Here are your assignments for this week. You will be using the textbook chapter on minerals to produce 4 products. All products should be complete by the end of the week. Assignments may be completed in any order. You may take a picture and email to your science teacher: [email protected] [email protected] [email protected] [email protected] [email protected]
Assignment #4 Complete this cloze (fill in the blank) story. Word bank: inorganic talc powder rare Rocks valuable Mineral naturally diamond Quartz crystalline solid Distributed Moh’s color abundant Jose and his peeps were walking through their neighborhood on a Sunday afternoon. Jose saw something shiny and stopped to pick it up. “What is it?” asked one of his friends? “I am not sure.” said Jose. “Maybe it is valuable!” In Jose’s earth science class he was learning about minerals and their contribution to (1)_______________. He remembered that there are four questions to ask to determine if it is a (2) ________________ and not a rock. First he remembered that all minerals are not evenly (3)________________around the Earth and so this makes some minerals more (4)______________ and rare than others. His friends asked, “How can you tell if it is a mineral and not just some old rock?” “Well”, said Jose, “The first question I would ask, is it man made or (5) ___________ made?” Jose and his amigos looked carefully at the object in Jose’s hand and said, “It looks natural to me!” Ok, that is one question down, three to go. “Is it a (6) ______________ or liquid?” “It looks solid to me.” said Jose’s friend. “What’s the next question?” “Has this object ever been alive?” asked Jose. “I don’t think so. That makes this item (7) _________________. “That is three out of four, but I remember from Professor Coleman’s class that if any of the four questions has a “no” answer, then it not a mineral. Let’s answer the last question.” Peering intently at the shiny object in Jose’s hand, the friends noticed several pointy objects sticking out of the object. They looked like the crystal shapes that one of the friends had seen in a video game. “Last question,” said Jose excitedly, “Does it have a (8) _______________ structure?” “Is that what those shiny, pointy things are called?” asked Jose’s friend. “Why, yes it is!” Jose exclaimed proudly. He was very proud of himself having remembered the four questions to ask to determine if a sample is a mineral or a rock. Jose’s friends were impressed and wished they had paid more attention in science class too. Jose went on to say that there were other physical characteristics that one could use to identify exactly what type of mineral it is. He remembered a scale that was used to rate the hardness of a mineral. “What was that called?” Jose thought hard. “Oh yes, it is called the (9) ___________ Hardness Scale. It rates (10) ____________as the softest mineral and (11) _______________ as the hardest mineral.” “What are some of the other physical features besides hardness we can test?” inquired his friend. “Let’s see, I believe we talked about (12) ____________, but it is not always the best indicator because many minerals have the same color. Like gold and iron pyrite. They are both gold colored, but one has a black (13) ______________ when you rub it across a streak plate and the other has a gold powder.” “Wow! That is really interesting!” said his friends. They were really impressed with Jose’s knowledge. “So, what is it?” his friends asked earnestly. Jose looked closely at the object in his hand. It had a rosy, pink, translucent color. He scratched it on a rock and it left a mark, so it was hard. It had pointy, shiny crystals in it. It certainly appeared to be natural so he looked up from the object in his hand exclaimed excitedly, “We have found a Rose (14) ____________.” “They are pretty common around here in Georgia and is one of the most (15) ________________ minerals in the world. Even though it may not be (16) ________________, (because there is a lot of it) it is still beautiful!” Jose put the mineral in his pocket and took it home to add to his mineral collection. Here is a printable copy of the cloze story. This next unit is about minerals if you feel you are ready to move on. If not feel free to review plate tectonics in Unit 6 of the textbook.
Read textbook pages 440-450 Compete page 441. Write all vocabulary words highlighted in yellow. (there are 9) Write a definition and draw an image for each word to help you remember (you can create a foldable like the ones we have made in class) Answer the following questions on your own paper: # 5-pg. 442 # 6-pg. 443 #7-pg. 444 #8-pg. 445 #10- pg. 446 #12- pg. 447 #14-pg. 448 #15-pg. 449 #16-pg. 450 Complete pages 452 and 453 WOW! Just wow. We've all learned so much this week! Scholars are learning about continental drift and plate tectonics and teachers are learning how to use distance learning technology. Communication is essential. I am so proud of our science team and our scholars. We have all come together and done what is necessary. Keep it up everyone! We are all in this together.
Thank you for your understanding and helping LSGA scholars stay up to date in their learning.3/13/2020
LSGA Science is currently heading towards the end of Unit 5 (Dynamic Earth).
|
Atmosphere Mesosphere Troposphere Thermosphere Ozone layer Greenhouse gases Stratosphere Air pressure | Wind Sea breeze Global winds Coriolis Effect Land breeze | Air mass Tropical Cold front Hurricane Barometric pressure Continental Polar Occluded front Tornado Maritime Stationary front Thunderstorm |
Georgia Parent Survey
Parents, each year The Georgia Parent Survey is administered to get your feedback on the school’s climate. Your input and feedback are needed to help us enhance our services. You may complete the survey using your personal computer, smartphones or tablet. If you do not have access to the Internet, please visit our Parent Resource room to use the computers. All parents are encouraged to participate in the Georgia Parent Survey because the data will be used as part of the calculation of the School Climate Star Rating. Survey responses are anonymous and will be submitted directly to the Georgia Department of Education for analysis. Individual data results from the Georgia Parent Survey will not be available to the public and will not be posted online. Thank you for taking the time to participate.
Link below for the Georgia Parent Survey:
https://gshs.gadoe.org/parents
Parents, each year The Georgia Parent Survey is administered to get your feedback on the school’s climate. Your input and feedback are needed to help us enhance our services. You may complete the survey using your personal computer, smartphones or tablet. If you do not have access to the Internet, please visit our Parent Resource room to use the computers. All parents are encouraged to participate in the Georgia Parent Survey because the data will be used as part of the calculation of the School Climate Star Rating. Survey responses are anonymous and will be submitted directly to the Georgia Department of Education for analysis. Individual data results from the Georgia Parent Survey will not be available to the public and will not be posted online. Thank you for taking the time to participate.
Link below for the Georgia Parent Survey:
https://gshs.gadoe.org/parents
Lindley 6th Grade Science
What are we learning about this week?
Archives
May 2020
April 2020
March 2020
February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
April 2019
February 2019
January 2019