2.+Teacher+Strategies

Tapping prior knowledge (whole class discussions)
 * Lesson1 and 2, Introducing the topic **

In this lesson the Essential question would be disscussed. The srudents will have a guided discussion with teacher about what makes our earth? K-W-L Slip writing: students will then brain storm theeir ideas about the earth and what they know about the earth and its parts in their already established groups. ** Activity: ** Students use text book Science tracks 8', to work in groups and complete a worksheet (think-pair and share) about the parts and structure of the Earth. They will then create a poster using their information.

Poster should show the following information: //__ Layers of the Earth, Temperature for each layer, thickness and Composition. __// //__ Clearly label each section and write a simple description of each section use the following worksheet as your guide __// Worksheet to be completed:
 * Layer ||  Composition  ||  Temperature  ||  Thickness  ||
 * Crust ||   ||   ||   ||
 * Mantle ||   ||   ||   ||
 * Outer core ||   ||   ||   ||
 * Inner Core ||   ||   ||   ||

** Lesson 3, Structure of the Earth continued **

Teacher leads a guided discussion about different parts of the earth. ** Activity: ** ** Thinking activity ** Students will use their knowledge from the previous lesson to label different parts of the earth and re-arrange sentences (sequencing activity) that describe different parts of the earh. Smart board activity ( The smart board activity is not available on this Wiki, therefore I have included the ppt version of it.)

** Lesson 4, What is going on underneath the surface of the Earth 1? ** ** Whole class discussion ** Discuss the process of rock cycle with class to find out how much they know about this phenomenon. Clear out some possible misconceptions that might exist. Introduce the class pet rock " Bob". Ask them to predict what would happen to Bob if he was to put back on the ground. Students are watch the Following animation on Rock Cycle on Moodle. Some terms may be needed to be defined. media type="file" key="Pearson rock_cycle.swf" width="288" height="242"
 * Annecdotal notes **

Discuss your observations of rock cycle on Edmodo. In your Opinion which process is more interestin? Justify your answer. Teacher will post questions/comments to keep the discussion going ( teacher is also monitoring and commenting on what is been posted.)This section will not take more than 20 minutes (5 minutes to think about what they are going to write and 15 minutes to discuss their points with others.)

Arranging the Rock Cycle



Task 2: Each group should write an imaginary story about 'Bob'. The story should outline his journy through the earth if her was any of the following: A sedimentary rock, a volcanic rock or a metamorphic rock.Then you need to upload your story on Edmodo for everybody to see.

** Lesson 5, What is going on underneath the surface of the Earth 2? **

Using smart board, students will arrange the correct cycle. ( rock cycle labeling activity)

media type="file" key="rock_cycle (labelling activity).swf" width="261" height="234" ** sequencing activity ** Each group will be given a small card and the answers should be written on that card. Students to submit their answers in a small card to the teacher. The group with the best answer will use the smartboard to show their answers to the rest of the class.


 * Class task 2 continued: ** each group should log onto Edmodo and review their peers story about 'Bob'.

They are to use the Peer to peer feedback sheet and send their comments to the teacher beofre it is made available for targeted groups.

** Lesson 6, Do rocks have a story? ** **﻿ ** Small quiz will be held using 'interactive rock cycle test'. Teacher will check their answers on the screen. media type="file" key="interactive rock cycle test.swf" width="360" height="270" Whole class discussion about different types of rocks that they have seen. Teacher will give a classification different types of rocks. See the Dichotomous  Key below:   Teacher will concentrate on Seimentary rocks and their formation only. sequencing the formation of sedimentary rocks  ** Lesson 8, A Rocky experiment!!! **

** Whole class discussion (Questioning class) **, Teacher reminds students that Sedimentary rocks are divided into three groups: classical, organic and chemical sedimentary rocks. However, we will classify them as sedimentary rocks in general. Teacher will display different kinds of sedimentary rocks.for students to examine.They can examine rocks using magnifiers and create a table for their observations. This data should be included in your table: name of the rock, it's physical description and a diagram).   They should take pictures of different types of rocks(this will be used latter).   

They should save these pictures in their Edmodo Library under the sedimentary rocks. For more info go to this very Good website: [] ** Lesson 9, Can we make edible rocks??!!! **


 * Whole class discussion (Questioning class) ** ,

Reviewing different types of sedimentary rocks by asking questions and writing notes on the board Making chocolate rocks: []

** Lesson 10, Where do shiny rocks come from 1? **

Use the " short info about mineral" and construct a table about different minerals, their description and their use.  Refer to Edmodo and watch the animation " minerals". Use the animation and answer the questions provided for you on your worksheet. Students will see the files below on Edmodo: media type="file" key="minerals swf.swf" width="360" height="270" Discuss your answers with your friends if you need to!! Bring your worksheet back the next lesson to show your teacher. ** Lesson 11, Where do shiny rocks come from 2? **
 * Whole class discussion **, about shiny rocks or why are they shiny? What are minerals?

Use this book: science a new perspective book 1, page 173 Class will read the text and the Teacher will Lead a discussion about ways that minerals can be identified and then students and teacher will collaboratively construct a table of the mineral properties on the board. Task 1: Then students will use their understanding to unjumble the phrases about minerals on page 176, Question 1. Task 2: On the blank Australian maps provided by your teacher locate the following minerals and mark them on your map. Use the information provided in the book and identify the minerals found in or areas close to Sydney? Don't forget to Create a key for your map. Hint: use map 1: major mineral deposits, page 185 Task 3: Draw a divided bar graph for the following information: Worksheet 'Bargraphs'



** Lesson 11&12, who can be the best reporter? **

self assessment of the newsletter, complete thei K-W-L, and video assessment by teacher  Students are divided into groups of 4. **Task**: each group is to create a newsletter for our science news section of the science website. The news letter should include the following:

1. Description of different types of rocks and minerals found around us

2. The difference between rocks and minerals 3. Stating an example of minerals to make others realize that minerals are all around us. You can present your information as a PP or a short video.

4. Use the extra normal video creator or any video creator software to create a report about how can they make their own mineral crystal. 5. Provide a Link to this video in the newsletter. 6. The newsletter should not exceed one page A sample news letter can have a link to the the mine game that you have for the interested students!!!!!!!!! Students will then use the following document to check their newsletter:

Description of video: 1. Video should not be more than 2 minutes long

2. Informational ( choose your topic and show your script to your teacher before publishing your video)

3. Send your video to your teacher via Edmodo ( so she can save it into her Library for later comparison and marking) []