Period 2,4, and 9 Monday,Wednesday, Friday, Tuesday, Thursday, Monday, and Wednesday
Period 3,5, and 10 Tuesday, Thursday, Monday,Wednesday, Friday, Tuesday, and Thursday
Earth’s Systems (Geology)
- Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion-year-old history
- Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process
- Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales
- Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions
- Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, groundwater resources are the result of past and current geoscience processes
Monday/ Tuesday - Start with a skyward assignment There will be radioactive decay questions.
Second, we will create a geological timeline of the Earth’s history using eras, periods, and epochs.
We will complete a timeline together with 26 different events that changed the planets, atmosphere,
lithosphere, biosphere, and hydrosphere. New terms - precambrian, paleozoic, mesozoic,
cenozoic, cambrian, silurian, ordovician, mississippian, pennsylvanian, and permian. We will play a
manipulative game with the information on our desks. We will watch a video clip on what is
evolution, what is the evidence for evolution, what is natural selection Homework is a short skyward
assignment and a comparative anatomy color sheet due before you come to class again.
Wednesday/ Thursday Review skyward assignment with geo boxes, radioactive decay, and geo timeline questions. Students will replay the manipulative game with geo timeline information.
Students will review the geo timeline on the front board. Students will walk around the room looking
at our rocks and minerals again. We will look at our crystals and our petrified fossils. Students will
start to learn the process to identify physical and chemical properties of rocks and minerals.
Students will look at density, mass, volume, streak, hardness, diaphaneity, tenacity, color, smell,
HCl, Luster, and the flame test to identify unknown rocks and minerals. Homework is to complete
the article readings by Dec. 16th.
Friday- Monday - Students will complete independent testing of rocks and minerals to learn physical
and chemical properties to aid in identification. Students will be instructed on the process for the
flame test. Homework is to complete the article readings by Dec. 16th.
Tuesday - Wednesday - Students will watch a BBC series on Cenozoic life. Students will have a
worksheet to fill in as they watch the videos. There is no need for computers today. Mrs. Moore will
be gone on Wednesday. The paper is due at the end of the class. No homework. Please finish the
article readings on skyward by December 16th.
Thursday - Friday First half of the class we will complete a flame test lab. The second half of the
class we will subdivide the rocks from the minerals. We will complete notes on what makes a
mineral and a rock different. We will create models of the rock cycle to share with each other.
Students will be asked to write questions to ask each other about the rock cycle and different
minerals. The students will need 3 questions to share in our next class.
Monday - Tuesday - save for revision on timing - snow day or other events.
Wednesday - Thursday - Review 6 fossil types, 7 geo principles, 8 common Illinois Fossils,
radioactive decay problems, 4 geological timeline eras, what the order of life development was on
our planet, the 15 minerals, the 15 rocks, the 15 mineral/rock identification tests. We will use this
information to look at visible geology and read the land to explain what has happened on our planet
when no one was there to see it happen. We will discuss the future of our planet. All students will
use uniformitarianism and make educated hypothesis about life, land, water, and the atmosphere of
our planet. We will write sentences with evidence to support our hypothesis.
No comments:
Post a Comment