Daily Warm-Up Exercises Day 9 Why do some igneous rocks have large crystals while others have small crystals or no crystals at all? Some form underground, where the temperature is very warm. The magma cools slowly, allowing large crystals to form. Others form at the surface, where the temperature is cooler. The lava cools quickly, so crystals don’t have time to get very big, and they may not form at all. What does formation mean? how something is made or comes to be Daily Warm-Up Exercises Daily Warm-Up Exercises 1

Daily Warm-Up Exercises Day 10 What forces are constantly shaping and reshaping Earth’s surface? (Hint: constructive/destructive, use RB p.100-103) Earth processes are going all the time. Destructive processes break down landforms. These include weathering, erosion, and tectonic plates sinking and melting. Constructive processes build up. They include mountain building, deposition (sedimentation), and new crust formation. When igneous rock forms underground, is it likely to form faster, slower, or at the same rate as igneous rock that forms on Earth's surface? Slower. There is extreme heat inside Earth, so molten rock that is trapped underground will cool and harden slowly. Daily Warm-Up Exercises 2 Daily Warm-Up Exercises 2

2-Dimensional vs. 3-Dimensional Exercise 8.6 Image comprehension focus: Perspective Goal: Understand the relationship between 3-D and 2-D representations   Type of Activity: Teacher Demo Notes: This activity is general and not content driven so there is some flexibility as to whether it is conducted before or after the reading is completed. Overview: The purpose of this activity is to demonstrate the relationship between a 3-D and 2-D representations. By considering how the same objects appear in 3-D and in 2-D, the students can begin to develop an understanding of each perspective and how the two perspectives relate to one another. Procedure: Reminds the students (or explain if they are unfamiliar with the concept) that there are different types of perspectives in drawings, 2-D and 3-D. A 3-D perspective shows an object in three dimensions (similar to how images appear to our eyes) while a 2-D perspective shows an image in only two dimensions (this makes it flat like a photograph of a familiar object). To illustrate this, hold a ball or other spherical object then draw a circle to show the relationship between the images in 3-D and in 2-D. In addition, show the students a side view of an entire stack of paper (which is a 3D perspective since it has height, length and width) and then have students observe the top of the stack of paper (which simulates 2-D since now it primarily has width and length-its height is very small) to illustrate the relationship. Next the teacher can indicate that sometimes 2-D images are created by imagining what 3-D objects would look like if we cut them and then looked at the resulting flat surface (this is often referred to as a cross-section). Next, show an apple to the class and then cut the apple in half with a plastic knife and hold it up to demonstrate the change in perspective… >>>next slide<<< 3

CaSE Book Student Resource Book, Page 24 …To illustrate this with the module images, show the students the resources book image related to convection on p. 101 – found on page 24 of the CaSE Book Student Resource Book - (it is a cross- section view of the Earth) and compare it to the actual Earth (which is a sphere). The teacher can explain that the resources book image shows the Earth as if we cut it in half and looked at the exposed surface (like we did with the apple). >>>end of exercise<<< 4

Cut-Away Exercise 8.7 Image comprehension focus: Cut-away convention Goal: Identify what a “cut-away” convention is and the signals that this type of perspective is being used in a diagram. Type of Activity: Teacher Comment Notes: This activity is an introductory activity on the cut-away convention and is not specifically content-driven so there is flexibility as to when it can be scheduled. Overview: This activity is intended to explicitly outline what a cut-away convention is, the type of perspective it gives the viewer, and the clues that it is being used in an image. Procedure: Explain that sometimes images use conventions where you are looking at an object in a particular way. It is important to be able to recognize these conventions when you are looking at images and diagrams because it will help you understand them… >>>next slide<<< 5

CaSE Book Student Resource Book, Page 25 …Direct the students to look at the diagram on p. 103 (uplift – available above) - and found on page 25 of the CaSE Book Student Resource Book. Explain how this is an example of a “cut-out” convention (that it is as if we made a cut into the Earth so we can see the various layers cleanly.) A clue to the use of this type of convention is that we can simultaneously see the surface (in this case the Earth’s surface) and the inner portions (in this case the various layers of the Earth)… >>>next slide<<< 6

A Tastier Cut-Away: Make an analogy to what it looks like when you cut into a layer cake (now you can see the outside of the cake and the layer or layers of cake and icing inside). To illustrate this, show the photo of the layer cake. Conclude this activity emphasizing the importance of recognizing when this type of convention is used because it will help the viewer to understand what the image is illustrating. NOTE: Another option is for the teacher to demo this perspective by cutting into something with layers (such as a sandwich or cake etc.), giving the students a concrete example of this type of perspective. >>>end exercise<<< 7

Arrows in Diagrams Exercise 8.8 Image comprehension focus: Arrows Goal: To develop an understanding of how arrows can show motion in a static diagram Type of Activity: Teacher Comment Overview: This activity is designed to build the students’ understanding that one of the roles of arrows in diagrams is to indicate motion. A well-developed understanding of the role of arrows can assist image comprehension.   Procedure: Have the students turn to the diagram on p. 103 (uplift – available on next slide) and note that this image has both black and white arrows. Ask the students to find these arrows in the diagram. Explain that arrows can be used to indicate motion in a static or non-moving diagram. Direct the students' attention to the black arrows and explain that the large black arrows on the top layer are showing how the two plates move toward one another from a surface perspective. Next, direct their attention to the white arrows and explain that the white arrows are showing the motion of the layers of the Earth (continental crust, lithosphere and asthenosphere) underground. This motion includes both the fact that the plates are approaching each other as well as the fact that the continental crust and lithosphere on the left- hand side are going beneath (subducting) under the layers on the right-hand side. Simultaneously, as shown by the orientation of the top white arrow on the right-hand side, the continental crust on the right-hand side is forced up (forming the mountains). To illustrate this, the teacher can mimic the motion with his/her hands. Type of Activity: Student activity (alternate form of the activity described above) Procedure: If desired, this activity could also be done as a student-directed inquiry activity. The teacher could instruct the students to look at the diagram and first ask them to indicate what they think the black and white arrows are indicating. This could be followed by a teacher-facilitated debriefing session where the students share their ideas and the teacher guides them to the understanding described above. >>>next slide<<< 8

CaSE Book Student Resource Book, Page 26 Procedure: Have the students turn to the diagram on p. 103 (uplift – available on next slide) – and found on page 26 of CaSE Book Student Resource Book - and note that this image has both black and white arrows. Ask the students to find these arrows in the diagram. Explain that arrows can be used to indicate motion in a static or non-moving diagram. Direct the students' attention to the black arrows and explain that the large black arrows on the top layer are showing how the two plates move toward one another from a surface perspective. Next, direct their attention to the white arrows and explain that the white arrows are showing the motion of the layers of the Earth (continental crust, lithosphere and asthenosphere) underground. This motion includes both the fact that the plates are approaching each other as well as the fact that the continental crust and lithosphere on the left- hand side are going beneath (subducting) under the layers on the right-hand side. Simultaneously, as shown by the orientation of the top white arrow on the right-hand side, the continental crust on the right-hand side is forced up (forming the mountains). To illustrate this, the teacher can mimic the motion with his/her hands. Type of Activity: Student activity (alternate form of the activity described above) Procedure: If desired, this activity could also be done as a student-directed inquiry activity. The teacher could instruct the students to look at the diagram and first ask them to indicate what they think the black and white arrows are indicating. This could be followed by a teacher-facilitated debriefing session where the students share their ideas and the teacher guides them to the understanding described above. >>>end of exercise<<< 9

Color in Diagrams Exercise 8.9 Image comprehension focus: Use of color Goal: To build understanding that color is often used in diagrams to indicate differences and similarities between different parts, but that the colors do not often accurately represent what the object looks like. The color choices are intended to convey this type of information visually not to illustrate the true appearance of the object. Type of Activity: Teacher Comment Overview: This activity is designed to help the students develop their understanding of how color is often used in diagrams. Students will explore how color can be used to visually represent similarities and differences between parts of the image. This activity will also serve to combat the misconception that the colors of objects shown in diagrams always accurately reflect their actual appearance.   Procedure: Direct the students to look at the image in the resources book on p. 103 (uplift – available on next slide) – and found on page 26 of the CaSE Book Student Resource Book. Point out that color is being used here to show the different layers (red is Asthenosphere, grey is Lithosphere and dark brown is Continental crust). These layers are shown in different colors to make it easier to identify them, and so that the process the diagram is trying to illustrate (uplift) will be easier to understand. The teacher should also note that these color choices are only to help identify the different parts of the diagram. They do not accurately represent their true colors. [For example, the Asthenosphere is not red/orange.] The teacher should follow this explanation with the student activity (proceed to next slide). >>>next slide<<< 10

CaSE Book Student Resource Book, Page 26 Procedure: Direct the students to look at the image in the resources book on p. 103 (uplift – available on next slide) – and found on page 26 of the CaSE Book Student Resource Book. Point out that color is being used here to show the different layers (red is Asthenosphere, grey is Lithosphere and dark brown is Continental crust). These layers are shown in different colors to make it easier to identify them, and so that the process the diagram is trying to illustrate (uplift) will be easier to understand. The teacher should also note that these color choices are only to help identify the different parts of the diagram. They do not accurately represent their true colors. [For example, the Asthenosphere is not red/orange.] The teacher should follow this explanation with the student activity (proceed to next slide). >>>next slide<<< 11

CaSE Book Student Resource Book, Page 27 Type of Activity: Student Activity Overview: This activity is designed for students to practice and apply the concepts outlined in the teacher comment above so they can develop their image comprehension skills. Procedure: Instruct the students to look at the image on p. 101 (lithographic plates – available above) – and and found on page 26 of the CaSE Book Student Resource Book - and point out to them where North America is on the image. [It is the red land mass in almost the center of the diagram]. Next, ask the students to look at the other parts of the image that are the same color as North America and see if they can determine the connection among them [that all the land masses/continents are red]. After the class is comfortable with that feature of the diagram, ask them to describe how else color helps to identify parts of the image [that the plates are different colors to help illustrate their boundaries]. The teacher should also connect this diagram back to the concept that color can be used to help illustrate a concept visually but may not be an accurate representation of the true color of the object. In this example the color helps to show where the different plates and land masses exist on the Earth but the colors are not realistic. [For example, the Antarctic plate is not really pink]. The teacher should conclude the activity with the reminder that one should pay attention to the colors in diagrams because they may provide information that is very useful to understanding that image. Additional Comment: The teacher can refer the students to the picture of Earth on page 24 of the CaSE Book Student Resource Book. Point out that the colors chosen for the diagram have nothing to do with the way the Earth actually works. The only reason they have been chosen is to make the diagram easier to read. >>>end of exercise<<< 12

Destroying & Reconstructing Earth (Resources Book, pages 100-105) Investigation 8 One Rock to Another

Convection Currents magma near the core heats and rises cooler magma sinks to take its place results in a motion cycle called convection

Tectonic Forces Tectonic Forces forces that affect the Earth’s crust

Vocabulary Vocabulary Constructive Forces Destructive Forces mountain building new crust formation sedimentation Destructive Forces weathering erosion tectonic activity

Vocabulary Vocabulary Fault Monoclines a place where Earth’s crust is broken and the rocks on the two sides of the fault move past one another Monoclines large sections of rock layers that slope down on one side

Day 9 What variable(s) do you think affect the size of crystals in igneous rocks? What forces are constantly shaping and reshaping Earth’s surface? (Hint: constructive/ destructive, use resource book) Daily Warm-Up Exercises Daily Warm-Up Exercises

Day 9 What variable(s) do you think affect the size of crystals in igneous rocks? Cooling Rate Daily Warm-Up Exercises Daily Warm-Up Exercises

Essay Question What forces are constantly shaping and reshaping Earth’s surface? (Hint: constructive/ destructive) Daily Warm-Up Exercises Daily Warm-Up Exercises

Essay Question What forces are constantly shaping and reshaping Earth’s surface? (Hint: constructive/ destructive) Earth processes are going all the time. Destructive processes break down landforms. These include weathering, erosion, and tectonic plates sinking and melting. Constructive processes build up. They include mountain building, deposition (sedimentation), and new crust formation. Daily Warm-Up Exercises Daily Warm-Up Exercises