1. Daily Warm-Up Exercises
Day 7
Explain why this is true:
When a metamorphic rock is forming, it may be subjected to extremely high temperatures, yet it never completely melts. (Hint: What would the rock be if it completely melted?)
Because if it melts, it would become molten rock. If it then cools and hardens, it would be an igneous rock.
Note to teacher: This is kind of a trick question because it seems to be asking about some property of metamorphic rocks that prevents them from melting. But it's really only about the difference between metamorphic and igneous formation. If your students need a hint, ask: If it did melt, what would it become? [molten rock] And what kind of rock would molten rock become? [igneous]
When an igneous rock forms deep underground, is it likely to harden slowly or quickly?
slowly because it is extremely warm deep underground
Daily Warm-Up Exercises
Daily Warm-Up Exercises 1

2. Salol Crystals (Part 1, steps 1-10)
Investigation 8
One Rock to Another

3. Intrusive & Extrusive Rocks
Examine your igneous rocks with a hand lens.
Look for crystals (pieces of pure minerals) in the rocks.
Sort into intrusive and extrusive.

4. Intrusive & Extrusive Rocks
Is there a relationship between crystal size and whether the igneous rock was intrusive or extrusive?
Intrusive rocks like granite have larger crystals.
Obsidian doesn’t appear to have any crystals.
Why do some igneous rocks have larger crystals than others?

5. Salol
Rocks must reach 750 0C (1382 0F) or more before they will begin to melt.
We can’t melt rocks in class, but we will use Salol to simulate the melting and cooling of a rock.
Salol melts at the temperature of hot tap water.

6. Crystallization Forming crystals is called crystallization.
Crystal shape is one of the properties geologists use to help them identify minerals.
Salol crystals form the same shapes each time they crystallize (needles; feathers; diamonds; broken ice).

7. Observe Salol Melting Turn to a new page in your notebook.
Title your page and create table.
Salol Observations
Observation
Ice Water
Room Temp
Picture
Shape
Size
Color

8. Crystal Size Investigation
Use lab pages Design an experiment using salol to answer the following questions:
What variable do you think will affect the size of the crystals that form?
What effect will this variable have on crystal size?

9. Variables
What are some of the variables that might affect the size of the crystals that form?
Temperature
Rate of cooling
Length of time in hot water
The way the bottle lies as it cools

10. Materials for Salol Lab
Each group needs:
Lab sheet
Hand lenses
Ruler
2 bottles of Salol
2-3 ½ Liter containers
Hot & cold water (ice)
Goggles
THE BOTTLES MUST STAY CLOSED!

11. Procedure Work as a group. Get two bottles of salol.
Place the two bottles of salol in the hot water to melt.
Place one bottle on its side in the container of ice water. Place the other bottle on its side in the room temperature water.
Observe and record every 30 seconds.
Compare the crystals in the two bottles when all the material has crystallized.

12. (Ex: Cold Water, Lying Flat)
Data Table
Controlled Variable
(Room Temperature)
Manipulated Variable
(Ex: Cold Water, Lying Flat)
Elapsed Time
Observations
0 sec
liquid
30 sec
60 sec
90 sec
120 sec
150 sec
Continue on lab 12

13. Observations – Draw what you see
Controlled Variable
(Room Temperature)
Manipulated Variable
(Ex: Cold Water, Lying Flat)
Include measurements w/ units! 13

14. Discuss What Happened
What happened when you placed the salol in the cold water?
it hardened and turned back into crystals
What do the crystals look like?
some look like crushed ice or big sugar crystals; others look like flat needles or feathery branches; some grow in rosettes from a central point or circle

15. Stop Here

16. Melting Temperature
How can we find out the temperature at which salol melts?
Salol melts at around 40 0C.
If the temperature drops below 40 0C, the salol will begin to crystallize.
put the bottle in different temperatures of water and find the lowest temperature at which it will melt

17. Discuss What Happened
What did the salol look like before you placed it in hot water?
white crystals on the side of the bottle
How long did it take for the salol to melt?
about 1 minute

18. Review Day 6 Information
Exercise 8.4 Note To Teacher: Some of the images in the following exercises come from readings that the students have not done yet – this is intentional. They should be able to complete these exercises without having done the reading, and the exercises will also serve to prepare them for the upcoming reading.
Image comprehension focus: Labeling Task: To develop an understanding of the roles of different types of labels and their importance in image comprehension Type of Activity: Student Activity Notes: Depending on when this activity was scheduled, one could alter its introduction to maintain the flow of the lesson. For example, if it was introduced before assigned readings one could say “Over the next few days the readings you will be doing about the rock cycle will also include diagrams. Let’s take some time to discuss one part of a diagram, the labels, by previewing some of the diagrams in the readings…” or if it is done later, one could say something along the lines of “In the readings you did about the rock cycle, there were diagrams. Let’s take some time to talk about a part of a diagram, the label, by looking at some of the ones that were included in the readings…” Overview: This activity is designed to focus the students on the fact that there are different types of labels and that they perform different roles in an image. In addition, this activity is designed to highlight the important role labels play in understanding an image and to encourage students to always read the labels when looking at a diagram. Procedure: Have students turn to page 22 of the CaSE Book Student Resource Book
First, explain that labels are short pieces of text or writing that occur inside a diagram and that they are very important to understanding the diagram. In addition, there are different types of labels, naming labels and explanatory labels. Naming labels identify or “name” parts of a diagram and explanatory labels provide more information about a particular part of a diagram… >>>next slide<<<

19. Labels
Exercise 8.4
Exercise 8.4 Note To Teacher: Some of the images in the following exercises come from readings that the students have not done yet – this is intentional. They should be able to complete these exercises without having done the reading, and the exercises will also serve to prepare them for the upcoming reading.
Image comprehension focus: Labeling Task: To develop an understanding of the roles of different types of labels and their importance in image comprehension Type of Activity: Student Activity Notes: Depending on when this activity was scheduled, one could alter its introduction to maintain the flow of the lesson. For example, if it was introduced before assigned readings one could say “Over the next few days the readings you will be doing about the rock cycle will also include diagrams. Let’s take some time to discuss one part of a diagram, the labels, by previewing some of the diagrams in the readings…” or if it is done later, one could say something along the lines of “In the readings you did about the rock cycle, there were diagrams. Let’s take some time to talk about a part of a diagram, the label, by looking at some of the ones that were included in the readings…” Overview: This activity is designed to focus the students on the fact that there are different types of labels and that they perform different roles in an image. In addition, this activity is designed to highlight the important role labels play in understanding an image and to encourage students to always read the labels when looking at a diagram. Procedure: Have students turn to page 22 of the CaSE Book Student Resource Book
First, explain that labels are short pieces of text or writing that occur inside a diagram and that they are very important to understanding the diagram. In addition, there are different types of labels, naming labels and explanatory labels. Naming labels identify or “name” parts of a diagram and explanatory labels provide more information about a particular part of a diagram… >>>next slide<<<

20. Naming Labels
…Next, show the students the modified image from p. 96 (granite) – found on page 22 of the CAsE Book Student Resource Book -
and ask the students to find the labels in the image [feldspar, pyroxene and quartz] and to identify what type of label is shown [naming labels]… >>>next slide<<<

21. Naming Labels and Explanatory Labels
…Next show the modified image from p. 100 (Earth layers) – found on page 22 of CaSE Book Student Resource Book, P. 22 -
and ask the students to identify the naming labels (e.g., crust, mantle, core, liquid, solid etc.) and the explanatory label in the diagram. (The description of the lithosphere – but NOT the caption). The teacher should end the activity emphasizing the importance reading the labels has for understanding diagrams. >>>end of exercise<<<

22. Captions
Exercise 8.5
Exercise 8.5 Image comprehension focus: Captions   Task: To identify what a caption is and to explain the role of captions in a diagram. In addition, to convey that captions are extremely important to consider when looking at an image since they often provide information that is crucial to understanding the diagram. Type of Activity: Teacher Comment Notes: Depending on when this activity was scheduled, one could alter its introduction to maintain the flow of the lesson. For example, if it was introduced before assigned readings one could say something along the lines of “Over the next few days the readings you will be doing about the rock cycle will also include diagrams. Let’s take some time to discuss one part of a diagram, the captions by previewing some of the diagrams in the readings…” or if it is done later, one could say something along the lines of “In the readings you did about the rock cycle, there were diagrams. Let’s take some time to talk about a part of a diagram, the caption, by looking at some of the ones that were included in the readings…” Overview: This activity is designed to help the students build an understanding of the role and importance of captions. An understanding of the important role captions play in images and the fact that they should always be read, even if the viewer thinks he/she knows what the image is depicting, will aid students in developing their image comprehension skills. Procedure: First, explain that a caption is the text that is outside an image. It is often below the image but can also be above or to the side. If the image has a figure name or other title, the caption will be the text next to that title. Explain that captions have several uses including indicating what is important in an image and what part of the image to pay attention to. Emphasize that captions should always be read even if the viewer thinks he/she knows what the image is illustrating… >>>next slide<<<

23. CaSE Book Student Rescource Book, Page 23
… Direct the students to the image on p. 101 (convection currents – image is displayed above) – found on page 23 of CaSE Book Student Resource Book - and explain that the caption describes the process being illustrated by the image (the origin and action of convection plates). Next, proceed to the student activity… >>>next slide<<<

24. Without a caption, it is difficult to know much about this image:
Module Activity: Student Activity Overview: This activity is designed for students to practice the concepts raised in the teacher comment. The goal is to give them an experience that reinforces the importance of captions to encourage them not the skip them when viewing images. Procedure: Give the students the modified image from p. 96 without the caption and ask them to describe what the image illustrates… >>>next slide<<<

25. With the caption in place, the viewer has the necessary information.
… After recording the students’ ideas, give the students the image with the caption and ask the same question. After recording the students’ ideas, ask the students to reflect on how the caption changed their understanding of the image. [The focus should include comparing the students’ responses before and after the inclusion of the caption and examining if the students ideas changed at all with respect to either the content of their ideas or the level of detail]. Point out that the caption provided information about how the granite formed (minerals formed crystals as the magma cooled) that could not be understood from just the labeled image itself. Conclude the activity by re-emphasizing the importance of captions and the vital role they play in understanding images. >>>end of exercise<<<
As magma cools, different minerals come together to form crystals, as in this granite. The crystals grow together, filling the spaces.