http://www.mii.org/commonminerals.html
http://sciencespot.net/Pages/kdzethsci3.html
http://www.nrcan.gc.ca/mms/scho-ecol/main_e.htm
http://www.kidskonnect.com/content/view/97/27/
http://www.rogersgroupinc.com/ourcommunities/rockology/index.htm
http://www.rocksforkids.com/
http://library.thinkquest.org/3639/
http://42explore.com/rocks.htm
Friday, September 12, 2008
Vocabulary Review: Rocks
Here are the list of words and definitions you are responsible for your quiz Monday, September 15, 2008
Rock-forming minerals: The 20 minerals that make up most of the rocks of Earth's crust.
Granite: a usually light-colored igneous rock that is found in the continental crust
Basalt: a dark, dense igneous rock with a fine texture, found in the oceanic crust
Grains: The particles of minerals or other rocks that give a rock its texture
Texture: The look and feel of a rock's surface, determined by the size, shape, and pattern of a rock's grains.
Igneous Rock: A type of rock that forms from the cooling of molten rock at or below the surface
Sedimentary Rock:A type of rock that forms when particles from other rocks or the remains of plants and animals are pressed and cemented together
Metamorphic Rock: A type of rock that forms from an existing rock that is changed by heat, pressure, or chemical reactions
Extrusive Rock: Igneous rock that forms from lava on Earth's surface
Intrusive Rock: Igneous rock that forms when magma hardens beneath Earth's surface
Silica: a material found in magma that is formed from the elements oxygen and silicon
Sediment: small, solid pieces of material that come from rocks or organisms; earth materials deposited by erosion
Erosion: The process by which water, ice, wind, or gravity moves weathered rock or soil.
Deposition: Process in which sediment is laid down in new locations
Compaction: The process by which sediments are pressed together under their own weight
Cementation: The process by which dissolved minerals crystallize and glue particles of sediment together into one mass
Clastic Rock: Sedimentary rock that forms when rock fragments are squeezed together under high pressure
Organic Rock: Sedimentary rock that forms from remains of organisms deposited in thick layers
Chemical Rock: Sedimentary rock that forms when minerals crystallize from a solution
Coral Reef: A structure of calcite skeletons built up by coral animals in warm, shallow ocean water
Rock-forming minerals: The 20 minerals that make up most of the rocks of Earth's crust.
Granite: a usually light-colored igneous rock that is found in the continental crust
Basalt: a dark, dense igneous rock with a fine texture, found in the oceanic crust
Grains: The particles of minerals or other rocks that give a rock its texture
Texture: The look and feel of a rock's surface, determined by the size, shape, and pattern of a rock's grains.
Igneous Rock: A type of rock that forms from the cooling of molten rock at or below the surface
Sedimentary Rock:A type of rock that forms when particles from other rocks or the remains of plants and animals are pressed and cemented together
Metamorphic Rock: A type of rock that forms from an existing rock that is changed by heat, pressure, or chemical reactions
Extrusive Rock: Igneous rock that forms from lava on Earth's surface
Intrusive Rock: Igneous rock that forms when magma hardens beneath Earth's surface
Silica: a material found in magma that is formed from the elements oxygen and silicon
Sediment: small, solid pieces of material that come from rocks or organisms; earth materials deposited by erosion
Erosion: The process by which water, ice, wind, or gravity moves weathered rock or soil.
Deposition: Process in which sediment is laid down in new locations
Compaction: The process by which sediments are pressed together under their own weight
Cementation: The process by which dissolved minerals crystallize and glue particles of sediment together into one mass
Clastic Rock: Sedimentary rock that forms when rock fragments are squeezed together under high pressure
Organic Rock: Sedimentary rock that forms from remains of organisms deposited in thick layers
Chemical Rock: Sedimentary rock that forms when minerals crystallize from a solution
Coral Reef: A structure of calcite skeletons built up by coral animals in warm, shallow ocean water
Thursday, September 11, 2008
Rubric Project #2 Earth Science
Rocks & Minerals Book
Cover Page:
Title
Authors
Cover Illustration
10 Points
Table of Contents Page
Title
Page Number
10Points
Minerals
Definition / Description
Examples
Illustration
10Points
Properties of Minerals
Definition / Description
Examples
Illustration
10Points
Crystals
Definition / Description
Examples
Illustration
10Points
Igneous Rocks
Definition / Description
Examples
Illustration
10 Points
Sedimentary Rocks
Definition / Description
Examples
Illustration
10Points
Metamorphic Rocks
Definition / Description
Examples
Illustration
10Points
Rock Cycle
Definition / Description
Illustration
10 Points
Neatness
10 Points
Cover Page:
Title
Authors
Cover Illustration
10 Points
Table of Contents Page
Title
Page Number
10Points
Minerals
Definition / Description
Examples
Illustration
10Points
Properties of Minerals
Definition / Description
Examples
Illustration
10Points
Crystals
Definition / Description
Examples
Illustration
10Points
Igneous Rocks
Definition / Description
Examples
Illustration
10 Points
Sedimentary Rocks
Definition / Description
Examples
Illustration
10Points
Metamorphic Rocks
Definition / Description
Examples
Illustration
10Points
Rock Cycle
Definition / Description
Illustration
10 Points
Neatness
10 Points
Project #2 Earth Science
Rocks & Minerals Book
Instructions: You will create a book on rocks and minerals. You will need a cover page and table of contents. You will also need pages that include and are not limited to, minerals and their properties, crystals, the three types of rocks and the rock cycle. Please be creative. I have attached a rubric to this sheet to guide you in your publication. Your only restriction is that you may not cut and paste information off the internet. You may research, read and gather information, but you may not print and glue to your book. The book needs to be written in your own words.
Due: September 22 – No late work will be accepted.
Instructions: You will create a book on rocks and minerals. You will need a cover page and table of contents. You will also need pages that include and are not limited to, minerals and their properties, crystals, the three types of rocks and the rock cycle. Please be creative. I have attached a rubric to this sheet to guide you in your publication. Your only restriction is that you may not cut and paste information off the internet. You may research, read and gather information, but you may not print and glue to your book. The book needs to be written in your own words.
Due: September 22 – No late work will be accepted.
Tuesday, September 9, 2008
UNIT ONE/STUDY GUIDE
---UNIT ONE ASSESSMENT
MATH/GRADE 6
STUDY GUIDE
To properly prepare for the upcoming Unit Assessment, practice the following; be ready to review on Thursday.
· Find the median and mean of a set of data.
· What are landmarks?
· How do I find the range, minimum, and maximum of a set of data?
· What is a double-line graph? How do I read a double-line graph?
· Am I able to construct a bar graph?
· How do I construct a line plot?
· Can I locate the maximum, minimum, range, and mode (s) on a line plot?
· Construct a stem-and-leaf plot and be able to find the landmarks.
· Am I able to identify misleading graphs?
· Do I know how to estimate and use a Percent Circle to find percents of a circle?
· Am I able to read a step-graph?
MATH/GRADE 6
STUDY GUIDE
To properly prepare for the upcoming Unit Assessment, practice the following; be ready to review on Thursday.
· Find the median and mean of a set of data.
· What are landmarks?
· How do I find the range, minimum, and maximum of a set of data?
· What is a double-line graph? How do I read a double-line graph?
· Am I able to construct a bar graph?
· How do I construct a line plot?
· Can I locate the maximum, minimum, range, and mode (s) on a line plot?
· Construct a stem-and-leaf plot and be able to find the landmarks.
· Am I able to identify misleading graphs?
· Do I know how to estimate and use a Percent Circle to find percents of a circle?
· Am I able to read a step-graph?
Sunday, September 7, 2008
Time flies!!!! Going into Week 7.
Happy Sunday students and parents. We are already going into week seven of school. Wow, it seems like yesterday when we were all crammed into the cafeteria like sardines. Well, we have a wonderful new building for Middle School and we love it. It is nice not being mixed in with all the little kiddies, right?
Anyway, just a quick update on what we have been and will be studying in Social Studies class. We opened up, and are still on, Standard SS6H4: The student will describe the important developments in Europe between 1400 CE to 1800 CE. This standard should take us all the way into the second quarter of school.
The elements within this standard have had us looking at the great empires in Europe during that time period: Spain, France, Portugal, England, and the Netherlands. Also the explorers that have sailed for these empires to begin new colonies throughout the world. We have looked at Christopher Columbus, Henry Hudson, Ferdinand Magellan, and Prince Henry the Navigator.
Just recently we have looked at the amazing time period known as the Renaissance. This began in Italy after the Medieval or Middle Ages. Great artists such as Michelangelo (the Sistine Chapel) and Leonardo Da Vinci (the Mona Lisa) came out of this time; and yes the Ninja Turtles did steal there names from great Renaissance painters. During this Renaissance, or "rebirth" of Greek and Roman art, music, and philosophy, also was the Prostestant Reformation. This was begun by Martin Luther (not Martin Luther King, Jr.; make sure you can distinguish between these two great men). The Christian church was split into two factions since then, the Protestants and the Catholics.
Going into Monday, we will begin looking at the Scientific Revolution, which came right after the Renaissance. The work of men such as Copernicus and Sir Isaac Newton will be studied, along with the emerging governments of the European countries as the age of empires begins to come to an end.
I know this has been a long blog, but thank you for reading all the way up to here. One of the purposes for this is if you felt that you didn't understand, or need to catch up on one of these topics, then you can read this and take note on which one you need to freshen up on. You can take one or two of the topics in this blog and google it, or read up on it in the library. Well, that is enough blogging for today. I love reading all your comments, so feel free to leave them. I hope we are all looking forward to a great week, and I will see you all tomorrow.
-Mr. Angelle
Anyway, just a quick update on what we have been and will be studying in Social Studies class. We opened up, and are still on, Standard SS6H4: The student will describe the important developments in Europe between 1400 CE to 1800 CE. This standard should take us all the way into the second quarter of school.
The elements within this standard have had us looking at the great empires in Europe during that time period: Spain, France, Portugal, England, and the Netherlands. Also the explorers that have sailed for these empires to begin new colonies throughout the world. We have looked at Christopher Columbus, Henry Hudson, Ferdinand Magellan, and Prince Henry the Navigator.
Just recently we have looked at the amazing time period known as the Renaissance. This began in Italy after the Medieval or Middle Ages. Great artists such as Michelangelo (the Sistine Chapel) and Leonardo Da Vinci (the Mona Lisa) came out of this time; and yes the Ninja Turtles did steal there names from great Renaissance painters. During this Renaissance, or "rebirth" of Greek and Roman art, music, and philosophy, also was the Prostestant Reformation. This was begun by Martin Luther (not Martin Luther King, Jr.; make sure you can distinguish between these two great men). The Christian church was split into two factions since then, the Protestants and the Catholics.
Going into Monday, we will begin looking at the Scientific Revolution, which came right after the Renaissance. The work of men such as Copernicus and Sir Isaac Newton will be studied, along with the emerging governments of the European countries as the age of empires begins to come to an end.
I know this has been a long blog, but thank you for reading all the way up to here. One of the purposes for this is if you felt that you didn't understand, or need to catch up on one of these topics, then you can read this and take note on which one you need to freshen up on. You can take one or two of the topics in this blog and google it, or read up on it in the library. Well, that is enough blogging for today. I love reading all your comments, so feel free to leave them. I hope we are all looking forward to a great week, and I will see you all tomorrow.
-Mr. Angelle
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