SEDIMENTARY ROCKS LINKS TO PRIOR LEARNING

SEDIMENTARY ROCKS Unit/Topic: Rocks LEARNING OBJECTIVES (LEVEL/GRADE) Recall the names of some sedimentary rocks and that sedimentary rocks are made...
5 downloads 0 Views 350KB Size
SEDIMENTARY ROCKS

Unit/Topic: Rocks

LEARNING OBJECTIVES (LEVEL/GRADE) Recall the names of some sedimentary rocks and that sedimentary rocks are made of grains that are stuck together (L3) Distinguish between a rock and a mineral (L4) Describe why sedimentary rocks are generally porous (L5) Explain the processes involved in the formation of sedimentary rocks (L6) Explain the different kinds of information geologists can find out from fossils (L7)

Lesson number: 1/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS) erosion, physical weathering, sediment, sedimentary, texture, transport, cementation, compaction, deposit, mineral, porous, permeable, grains

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

FLIPCHART Think, Pair, Share – Students attempt to describe and explain what a rock actually is. Following flip reveals two types of rock which can be discussed and compared to derive and understand the basic constitution of a rock.

Looking at rocks 7Ha2

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1 – Students analyse a sample of sedimentary rocks using a hand lens and record the observation on the sheet. Rock Record sheet 8Ha (2)

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Extension - Forams 8Ha(6)

Activity 2 – Investigation on the permeability of rocks (optional). Permeable rocks 1 7Ha (4)- PRACTICAL Activity 3- Students to annotate sheet during the video on sedimentary rock formation using the keywords provided. Class then collectively label on the IWB with an opportunity to correct misconceptions provided. Sedimentary rock formation video ws Activity 4 – Teacher demo- see tech note and FLIPCHART Tech note; Teacher demo 1 – Sedimentary rocks layering Teacher demo 2- Compressed sand showing ideas of cementation and compaction Activity 1 and Activity 2 are also practical based. May be provided as homework Sedimentary rocks 8Ha (1)

SUGGESTED PLENARIES Activity 5- Plenary- Students to use mini w/b to display word, selected students to drag and drop words in IWB cloze activity

SPECIFICATION LINKS

HOT ROCKS –IGNEOUS ROCKS

Unit/Topic: Rocks

LEARNING OBJECTIVES (LEVEL/GRADE) Recall the names of some igneous rocks (L3) Describe the textures of some igneous rocks (L4) Identify that magma is molten rock inside the Earth and lava is molten rock on the surface of the Earth (L5) Explain why igneous rocks can have different size crystals (L6) Explain how interlocking crystals cause igneous rocks to be non-porous (L7)

Lesson number: 2/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS) basalt, crust, crystals, granite, igneous, lava, magma, intrusive, extrusive, molten, interlocking

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

FLIPCHART

Igneous rock formation 8Hb (5)

Students analyse a sample of igneous rocks using a hand lens and record the observation on the sheet. Rock record sheet 8Ha (2) 10 minutes

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1- Students to annotate sheet during the video on igneous rock formation using the keywords provided. Class then collectively label on the IWB with an opportunity to correct misconceptions provided. Use animations to develop discussion and prompt ideas. Igneous rock video ws Activity 2- Compare samples of gabbro and Basalt, one intrusively formed and the other extrusively formed. Encourage students to attempt to deduce the reason for their differences. Watch video titled “Evidence in igneous rocks” Students to complete investigation on how cooling period affects crystal size worksheet 8Hb(2) Investigating crystal size 1-PRACTICAL Tech note; Salol Experiment , see: 1) Teacher and technician guide 2) 8Hb(2) Investigating crystal size 1

SUGGESTED PLENARIES Activity 3- worksheet and powerpoint icons embedded in flip

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Sills, dykes and Plutons (8Hb) 7

SPECIFICATION LINKS

ALL CHANGE !

Unit/Topic: Rocks

LEARNING OBJECTIVES (LEVEL/GRADE) Recall that the properties of the rock change when metamorphism takes place (L3) Suggest some metamorphic rocks and the rocks they were made from (L4) Describe how metamorphic rocks are different to sedimentary and igneous rocks (L5) Explain that the changes that happen to a rock depend on the pressures and temperatures it is subjected to (L6) Describe and evaluate some models of metamorphism (L7)

Lesson number: 3/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS) Metamorphism, metamorphic rocks, change, heat, pressure, temperature, evaluate, model

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

FLIPCHART

Pair of rocks Hc(2)

Students analyse a sample of metamorphic rocks using a hand lens and record the observation on the sheet. Rock Record Sheet 8Ha(2) 10 minutes

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1- Students are provided an extract outlining the formation of metamorphic rocks. Students to highlight key features of extract related to their formation. This is accompanied by a video and animation to provide students with more insight. Students to complete 8Hc (5) Changing Rocks Activity 2- Pair of rocks. Students identify the precursor rock and the metamorphic rock it transformed into when provided samples. Worksheet “pair of rocks” Hc(2) or Hc(3).

Tech note: Sample of metamorphic rocks Pair of rocks Hc (2) – Activity 2

SUGGESTED PLENARIES Options available; Plenary 1 Plenary 2

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Extension- Display the various models of metamorphism and enquire why these can be considered models of the process. Enquire if there are any shortcomings in the model. Modelling Metamorphism 8Hc (4)

SPECIFICATION LINKS

PHYSICAL WEATHERING

Unit/Topic: Rocks

Lesson number: 4/9

Subject: Key Stage 3 Year 8 Science

LEARNING OBJECTIVES (LEVEL/GRADE)

LINKS TO PRIOR LEARNING

Recall examples of physical weathering (L3) Describe how temperature changes and rainwater can weather rocks (L4) Describe that rocks expand and contract when they heat and cool (L5) Explain the process of freeze thaw weathering or exfoliation (L6) Make links between the weather in an area and the expected types of weathering(L7)

LINKS TO NUMERACY/LITERACY (KEYWORDS)

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

FLIPCHART Imagine you are this rock sitting here in the wilderness, alone for an entire year. Write three things you may experience as a result

Freeze thaw weathering process ws (foundation)

Expand, contract, physical change, physical weathering, freeze thaw action, erosion, exfoliation

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1- Students work collaboratively to try and deduce what forms of physical weathering the images represent. The phrases at the bottom of the flip can be revealed by using the translucency slider. Activity 2- Students attempt to sequence the freeze thaw process in the correct order where higher sets are not given too long to discuss as the main focus is the worksheet Weathering 7Hb (6). This can be finalised as a quick drag and drop activity. For foundation sets more time may be provided along with an individual worksheet for this task Freeze thaw weathering process ws (foundation) For the Weathering 7Hb (6) worksheet, answers should be modelled on the board following the task and an opportunity correct any misconceptions and address any emerging needs. Activity 3- Series of questions applying the science learnt to various contexts. The relevant powerpoint offering the levels and mark scheme is embedded in the flip.

SUGGESTED PLENARIES Mini WB Cloze activity

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Weathering 7Hb (6) Extension section incorporated on this particular sheet. Students are expected to analyse maps and general weather patterns and inform their decisions as a result.

SPECIFICATION LINKS

CHEMICAL WEATHERING

Unit/Topic: Rocks

LEARNING OBJECTIVES (LEVEL/GRADE) Recall that rainwater is naturally acidic (L3) Describe how acid rain causes chemical reactions in rocks (L4) Suggest that some rocks react faster with acid rain than others (L5) Discuss the properties of certain rocks and evaluate the reasons for their selection for the construction of various structures i.e. statues and buildings (L6) relate weather/climate to the types of weathering to be expected there (L7)

Lesson number: 5/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS) Rainwater, acidic, acid rain, chemical reaction, chemical weathering, minerals, dissolve (for sedimentary rocks), crumble (for igneous rocks), properties, evaluate

SUGGESTED STARTER

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

FLIPCHART Students Think, pair, share to deduce what the four images have in common. Following relevant discussion, the scenario is introduced immediately.

Best rock for a statue 1 7Hb(3) Foundation

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1- Best rock for a statue 1 7Hb(3) Foundation Best rock for a statue 2 7Hb (4) Higher

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Extension – Students consider the type of weathering associated with certain climate and prevalent weather patterns. Should be modelled to students on IWB as an example has been embedded from the worksheet Ways of weathering extension ws

Tech Note: Best rock for a statue 1 7Hb(3) Foundation Best rock for a statue 2 7Hb (4) Higher

SUGGESTED PLENARIES FLIPCHART 3 powerpoints embedded within flipchart, use as appropriate.

SPECIFICATION LINKS

THE ROCK CYCLE

Unit/Topic: Rocks

LEARNING OBJECTIVES (LEVEL/GRADE) recall that the Earth is continually changing (L3) Describe that the rock cycle includes some very fast and some very slow processes (L4) Describe that the rock cycle links together the processes of rock formation (L5) Explain that the surface of the Earth is divided into plates, and the movements of these plates cause earthquakes, volcanoes and contributes to the rock cycle (L6) Explain some of the ways in which geologists try to predict eruptions (L7)

Suggested Starters FLIPCHART Questions on various aspects of the rock cycle in order to encourage students to start linking these ideas together, can be completed independently or collaboratively. Mark scheme available on following flip which students either peer mark or self mark. Conclude this section with 4 minutes of; How the Earth was made to introduce ideas of the ever changing

Lesson number: 6/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS) Processes, rock cycle, tectonic plates, plate boundaries, convectional currents, magma, lava, vents, eruptions, earthquakes, molten

DIFFERENTIATION FOR SUPPORT (AEN/EAL) A rocky story1 He8 (5) Rolling on 8He (1)

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1- Provide the extract to students in order for them to highlight and derive ideas of how to explain the rock cycle. Rock cycle extract

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Volcanoes and warnings He (10)

Activity 2 - Describe the rock cycle 8He (8) Embedded in flip Acivity 3 – Display 4 images and provide students an opportunity to discuss the possible connection between the four images. Information about the types of boundaries is located around the room, students fill this in. Plate tectonics 8Hd (2) Types of Plate boundaries information pack Tech note: Teacher demo (optional) - general equipment; crackers, golden syrup, Bunsen burner, beaker. This demo is designed to illustrate how tectonic plates are caused to move

SUGGESTED PLENARIES Rock Cycle Processes 8He (4)

SPECIFICATION LINKS

IND. LEARNING GEOHAZARDS

Unit/Topic: Rocks

LEARNING OBJECTIVES (LEVEL/GRADE) Recall what geohazards are(L3) Describe what happens when a volcano erupts and an earthquake occurs (L4) Suggest the risks geohazards can pose to humans (L5) Explain the geological process that cause geohazards (L6) Differentiate between primary and secondary geohazards and explain how primary geohazards can cause a secondary geohazard to occur with examples (L7)

Lesson number: 7/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS)

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

Japan 2011 Earthquake and tsunami BBC News 4 minutes Yellowstone super eruption 4 minutes

Level ladder incorporated in sheet

Show students clips of these geohazards

MAIN ACTIVITIES AND SUGGESTED RESOURCES Activity 1- Introduce task to students by reading the introduction on the independent learning geohazard sheet. Students are to work in small groups and independently research geohazards based on the instructions on the independent learning sheet. Geohazards independent learning project

DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED Level ladder incorporated in sheet

Computer rooms required, students to work in pairs or a maximum of 3 in a group.

SPECIFICATION LINKS

SUGGESTED PLENARIES

REVISION & ASSESSMENT

LEARNING OBJECTIVES (LEVEL/GRADE)

Unit/Topic: Magnetism

Lesson number: 8/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS)

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

MAIN ACTIVITIES AND SUGGESTED RESOURCES DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED

SPECIFICATION LINKS

SUGGESTED PLENARIES

SKILL UP! LEARNING OBJECTIVES (LEVEL/GRADE)

Unit/Topic: Magnetism

Lesson number: 9/9

Subject: Key Stage 3 Year 8 Science

LINKS TO PRIOR LEARNING

LINKS TO NUMERACY/LITERACY (KEYWORDS)

SUGGESTED STARTERS

DIFFERENTIATION FOR SUPPORT (AEN/EAL)

MAIN ACTIVITIES AND SUGGESTED RESOURCES DIFFERENTIATION FOR EXTENSION/GIFTED AND TALENTED

SPECIFICATION LINKS

SUGGESTED PLENARIES

Suggest Documents