Students analyze their structure and detail any damage they observe.After their journey, they use the information from the trip to create a comic strip.Their cartoons should illustrate important uses for the minerals in a superhero format, such as Mighty Fluority or Iron Man.
Complete project details and Worksheets are provided in the pdf download. ![]() During the lesson students learn the basics of identification and gain insights into the classification of rocks and minerals. The knowledge they gain during this activity provides a foundation from which to build in my 7th grade science class. Instruct them to sort their sand into groups based on color, luster, shape, etc. I usually allow several short periods over 2 - 3 days for sorting. After the students have sorted their sand into groups, challenge them to identify their finds by comparing them to the sample rocks provided as well as the descriptions provided on the worksheet. ![]() They should also glue a pile of sand in the middle of the page. ![]() The samples are added to the bottles along with some water and materials (leaves, twigs, small shells, etc.) I allow the students to choose their own mixture ratio, but caution them not to fill the bottle more than halfway with sediments. After the explore time is up, we discuss the observations and attempt to relate them to the process of sedimentary rock formation. Throughout the next few weeks, students record their observations of the sediments in the bottles. After the first two weeks of observations, I will remove the caps from the bottles and allow the water to evaporate. Once the sediments are dried, students will cut away the plastic bottle and excavate the compacted sediments to search for fossils and get an inside view of the process. I plan to have the students will add two tablespoons of Epsom salt to the mixture during the building process to help the sediments cement together. He keeps one bottle as a control (no shaking allowed) and provides another bottle for the kids to shake. After a few weeks of shaking, the students compare the rocks in the control bottle to the other one and share their observations. Over time the students notice that the marble chips become smaller with smoother edges. A neat extension would be to allow students to create their own shake bottles with different types or sizes of rock - sandstone, granite, etc. Students may build any design they want, but the house must stay within the boundaries of the land. Once building is completed, she lightly shakes the cardboard base to simulate a small earthquake.
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