Week 7: Rocks and the Rock Cycle

1. What did you do in lab today? 

  • How do we teach?
  • How do we assess?

Wasn't in majority of lab due to School of the Wild but looked at presentation on ICON

  • Sedimentary: cemented and compacted together
  • Igenous: Melted and then cooled
  • Metamorphic: Heat (not enough to melt) and pressure

2. What was the big question? How do rocks tell the story of Earth and its changing surface?

3. What did you learn in Thursday's discussion? 
Notes:
  • Magma provides heat 
  • Metamorphic --> pressure + heat (not enough to melt)
    • Pressure comes from pushing down above 
  • Meta means --> big 
  • Morph means --> change 
  • igneous --> born from fire 
  • sedimentary --> sediments
  • magma is liquid rock
    • when cooled it becomes a igneous rock 
  • Coke and Dr pepper: liquid in can is more dense then the water so it sinks 
    • Diet: would float 
  • Archimedes Principle
4. Read online textbook, chapter 7:
- What did you learn? 
  • Intrusive vs extrusive ingenous rocks: Intrusive rocks form underground with larger crystals due to slower cooling, while extrusive rocks cool quickly on the surface, forming smaller crystals.
  • Fossils only form in sedimentary rocks: Due to their fragility, fossils cannot survive the heat and pressure of igneous or metamorphic formation.
  • Sand tells a story: Sand formed by wind is pitted and frosted, while water-weathered sand is smooth and polished. Its color and composition can reveal its origin.
- What was most helpful? 
  • Clear classification of rock types: The breakdown of each rock and their formation processes was helpful.
  • Rock Cycle Pathways: The visual and textual explanation of how each rock type can transform into another through various changes helped more understand more.
  • Geode Formation: The explanation of how geodes form in different rock types and how to use density to determine their hollowness was a unique and engaging application of science principles.
- What do you need more information on?
  • NGSS integration: The standards were listed, but I'd maybe like more guidance on how to translate these into classroom activities or assessments.
5. What questions, concerns, and/or comments do you have? How can we make the rock cycle feel relevant to students?

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