Bell Work 10-4-17 Go to my website and under science links take the 7th Grade Needs Survey. When done, get Gizmos Student Exploration: Rock Cycle from trap table, and solve Prior Knowledge Questions and Gizmo Warm-Up. Then get your Chromebook and login to Gizmos! Follow directions to solve the Activity and then take the Assessment! What is a process? a series of events or actions that produces an outcome 1 Daily Warm-Up Exercises 1

Day 13 What is the rock cycle? Draw it, if it helps. The rock cycle is a series of processes that cause rocks to change from one type to another. This cycle has been going on since Earth formed. It is still happening today, and it will continue as long as Earth exists. What is a process? a series of events or actions that produces an outcome 2 Daily Warm-Up Exercises 2

Relative Scale and Magnification Exercise 4.1 Exercise 4.1 Note to Teacher: The following exercises are not directly connected to today’s reading – this is intentional. The exercises can be completed without having done the appropriate reading, and may, in fact, be more effective if they have not done the reading yet. Image comprehension focus: Relative Scale and magnification Goal: Develop a working understanding of how to use scale legends to determine the scale or magnification of an image. Type of Activity: Teacher Demo Objective: Students will examine images from the investigation which incorporate scale legends to learn how to recognize and understand this convention. This will help them understand the magnification or scale of images, a skill that is helpful in viewing images where scale is important (such as geological images).   Procedure: Review what the students have covered concerning relative size or magnification in Investigation 8. [that magnification can change from image to image and needs to be considered when viewing an image, and that common objects can be used to indicate relative size] Explain that there is another means to convey scale: including a size marker which indicates what a particular distance represents in a particular image. Deviations can be in either direction. Sometimes the distance the given measurement represents is smaller than the actual measurement and sometimes it is larger. If it is smaller, the image is magnified, and if it is larger than the image is reduced in size. >>>next slide<<< 3

CaSE Book Student Resources Book, page 35 Procedure: Direct the students to look at the images on CaSE Resources Book p. 35. Explain that the white line and 1 cm label means that in this image, the length of the white line between the brackets represents 1 cm. Having this reference point gives the viewer a sense of the scale of the image (by comparing the given distance to the real size of one centimeter). To illustrate this, the teacher (or students) can use a ruler to determine how many centimeters the line is in the Green Sand Beech image (It is 4.35 cm). Explain that this means that in this image one centimeter is 4.35 times larger than normal (the line is 4.35 times longer than a centimeter). Therefore, the magnification of this image is about 4.35 or things in this image are 4.35 times larger than they are in real life. Next the teacher should do the student activity outlined below. NOTE: If you are projecting this image, you might also measure the scale of the projected image, and point out how the magnification is now even greater. >>>next slide<<< 4

CaSE Book Student Resources Book, page 35 Type of Activity: Student Activity Objective: The purpose of this activity is to provide an opportunity for students to practice using scale legends in order to develop this skill.   Procedure: Direct the students to look at the Sand 1 image on p. 35 of the CaSE resources book (image is available on the next slide). Ask the students to determine the amount of magnification in the sand 1 image using the same approach that was just discussed with the Green Sand Beech image. (The students can either complete this activity individually or in small groups) Once they have had the opportunity to do the calculation, the teacher should guide the students in sharing their answers as well as the process they used to determine the answer. [in the book,the sand is actually magnified 7 times-the line that shows 1 cm in the image is 7 cm long. Again, if you are projecting the image, you can repeat the procedure with the enlarged picture] >>>end of exercise<<< 5

Labeling in Diagrams Exercise 4.2 Exercise 4.2 Image comprehension focus: Labeling Goal: Maintain one’s understanding of the role of different types of labels and their importance in image comprehension   Type of Activity: Student Activity Overview: This activity provides students an opportunity to reflect on how labels can assist with comprehension. In addition it gives the students an experience where labels can assist understanding. The idea is to emphasize that labels are critical pieces of information and that they should not be ignored when viewing a diagram. Procedure: In order to emphasize the power of labels in comprehension, the teacher should have the students study the first modified image one for 30 seconds then remove it (image is displayed on next slide). >>>next slide<<< 6

Study this image: Show this image to the class for 30 seconds, then proceed to the next slide. 7

Which has a larger particle size? Cobble or Pebble? With the image not in view, ask the students to write down on a piece of paper whether a cobble or pebble has a larger particle size. Poll the class, using a show of hands, to indicate who feels confident in their answer. Next, show the students the second modified image, and allow them to study it for 30 seconds. >>>next slide<<< 8

Study this image: Show this image to the class for 30 seconds, then proceed to the next slide. 9

Which has a larger particle size? Sand or Silt? With the image not in view, ask the students to write down on a piece of paper whether sand or silt has the larger particle size. Again, poll the class, using a show of hands, to see who feels confident of their answer. Ask the students to reflect on which question was easier to answer and why. [The second should be easier because of the addition of a label indicating that particle size decreased as one went down the table. This visual cue should help the students to understand the diagram and to answer the posed question more easily] >>>end of exercise<<< 10

Go to Sand Lab Power Point Day 14 Exercise 4.1 Note to Teacher: The following exercises are not directly connected to today’s reading – this is intentional. The exercises can be completed without having done the appropriate reading, and may, in fact, be more effective if they have not done the reading yet. Image comprehension focus: Relative Scale and magnification Goal: Develop a working understanding of how to use scale legends to determine the scale or magnification of an image. Type of Activity: Teacher Demo Objective: Students will examine images from the investigation which incorporate scale legends to learn how to recognize and understand this convention. This will help them understand the magnification or scale of images, a skill that is helpful in viewing images where scale is important (such as geological images).   Procedure: Review what the students have covered concerning relative size or magnification in Investigation 8. [that magnification can change from image to image and needs to be considered when viewing an image, and that common objects can be used to indicate relative size] Explain that there is another means to convey scale: including a size marker which indicates what a particular distance represents in a particular image. Deviations can be in either direction. Sometimes the distance the given measurement represents is smaller than the actual measurement and sometimes it is larger. If it is smaller, the image is magnified, and if it is larger than the image is reduced in size. >>>next slide<<< 11