Saturday, January 21st, 2017

          Current Lesson Plans 

Lesson Plans for 2013-2014.

Lesson Plans for 2013-2014.

Unit A: Geology.

Week of 3/17-3/21.

Monday 3/17.  Review Study Guide 3.1 on the rock cycle. Discuss the rock cycle. Monday 3/17. Review Rock Cycle and diagram in Science notebook. Introduction to Minnesota Geology Virtual Field Trip Power Point. 50 points. Research/work on Minnesota Geology Trip over spring break as needed as homework. Do not wait till the last minute to complete this assignment. This is a virtual field trip done from using online and other sources. You do not need to physically go on this field trip.  See following for details of the assignment:

Minnesota Virtual Geology Field Trip 

Over the next several days you will plan a virtual geological trip around Minnesota.  The trip will be designed to familiarize you with Minnesota’s geology. Minnesota has a varied and unique geology.

Some examples of this diverse geology are: A) Morton Gneiss in the Minnesota River valley is among the oldest rock on earth. B) The iron-formations of the Northeast played a large role in the history and economic development of the state and the nation.  C) Sioux quartzite in the Southwest is extremely hard and yet they hold prehistoric petrographies. D) The Catlinite of the Pipestone, Minnesota area was prized and traded throughout North America by Native Americans.  E) The rocks of Southeast part of the state provide record of marine life some 4 million years old. F) Throughout Minnesota there is vast evidence of more recent geological time when ice sheets as much as a mile thick covered the land. 

In this assignment you must ask yourself “Where do I look and what do I look for?” This is the basic requirement for your paper/ power point project.

You will choose how much effort you wish to devote to increasing your knowledge of Minnesota’s geology. By doing so you will also choose your grade. However no grade is “set in stone” (pun intended J). You must do a great job on your paper or power point whichever grade you choose to work toward.

To earn a C (30-37 points):

You must visit at least one region of the state and include at least three significant geologic stops. At each stop you will write an observation of what to look for at that site/stop, and why it is geologically significant to the larger picture of geology in that section of the state. The three stops should be diverse and should not look at the same geological things For example  “ I stopped at 3 different lakes. They looked like lakes from the ice age because…” this would not be acceptable. You must tell where the stop is with directions on how to get there from the nearest city or town with a population of at least 10,000 e.g. “Clatlinite is found in the Pipestone National Monument which is located on MN highway 32 approximately 4.5 miles north of the town of Pipestone. 

To earn a B (38-42 points):

You must visit at least two regions of the state and include at least six significant geologic stops. At each stop you will write an observation of what to look for at that site, why it is geologically significant to the larger picture of geology in that section of the state. As with a C the stops must be diverse and should not look at the same geological things i.e. “ I stopped at 3 different lakes. They looked like lakes from the ice age, etc. You must tell where the stop is and including a map for general location. Pictures in your document are a must for a B.

To earn an A (43-50 points):

You must visit at least two regions of the state and include at least six significant geologic stops. At each stop you will write an observation of what to look for at that site, why it is geologically significant to the larger picture of geology in that section of the state. As with C or B work the stops must be diverse (see “C” work section). You must tell where the stop is and including a map for general location. Pictures in your document are a must for a Aand you must also present your paper/power point to the class educating the class on where and what to look for geologically in Minnesota.  A map of your trip and photos are a requirement for your class presentation.

All field trips reports should be done with readable font and font size no smaller then 12 point and no larger than 16 point, include maps and photos whenever possible. Power point reports do not have the same font restrictions but should be within reason. You may not turn in a hand written report. You may use note cards to include much of the information in your presentation. It does not have to all be written down in the presentation.  You may or may not have to turn in your note cards on a case by case base.

Grade requirements are given for individual work.  If you choose to work with a partner you will need to add 3 stops to each region.  C= 6 stops   B = 11 stops

Share your google document at the earliest possible date.

Title your shared document:  Class period number.MN Geol-last name(s)

Example: 2.MN Geol-Flintstone  or 2.MN Geol-Flintstone/Ruble if working with a partner.


  • Your trip may be more interesting to research if it is some place you are likely to go visit because of relatives in the area, family vacations, cabins etc. 
  • Resources like state parks are good for general geology. Look at Minnesota state park sights.
  • Highway maps, Map Quest, Goggle, GPS’s are all good ways to locate and write out direction to your sit. 
  • Research other sites like Minnesota Geological Survey, Minnesota caves, Minnesota glaciers, Minnesota tourist information on geology, Minnesota State Parks/geology, etc. Googling as you may well know is a great to find information on geology of Minnesota.
  • Check out libraries for books and reference material.
  • Use the books and reference materials in the classroom as a good place to start. Then expand from there once you have some ideas.
  • Detail is important. Do not take short cuts with your information, i.e. Stop one; the north shore north of Duluth, igneous rock. Stop two: Virginia, MN, Iron ore mining, and so on as this will not be acceptable as having produced enough work to earn a passing grade.  Think of this assignment as writing a field guide or a tourist brochure. 

Document  suggestions:

  • Don’t put in a bunch of extra whistles and bells; in other words, don’t have a sound effect for each slide or the entrance of each new line of text.
  • Don’t make the slides to complicated. Crazy text entrances can make the slide show last longer than it should and can take away from the information being presented.
  • Make sure that the pictures you use are actually from Minnesota. Minnesota does have an ancient mountain range but it looks nothing like the Rockies.  You will be docked points and perhaps even a grade(s) if you are using sites and pictures outside Minnesota with out tying it into MN Geology. 
  • If you are planning on presenting to the class your slides should only contain the vital information. Plan to talk around your slide and give us the information. If not presenting you may want to include a script with your document to make sure I know you have done a good job on your research, The slides should grab our attention and give some information, but not be your entire presentation. DO NOT READ YOUR ENTIRE SLIDESHOW TO THE CLASs

This assignment will be due:

Tuesday April 10, 2014 by 3 pm. 

Tuesday 3/18. Work in the computer lab on Minnesota Geology project. 

Wednesday 3/19. Read and outline pp. 82-88 and complete Study Guide 3.2 Igneous Rock types.

Thursday 3/20 Review Study Guide 3.2.  Discuss Igneous rock types and their composition. Review Cooling rate /texture, color. Diagram igneous rock types in science notebook and complete C/E 3.2 Crystal size/cooling in igneous rock Igneous rock lab work 10 minutes.

**This is the last day to turn in third quarter make up work or third quater extra credit.

Friday 3/21. Rock Cycle and Igneous Rock. Quiz on 3.1 and 3.2. 15 questions.  Read and outline pp. 89-95 and complete Study Guide 3.3 on Sedimentary Rock. Work with Classroom resources on the MN Geology Field Trip.

******** Third Quarter Ends******

Week of 3/24-3/228

Spring Break Week. 

Continue to work on Minnesota Geology Field Trip as homework.

****4th Quarter Begins****

Lesson Plans for 2013-2014.
Unit A: Geology.

Week of 3/31-4/4.       

Monday 3/31. No school Teacher Workshop

Tuesday 4/1. Minnesota Geology Field Trip work in the computer lab.

Wednesday 4/2.  Diagram sedimentary rock types in science notebook. Discuss sedimentary rock formation. Sedimentary rock identification CD-Rom review. 

Thursday 4/3. Read and outline pp.99-103 ancomplete Study Guide 3.4 Metamorphic Rock. Discuss Metamorphic rock types and their composition.  Diagram in Science notebook. Complete discussion on special features of Sedimentary Rock as needed. 

Friday 4/4. Complete  Metamorphic rock discusssion.  

Lesson Plans for 2013-2014.
Unit A: Geology.

Week of 4/7-4/11.       

Monday 4/7.  Complete the Annenberg Rock Cycle Webquest. 

Tuesday 4/8. Begin Rock Identification Investigation.  

Wednesday  4/9. Complete the Unknown Rock Identification Investigation. 

Thursday 4/10. Rock Unit Test.  

**All MN Geology reports must be done by today at 4 pm. 

Complete work with Classroom resources on the MN Geology Field Trip.

Class. Friday 4/11.  Video:Event on Caves for those done with their Minnesota Geology others will work quietly to get work completed. 

Lesson Plans for 2013-2014.

Unit E: Chapter 1.  Observational Astronomy.

Week of 4/16-4/19

Monday 4/15. MCA Reading Test. Your relationship to our universe. Begin Observational Astronomy. Chapter 1 Unit E. Read and outline pp. 6-14. Constellations. Complete Study Guide1.1.  

Tuesday 4/17. MCA Reading Test.  Begin obsevational Astronomy.  Discuss why and how Astronomy relates to past, presen,t and future.

Wednesday 4/16. Review Rock Test. MN Geology presentations. Video: Breakthrough. 

Thursday 4/17.  Build and use a Star Finder (Plainosphere).   Intoduction to the constellation project.  Present MN geology projects as needed.

Friday 4/18. Using the star finder and Introduction to the Constellation Project

                                 Constellation Project

Due date: Monday May 5, 2014


To gain a deeper understanding of a particular constellation in the Northern Hemisphere, its’ mythology, place in the night sky, astronomical objects found with in the constellation, etc. 


Choose a constellation that can be seen from the Northern Hemisphere and complete the following:

1.  Make a pin-prick of the constellation on a piece of paper 8.5’’x 11.5” so when it is placed on the overhead projector in a dark room it will look like the constellation in the night sky.  Magnitudes of the stars should be taken into account.  The larger the hole the greater the magnitude as it will allow more light through to the screen thus making the “star” brighter.
In a formal written report* do the following: 

2.  Give the location of the constellation.  Where can it be found in the night sky, what time, direction (azimuth), and how high off of the horizon (altitude).  Example: It can be found at 9 pm 45 degrees off the southwest horizon.  If you use another form of location for example: Right Ascension (RA) and Declination (Dec) you must be able to explain the meaning of and know how to use it.

3.  Name the major and/or second magnitude or greater stars in the constellation.  You should list the magnitudes of all second magnitude or greater stars in your constellation and if possible their distances from earth.  You may list magnitudes of other stars and there distance from earth if you choose.

4.  Report on the mythology.  It may be any culture’s mythology for that grouping of stars. 

5.  Report facts about special objects or galaxies (M - Objects) in the constellation.  Examples: Cygnus may have a black hole - Cygnus X-1 or M 42 the Orion Nebula in the belt of Orion.

6. If you wish to receive an A you must present a two to four minute presentation on your project This may be a power point but is not required to be a power point.  Presentations will earn you 1-5 points.

* The formal written report should be as follows: 
•   Typed in 12 point. 
•   Single to 1.5 spaced.
•   A minimum of one page in length with standard margins.
•   A title followed by the author.
•   A bibliography of sources used.
•   Do not cut and paste from the inter-net or other sources unless it is a picture that you are including.  Give the source for all pictures and include a bibliography.
Name _________________________________ Period________ Due Date________

My constellation is ___________________.

Grading of your project will be done by using the following scale.

Grading for Constellation projects.  1-5 points each.

  Location ___   Bright stars ___     Mythology ___     Pinhole  ___
Objects ___       Oral presentation _____
Grade ___  (30 points total)       

Minus points for the following: 
___   -2 for no sources listed
___ -4 for plagiarism (not using your own words, cut/past or copying word for word.)
___   -2 for not having it typed
___   -2 for not following directions

Be sure to attach this page as a cover page for your project.

Lesson Plans for 2013-2014.

Unit E: Chapter 1.  Observational Astronomy.

Week 4/22-4/226.

Monday 4/21. Video: Beginners guide to the galaxy Work on Consteleation projects. Complete star finder study sheet. 

Tuesday 4/22. Space Webquest on i-pads. 
Wednesday 4/23.   Read and outline pp 15-21 Chapter 1.2 Unit E. Complete study guide 1.2 on Telescopes. Discuss the direction of apparent motion of the stars at various places in the Northern Hemisphere. Video: Hubbles Eye

Thursday 4/24.  Complete study guides 1.1 and 1.2. Work on Constellation Projects.

Friday 4/25.  Discuss Electomagnetic spectrum and Complete C/E 1.2.  Video : Light

Lesson Plans for 2013-2014.

Unit E: Chapter 1.  Observational Astronomy. 

Week 4/28-5/2. 

Monday 4/28.  MCAMath Test. Work on constellation projects. 

Tuesday 4/29.  Complete Spectrum discussion.  Apparent and Absolute magnitude. 

Wednesday 4/30.  Quiz: Study Guides/Readings 1.1, 1.2, Challenge /Extentions 1.1, 1.2, and the star finder lab.  Read and outline pp. 112-121 on our sun. complete study guide 4.1. on our Sun started. . Diagram Sun layers in science notebook. 

Thursday 5/1.    Review Quiz. Video on the Sun. Introduction to the Moon Project

Mapping the night Sky: The Moon Project

You will need to write a formal lab report on your findings for this project and attach it in front of  your data analysis charts .
Project due date: Monday  May 19, 2014.

Your report should include: 
•   A objective--What are you trying to accomplish in this project.
•   A procedure--Describe how you collected your data and drawings. 
•   A conclusion--A statement of what you learned from doing the project.

Objective:    To understand the motion of the moon in relationship to the earth through         observation and inquiry.


1. On each night for approximately the next two weeks (May 4th-May l9th) you will go outside at the same time and standing in the same spot each night, locate the moon in relation to the horizon, using both direction and elevation above the horizon.  Record the date, time, direction  and elevation above the horizon on your lunar chart. The time should be some time between 8:00 – 10:00 pm. for best results.  (However other times are acceptable if there is a problem with your schedule. Remember the sun is setting about 8:15 at this time of year.) To the right of the direction column, acuratly draw the shape of the moon you see on your Lunar chart. 

2. Extra Credit may be earned by using a telescope or a pair of binoculars and making a  detailed sketch of the moon’s surface features.  Pick the clearest nights possible for this.  Detail is important.  Sketch craters and the lunar surface as best you can given the magnification power of your scope or binoculars.  Galileo did this very type of observation when he first started looking at the moon some 400 years ago.  Attach these drawings to the back of your project. (2 points per sketch up to 6 points)

3. Every 3 to 5 days, plot each of the past days moon observations (shape and position in the sky relative to the horizon) on the sky chart. You may do it every day but it is easier to do periodicaly as it will easier to see a pattern. This is graphing the moon and its position in the night sky. Label your plots.

Conclusion: Include in your conclusion:  What you have observed.  What is the relationship of  the position of the moon in the sky to its shape?  What is the time and relative position of the moon   relationship?  Is the moon in the same spot at the same time each night?  Use the evidence you collected to justify your conclusions.

Grading for the Moon project.
Purpose/Procedure (up to 5 points) _____
Accuracy of observations, organization, and overall neatness (up to 5 points) _____ 
Proper Position and Shape Drawings on Luner/ Sky Chart (up to 15 points)  ______ 
Detail Sketches (Extra Credit 2 points each, maxium total 6 points)_____
Conclusion (up to 5 points) _____    

Total Points 30 + Extra Credit = _________

Friday 5/2.  Read and outline p.122-129 and complete study guide 4.2.  Life cycle of stars.
**ALL STUDENTS will need a two liter plastic pop bottle by next  Friday  5/9. 

***Friday May 9th.  Is the last day for pervious work to be turned in before Rockets**** (With the exception of the Mooon Project of course.)

You must have a passing grade by May 12th to take part in the rocket unit. 

Lesson Plans for 2013-2014.
Unit E: Observational Astronomy/Rockets
Week 5/6-5/10

Monday 5/5. MCA Science Test. Complete Constellation projects. Constellation Projects due 

Tuesday 5/6.  Read and outline p. 130-134 and complete study guide 4.3  Discuss galaxy types. Video: on Galaxies. Chapter 1 and 4 Unit E Test on Friday 5/9.  Present Constellation Projects.

Wednesday 5/7. Dopple Effect and the Universe. Present Constellation Projects.

Thursday 5/8.  Read and outline p.135-139 and complete study guide 4.4. Video: Expanding Universe and  Black Holes. All students need to bring to class an empty, clean, 2 liter plastic soda bottle by tomorrow. May 9th. 

Friday 5/9.  Chapter 1 and 4, Unit E  Observational Astronomy Test.  

Lesson Plans for 2013-2014.
Unit E: Rockets

Week 5/12-5/16

Monday 5/12. Review Observational Astronomy Test and begin Rocket Flight Unit. Divide into teams and discuss height calculations and water to height ratio. Begin rocket journals. Learn how to use the launcher and team assignments. Assignment: Individual rocket journals.  

Tuesday 5/13.  Experiment and test for maxium thrust given a water to air mix. 

Wednesday 514. Graph height vs.water amounts. NASA reading p. 21-24 on center of pressure, center of mass as time allows)

Thursday 5/15. Twins Weather Day at Target Field trip. We will be returning to the Middle School by 5 pm.

Friday 5/16. Create rocket design teams and share height/water ratio information. Graph results of all teams. Begin work on rocket design and journal. 

Lesson Plans for 2013-2014.
Unit E: Rockets

Week 5/19-5/23

Monday 5/19. Discuss center of pressure and center of gravity calculations and test for stability. Record observations in individual journals in science notebooks. Design and draw rocket and journal methods in science notebook. Moon Projects Due Today

Tuesday 5/20. Design and build, Journal in science notebook.

Wednesday 5/21. Build.

Thursday 5/22. Build and Test for stability and prepare for Launch Day tomorrow. 

****Today (Thursday 5/22) is the final day for any and all over due work to be turned in for Observational Astronomy unit including the Moon Project****

Friday 5/23.   Launch Day.  Record results of testing  in journals.

Lesson Plans for 2013-2014.
Unit E: Rockets

Week 5/26-5/30