minerals; but unlike minerals, rocks are not crystals. • Rocks that form when melted rock hardens are called igneous rock, made up of lava. Examples: Basalt, Gabbro, Pumice, Granite. • After rocks are weathered into small pieces, wind, water, gravity or glaciers move these pieces (erosion) from one place to another forming sediments. Over a long period of time, these layers of sediments can form sedimentary rocks as they are squeezed and stuck together. Examples: Conglomerate, Siltstone, Limestone, Sandstone, Shale. • High heat and pressure can change the texture of rock, and they can also change the form of the minerals that make up the rock. These changed rocks are called metamorphic rocks, and can form from any kind of rock: sedimentary, igneous, or even other metamorphic rocks. Examples: Schist, Gneiss, Marble, Slate, Quartzite.
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Metamorphic Rock Sedimentary Rock
Igneous Rock 11
The Rock Cycle • Rocks change all the time. They change from one type to another. • The processes that intervene in this rock cycle are: weathering, erosion, melting, compaction, and cementation.
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What are Landforms? 15
Changing Landforms • Earth's landforms, physical features on its surface, might seem as if they never change, but they do all the time. • Forces such as flowing water, waves, wind, ice, and even movements inside the Earth are constantly changing landforms. • Sometimes these changes happen fast enough for you to observe them. • However, most changes to Earth's landforms happen so slowly that you cannot observe them directly. You usually observe the results of past changes.
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Water • Most of Earth's surface is made of rock. The shaping of landforms starts when weathering wears away rock. • Weathering is the process of breaking rock into silt, sand, clay, and other tiny pieces called sediment. Water is an important agent, or cause of weathering. • After weathering has broken rock into sediment, erosion and deposition move the sediment around and leave it in new places. • Erosion is the process of moving sediment from one place to another. • Deposition is the process of dropping, or depositing, sediment in a new location. • Water is not only an important agent of weathering but also the chief agent of erosion. Water can erode great amounts of sediment.
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Weathering
Erosion
Deposition 18
Wind, Ice and Mass Movement • Wind is another agent of weathering and erosion. Wind can carry bits of rock and sand that weather rock surfaces. Wind also moves sediments from place to place. • Wind erosion can also blow sand into large mounds called dunes. • Ice in the form of glaciers can also change landforms. Glaciers are thick sheets of ice where more snow falls during winter and melts during the summer. • Glaciers seem to stand still, but they actually move. Because of a glacier's great size and weight, it erodes everything under it. Glaciers erode sediment from one place and deposit it in another. • Mass movement is the downhill movement of rock and soil because of gravity. Mass movements such as mudslides and landslides, can change landforms quickly.
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Erosion caused by Water, Wind and Mass Movement
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Why does the Earth shake? 21
Earth's Interior • The crust is the outer layer of the Earth, and it is made of rock. The crust is very thin compared to the other layers. • The mantle is the layer of rock under the earth's crust. • The core is the center layer of the Earth and the hottest one. The core can be divided into two parts: an outer core of liquid iron; and inner core, of solid iron. • So, if the core is the hottest layer of the Earth, why is the inner core solid? • Earth's surface is not a single piece of rock. Instead, it is made up of many plates. Plates are rigid blocks of crust and upper mantle rock. • There are 12 major plates in the world. As the mantle moves, the plates floating on it float too. Where plates collide, energy is released, and new landforms are produced. • When plates scrape and slide past each other, they shake Earth's surface.
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Mountain formation • Mountains are Earth's highest formations in landforms. They form as the crust folds, cracks, and bends upward because of the movements of Earth's plates. Most of the highest mountains form where continental plates collide. • Magma is hot, soft rock from Earth's mantle. It builds up along the cracks, forming long chains of mountains under the ocean. • A volcano is a mountain formed by lava and ash. Lava is magma that reaches the Earth's surface. Ash is small pieces of hardened lava.
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Earthquakes
• An earthquake is a shaking of the ground caused by the sudden release of energy in Earth's crust. • The energy released as plates crush together, scrape past each other, or bend along jagged boundaries can cause great damage. • More than a million earthqueakes occur each year. However, most are too small to be felt or cause damage. • Earthquakes send out energy in the form of seismic waves. Seismic waves are like ripples formed when water is disturbed. • Scientists measure and record seismic waves on an instrument calles a seismograph.
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Has Earth been always the same? 29
Continental Drift • Earth's surface is constantly changing because of continental drift. • Continental drift is the theory of how Earth's continents move over its surface. • 225 million of years ago, all of the land on Earth was joined together in one supercontinent called Pangea. • About 200 million years ago, Pangea broke into two big continents: Gondwana (southern hemisphere) and Laurasia (northern hemisphere). • Finally, Gondwana and Laurasia broke into smaller land masses, forming the continents we know today. • Since the continents are still moving, you might infer that the surface of earth will be very different 200 million years from now. • The Atlantic Ocean is getting wider, pushing Europe and North America apart. The Pacific Ocean is getting smaller. And Australia is moving north.
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The Rock Record • Places like the Grand Canyon show you a slice of Earth's history, cutting through 20 different layers of rock. • Some of the rocks of the canyon contain a fossil record of organisms from Earth's early history. Fossils are the remains or traces of past life found in some rocks. Sicentists study fossils to to find out how life on Earth has changed. • From the position of certain rock layers, scientists can infer the relative ages of the rocks. Younger rock layers are found on top of older rock layers.
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How Fossils show Changes • Scientists have drawn conclusions about past creatures based on what they have left behind. • Most fossils, however, are not the actual remains of once‐living organisms. Instead they are traces left behind when dead plants and animals decayed or dissolved. • When sediment buries an organism, it can produce a mold or cast as the sediment hardens into rock. • Scientists use fossil evidence to support the theory of continental drift. Fossils of similar plants and animals have been found in Africa, South America, India, and Australia. • This means that these widely separated continents must have been joined at one time.
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WEATHER 40
The Water Cycle • Oceans cover more of Earth's surface than dry land does. Even though ocean water is salty, it provides a large amount of Earth's fresh water. Earth's water is always being recycled, this is called the water cycle. • During the cycle, water changes from a liquid to a gas and back to a liquid.
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What is in Ocean Water • Ocean water is a mixture of water and many dissolved solids. Most of these solids are salts. Sodium chloride is the most common salt in ocean water. • Most of the salts and other substances in the ocean come from the land. As rivers, streams, and runoff flow over the land, they slowly break down the rocks that make it up. • Over time, flowing water carries substances from the rocks to the ocean.
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Waves
• A wave is the up‐and‐down movement of the water particles in the ocean. • Water waves are caused by the wind. As wind blows over the water surface, it pulls on the water particles. This causes small bumps, or ripples, of water to form. As the wind continues to blow, the ripples keep growing. Over time they become waves. • The height of a wave depends on 3 things: the strength of the wind, the amount of time the wind blows, and the size of the area over which the wind blows. • Waves change the shore in different ways. When waves break on a beach, water carries sand and other sediments as it flows back into the ocean.
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Tides • Another type of ocean water motion is called tides. Tides are the daily changes in the local water level of the ocean. • At high tide much of the beach is covered by water. At low tide waves break farther away from shore. Less of the beach is under water. High tide and low tide are usually a little more than six hours apart. • Tides are caused by gravity. Gravity is a force that causes all objects to be pulled toward all other objects. • The force of gravity between two objects depends on two things: the sizes of the objects and the distance between them. • Even though the moon is much smaller than the sun, the pull of the moon's gravity on Earth is the main cause of ocean tides. This is because the moon is much closer to earth than the sun is.
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Currents • Currents are rivers of water that flow in the ocean. A surface current forms when steady winds blow over the surface of the ocean. • In the Northern hemisphere, surface currents flow in a clockwise direction. • In the Southern hemisphere, surface currents flow in a counterclockwise direction. • Deep ocean currents form because of density differences in ocean water. The density of ocean water depends on two things: the amount of salt in the water and the temperature of the water. • The more salt there is in water, the denser it will be. Cold ocean water also is denser than warm ocean water. • Deep ocean currents form when dense, cold water meets less dense water. • The denser water flows under the less dense water, forcing the less dense water to rise.
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Lab Practice ‐ Da Vinci There will be 10 groups of 3 students each. These are the materials per group: • Glass jar, like jelly jar (500 cc). • Latex gloves. • Large buttons (coat buttons). • Plastic‐coated wire. • Paper clips. • Paper Towel. • Ruler.
Click here to see your Report Format
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K-W-L Chart What I KNOW about this topic
What I WANT to know about this topic
What I LERANED about this topic
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SURVEY If you want to contribute in improving your Science class, click in the survey link:
Term III ‐ 6th Da Vinci ‐ Classes 3,4 Term III ‐ 6th Rembrandt ‐ Classes 3,4
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Teacher's Notes This class has been designed to cover the topic of Rocks, Minerals, Weather and Oceans from Monday, September 14th till Friday September 18th. For further knowledge about this topic: 1. Conduct a thorough search under the topic: Rocks, Minerals, Weather and Oceans on the Web, books and magazines. 2. If findings are not specific, ask your teacher for suggestions.
BACK 58
Objectives • Recognize and describe the changes that model the Earth’s surface. • Identify the weather and climatic phenomena that affect the environment and mold Earth’s surface.
Note: All, or most, of the objectives will be covered during class time, however the student must be responsible for those objectives not covered or concluded.
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Vocabulary Water cycle: the constant recycling of water on Earth. Evaporation: the process in which a liquid changes to a gas. Condensation: the process by which water vapor changes from a gas to a liquid. Precipitation: water that falls to Earth as rain, snow, sleet, or hail. Wave: an up‐and‐down movement of water. Storm surge: a very large series of waves caused by high winds over a large area of ocean. Tide: the daily changes in the local water level of the ocean. Surface current: an ocean current formed when steady winds blow over the surface of the ocean. Deep ocean current: an ocean current formed when cold water flows underneath warm water.
Note: Most of the vocabulary words will be covered during class time, however the student must be responsible for those words not covered or concluded. 60
Vocabulary Landforms: a physical feature on Earth's surface. Weathering: the process of breaking rock into soil, sand, and other tiny pieces. Erosion: the process of moving sediment from one place to another. Deposition: the process of dropping, or depositing, sediment in a new location. Mass movement: the downhill movement of rock and soil because of gravity. Crust: the thin, outer layer of Earth. Mantle: the layer of rock beneath Earth's crust. Core: the centre of the Earth. Plate: a rigid block of crust and upper mantle rock. Magma: hot, soft rock from Earth's lower mantle. Volcano: a mountain formed by lava and ash. Earthquake: a shaking of the ground caused by the sudden release of energy in Earth's crust. Fault: a break or place where pieces of Earth's crust move. Continental drift: a theory of how Earth's continents move over its surface. Pangea: a supercontinent containing all of Earth's land that existed about 225 million years ago. Fossil: the remains or traces of past life found in sedimentary rock. Note: Most of the vocabulary words will be covered during class time, however the student must be responsible for those words not covered or concluded. 61
Vocabulary Mineral: is always a solid material with particles arranged in a repeating pattern called a crystal. Streak: is the color of the powder left behind when you rub a mineral against a white tile called a streak plate. Luster: describes the way the surface of a mineral reflects light. Hardness: is a mineral's ability to resist being scratched. Rock: is material made up of one or more minerals; but unlike minerals, rocks are not crystals. Igneous rock: rocks that form when melted rock hardens. Sedimentary rock: rocks made from layers of sediments squeezed and stuck together. Metamorphic rock: high heat and pressure can change the texture and the form of the minerals that make up the rock. • Rock cycle: is the cycle that makes rocks change from one type to another. Note: Most of the vocabulary words will be covered during class time, however the student must be responsible for those words not covered or concluded. 62
Link and Learn You can visit the following websites to improve your understanding on the present topic: • • • • • • • • • •
http://www.nola.com/katrina/graphics/flashflood.swf http://tinyurl.com/kwj89v http://www.ucmp.berkeley.edu/ http://www.ucmp.berkeley.edu/fosrec/ http://www.virtualmuseum.ca/Exhibitions/TraceFossil/english/ http://www.ucmp.berkeley.edu/geology/tectonics.html http://science‐learning2009.wikispaces.com http://learningandscience.blogspot.com http://linkandlearn.wikispaces.com http://libraryatstgeorge.blogspot.com
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Prepared by
Gerardo LAZARO Science Lead Teacher Email: glazaro@sanjorge.edu.pe Wiki: http://science‐learning2009.wikispaces.com Blog: http://learningandscience.blogspot.com Twitter: http://twitter.com/glazaro
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Resources Used Slide
Resource
Description
Origin
G1 ‐ 2
Image
Da Vinci
http://bit.ly/N0Btd
G1 ‐ 3
Image
Rembrandt
http://bit.ly/X5hOY
G1 ‐ 4 Animation Idea
Notebook Gallery
G1 ‐ 6 Images
Calcite Galena Magnetite Mica
http://bit.ly/rkZtL http://bit.ly/yh3bM http://bit.ly/5TfAK http://bit.ly/4zJnAE
G1 ‐ 8 Image
Mohs' Hardness Scale
http://bit.ly/ypE4g
G1 ‐ 9 Images
Silver Hematite Diamond Fluegelhorn Steel beams Drill
http://bit.ly/11ftjg http://bit.ly/X2dfr http://bit.ly/4bdteR http://bit.ly/3t8sSg http://bit.ly/1gsqzv http://bit.ly/3wwCSW
G1 ‐ 11 Images
Igneous Rock Sedimentary Rock Metamorphic Rock
http://bit.ly/ELgs8 http://bit.ly/9K1I http://bit.ly/tZcVY
G1 ‐ 12 Image
Rock Cycle
http://bit.ly/VwQjU
G1 ‐ 13 Animation Rock Cycle
http://bit.ly/aBF3U
G1 ‐ 14 Image
World view
Unknown
G1 ‐ 16 Imagen
Landforms 1
http://bit.ly/2zeqCQ
G1 ‐ 18 Images
Landforms 2
Unknown
G1 ‐ 20 Image
Types of Erosion
Unknown
G1 ‐ 23 Image
Earth's Layers 1
http://bit.ly/bfHEn
G1 ‐ 24 Animation Earth's Layers 2
http://bit.ly/aBF3U
G1 ‐ 25 Image
Earth's Plates
http://bit.ly/1acnPa
G1 ‐ 26 Image
Mountain Formation
Unknown
G1 ‐ 27 Animation Mountain Maker, Earth Shaker
http://bit.ly/aBF3U
G1 ‐ 28 Image
Unknown
Earthquake
G1 ‐ 30 Animation Continental Drift 1
http://bit.ly/1sf10
G1 ‐ 31 Image
Continental Drift 2
http://bit.ly/NOZwP
G1 ‐ 32 Animation Continental Drift 3
http://bit.ly/4g75TO
G1 ‐ 33 Video
Continental Drift 4
http://bit.ly/SMb6I
G1 ‐ 34 Image
Grand Canyon
http://bit.ly/qBSNJ
G1 ‐ 36 Animation Fossils 1
www.bbc.co.uk
G1 ‐ 37 Animation Fossils 2
www.bbc.co.uk
G1 ‐ 38 Animation Fossils 3
http://bit.ly/aBF3U
G1 ‐ 39 Image
Nova Scotia Museum of NH
http://bit.ly/1tyXZ3
G1 ‐ 41 Video
The Water Cycle
www.youtube.com
G1 ‐ 42 Images
Composition of Seawater
Unknown
G1 ‐ 43 Animations Waves
Unknown
G1 ‐ 44 Animation What is a Wave?
Unknown
G1 ‐ 45 Animation Wave Traits
Unknown
G1 ‐ 47 Animation Tides
Unknown
G1 ‐ 49 Animation Ocean Currents
Unknown
G1 ‐ 50 Animation Trash in Ocean
www.greenpeace.org
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6th Da Vinci Grade: Subject: Date:
6th Da Vinci Science September 14th
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1
What was your UNDERSTANDING of the topic: "Rocks, Minerals, Weather and Oceans"
A
I understood 25% of the whole topic
B
I understood 50% of the whole topic
C
I understood 75% of the whole topic
D
I understood 100% of the whole topic
E
I didn't understand the class
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2
What was your level of EFFORT to understand the topic?
A
My effort level was 25%
B
My effort level was 50%
C
My effort level was 75%
D
My effort level was 100%
E
I didn't put any effort
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3
What RESOURCES helped you understand the topic? A
Text
B
Images
C
Animations
D
Videos
E
Teacher's Speech
F
None
G
Other
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4
How does the SMART Board help you understand the topic?
A
It helps me visualize concepts
B
It helps understand difficult concepts
C
Touching things helps me learn
D
Interacting with the information makes it easier to understand
E
I prefer less effects or audiovisual resources
F
It doesn't really help much
G
I don't like it
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1
What was your UNDERSTANDING of the topic: "Rocks, Minerals, Weather and Oceans"
A
I understood 25% of the whole topic
B
I understood 50% of the whole topic
C
I understood 75% of the whole topic
D
I understood 100% of the whole topic
E
I didn't understand the class
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2
What was your level of EFFORT to understand the topic?
A
My effort level was 25%
B
My effort level was 50%
C
My effort level was 75%
D
My effort level was 100%
E
I didn't put any effort
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3
What RESOURCES helped you understand the topic? A
Text
B
Images
C
Animations
D
Videos
E
Teacher's Speech
F
None
G
Other
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4
How does the SMART Board help you understand the topic?
A
It helps me visualize concepts
B
It helps understand difficult concepts
C
Touching things helps me learn
D
Interacting with the information makes it easier to understand
E
I prefer less effects or audiovisual resources
F
It doesn't really help much
G
I don't like it
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Attachments
An Earth withouth peopleSciAm2007.pdf 6th Grade Springing Forward.pdf 6th Grade Science loses out when ice caps melt.pdf 6th Grade The Solar System's biggest junkyard.pdf 6th Grade Food Web Woes.pdf Science Laboratory Copper Sulphate Crystals.docx