Week 12: End of Semester Celebration- Jeopardy
Ephesians 5:2- "Live a life of love. Love other people just as Christ loved us. Christ gave himself for us--he was a sweet-smelling offering and sacrifice to God."
Our devotion before we began our Jeopardy Celebration was from Louie Giglio's How Great is Our God. The devotion is named "On The Trail." It was an interesting devotion as it told about the amazing way a bloodhound is able to pick up a scent. The way that God created the bloodhound all functions to help him smell better, from his sensitive nose, to his droopy ears, to all his wrinkles. These all help bring scents to his nose. It says that bloodhounds can pick up a scent that is almost 13 days old.
I picked this as our parting devotion to remind us that we also can leave a trail for people to follow. May we leave a trail of kindness where others can follow and find the Lord Jesus Christ as their Savior
Our devotion before we began our Jeopardy Celebration was from Louie Giglio's How Great is Our God. The devotion is named "On The Trail." It was an interesting devotion as it told about the amazing way a bloodhound is able to pick up a scent. The way that God created the bloodhound all functions to help him smell better, from his sensitive nose, to his droopy ears, to all his wrinkles. These all help bring scents to his nose. It says that bloodhounds can pick up a scent that is almost 13 days old.
I picked this as our parting devotion to remind us that we also can leave a trail for people to follow. May we leave a trail of kindness where others can follow and find the Lord Jesus Christ as their Savior
Rock and Energy Jeopardy
I loved how we played Jeopardy today. We played it as a cooperative game.
I went around the room and each student was able to pick a category and the amount of points they wanted. Each group of points represented a piece of candy.
For instance, every 100 question answered correctly, the team/class, received one Starburst. Every 200 question received a Laffy Taffy, every 300 question received a Tootsie Roll, every 400 question received a mini Twix bar, and every 500 question received a mini Milky Way and a mini 3 Musketeers.
When the student answered correctly, they would get the corresponding candy.
If a student could NOT answer the question, I would address the class. The students that knew the answer would raise their hand. I would turn toward the student and ask them to pick a friend to help them out. If they answered the question correctly, they would get the corresponding candy. If there had been 3 students who could not answer the question, I would give them the answer, the points would stay on the board, no candy given, and they could ask for that question on the next round.
At the end of the game, we would count all the pieces of candy and divide it by the amount of students in the class.
The goal of this game is to review and repeat this information as much as possible. The questions they couldn't answer were repeated more often than the easy questions they could answer.
It was a great time!
I loved how we played Jeopardy today. We played it as a cooperative game.
I went around the room and each student was able to pick a category and the amount of points they wanted. Each group of points represented a piece of candy.
For instance, every 100 question answered correctly, the team/class, received one Starburst. Every 200 question received a Laffy Taffy, every 300 question received a Tootsie Roll, every 400 question received a mini Twix bar, and every 500 question received a mini Milky Way and a mini 3 Musketeers.
When the student answered correctly, they would get the corresponding candy.
If a student could NOT answer the question, I would address the class. The students that knew the answer would raise their hand. I would turn toward the student and ask them to pick a friend to help them out. If they answered the question correctly, they would get the corresponding candy. If there had been 3 students who could not answer the question, I would give them the answer, the points would stay on the board, no candy given, and they could ask for that question on the next round.
At the end of the game, we would count all the pieces of candy and divide it by the amount of students in the class.
The goal of this game is to review and repeat this information as much as possible. The questions they couldn't answer were repeated more often than the easy questions they could answer.
It was a great time!
|
|
|
|
|
|
Week 11: The Power of Water
Before we get to the Power of Water, I want to highlight that this class did an excellent job putting together their wind racers for our races today!!!
Wind Race #1
|
Ready, Set, Go!
|
|
|
|
|
Wind Race #2
|
|
I say, that if they were able to move it with wind, it worked and it was a win for everyone!! Some models of the wind racer did function better than others though.
The Power of Water Devotion
John 7:38- "He who believes in Me, as the Scripture said, 'From his innermost being will flow rivers of living water."
Jesus is speaking here and He is talking about living water. Living water is God's power going out. Jesus offers this water giving us access to power and energy and everything we need for life and godliness.
It makes sense then that as living water gives us power and energy for our lives here on earth, that the water that He created to exist on our planet also has the potential to be powerful and used for energy. This is in the case of hydroelectric power which is our subject for today's lesson
John 7:38- "He who believes in Me, as the Scripture said, 'From his innermost being will flow rivers of living water."
Jesus is speaking here and He is talking about living water. Living water is God's power going out. Jesus offers this water giving us access to power and energy and everything we need for life and godliness.
It makes sense then that as living water gives us power and energy for our lives here on earth, that the water that He created to exist on our planet also has the potential to be powerful and used for energy. This is in the case of hydroelectric power which is our subject for today's lesson
In our notes today we learned
If you would like to cover these ideas with your students, here is where you can get these note taking sheets.
When water moves from one place to another, it is a source of kinetic energy. (If you need a review of energy, please see Week 10 notes.
- How is Water a Source of Energy?
- How can we put moving water to work? and
- What makes the Hoover Dam special.
If you would like to cover these ideas with your students, here is where you can get these note taking sheets.
When water moves from one place to another, it is a source of kinetic energy. (If you need a review of energy, please see Week 10 notes.
|
|
|
Water Wheel Investigation
To demonstrate the power of water, my husband build this water wheel for me to use to in this investigation. Our question is: What is the most efficient number of paddles on a water wheel to lift a weight?
If you would like this investigation guide, you can purchase it at our Teachers Pay Teachers store. Click on the image and it will take you straight there. This has the instructions on how to make this water wheel at home.
During class, since my husband had already assembled this at home, we went straight to data collection. I had one student use his timer, the class were seeing when the bolt would be wound all the up to the dowel rod.
We did two trials per paddle.
The results we achieved were:
3 paddles: Trial 1= 4 sec Trial 2= 4 sec Therefore the Average was 4 seconds
5 paddles: Trial 1= 3 sec Trial 2= 4 sec There fore the Average was 3.5 seconds
8 paddles: Trial 1 = 6 sec Trial 2 = 4 sec There for the Average was 5 seconds.
Most were surprised to find that the wheel with the 5 paddles was faster that the others.
Below are more pictures of my husband building this contraption in our garage on our deep freezer.
For homework, I gave the students an investigation asking the question of what part of a dam makes the best place for a hydroelectric plant. You can also grab this here.
To demonstrate the power of water, my husband build this water wheel for me to use to in this investigation. Our question is: What is the most efficient number of paddles on a water wheel to lift a weight?
If you would like this investigation guide, you can purchase it at our Teachers Pay Teachers store. Click on the image and it will take you straight there. This has the instructions on how to make this water wheel at home.
During class, since my husband had already assembled this at home, we went straight to data collection. I had one student use his timer, the class were seeing when the bolt would be wound all the up to the dowel rod.
We did two trials per paddle.
The results we achieved were:
3 paddles: Trial 1= 4 sec Trial 2= 4 sec Therefore the Average was 4 seconds
5 paddles: Trial 1= 3 sec Trial 2= 4 sec There fore the Average was 3.5 seconds
8 paddles: Trial 1 = 6 sec Trial 2 = 4 sec There for the Average was 5 seconds.
Most were surprised to find that the wheel with the 5 paddles was faster that the others.
Below are more pictures of my husband building this contraption in our garage on our deep freezer.
For homework, I gave the students an investigation asking the question of what part of a dam makes the best place for a hydroelectric plant. You can also grab this here.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
These are great cards to learn about fossil fuels with. Check them out!!!
Week 10: Forms of Energy
Matthew 28:18 -"Jesus came to them and said, "All power in heaven and on earth is given to me."
Our devotion this morning was about Son Power. Today, I am introducing the different forms of energy. If you do not have energy, you have no power. Our livelihood at present is based on fossil fuels for the most part and as great as those are, the power of Jesus surpasses them all. Jesus' power helps us forgive those who have hurt us, enables us to love our enemies, and equips us with the ability to do the right thing even when it seems no one else is. We need more Jesus Power in our lives.
Our devotion this morning was about Son Power. Today, I am introducing the different forms of energy. If you do not have energy, you have no power. Our livelihood at present is based on fossil fuels for the most part and as great as those are, the power of Jesus surpasses them all. Jesus' power helps us forgive those who have hurt us, enables us to love our enemies, and equips us with the ability to do the right thing even when it seems no one else is. We need more Jesus Power in our lives.
Under The Surface Matching Cards
We took a break last week and did a Science On Site class at a local park. I thought that some review matching games was in order. These cards are very versatile. I had them quickly match up the definitions to our vocabulary words, then, I upped the difficulty and had them match the different fossil fuels with how they are formed.
The different fossil fuels are
So on their turn, they had to find a card for a fossil fuel, a card for heat, a card for pressure, a card for time and a card for organic material to make it a 'match' There is also not enough components to make each fossil fuel so whoever has the most complete sets wins. Do you have to play this way? Absolutely not! Next week, I am going to have each person in the group draw a card to see if it will fit in the group. They will then have to know what is missing.
The next matching game that we did was matching the fossil fuel with its state of matter AND method of extraction. Therefore, a match would consist of a fossil fuel like coal, the card for 'solid', and then the method of extraction which is 'mining'
The first few times of playing these is a little slow but a few times of review and it will go much quicker.
We took a break last week and did a Science On Site class at a local park. I thought that some review matching games was in order. These cards are very versatile. I had them quickly match up the definitions to our vocabulary words, then, I upped the difficulty and had them match the different fossil fuels with how they are formed.
The different fossil fuels are
- Coal
- Crude Oil
- Natural Gas
So on their turn, they had to find a card for a fossil fuel, a card for heat, a card for pressure, a card for time and a card for organic material to make it a 'match' There is also not enough components to make each fossil fuel so whoever has the most complete sets wins. Do you have to play this way? Absolutely not! Next week, I am going to have each person in the group draw a card to see if it will fit in the group. They will then have to know what is missing.
The next matching game that we did was matching the fossil fuel with its state of matter AND method of extraction. Therefore, a match would consist of a fossil fuel like coal, the card for 'solid', and then the method of extraction which is 'mining'
The first few times of playing these is a little slow but a few times of review and it will go much quicker.
|
|
|
|
|
Energy Notes
Energy was designed by God to perform work.
The First Law of Thermodynamics states that energy cannot be created or destroyed; it can only be converted from one form to another.
Energy is placed into two categories; Kinetic energy, energy in motion and Potential energy, stored energy.
The different types of kinetic energy that we learned about were:
The different types of potential energy that we learned about were:
Energy was designed by God to perform work.
The First Law of Thermodynamics states that energy cannot be created or destroyed; it can only be converted from one form to another.
Energy is placed into two categories; Kinetic energy, energy in motion and Potential energy, stored energy.
The different types of kinetic energy that we learned about were:
- mechanical
- thermal
- electrical
- sound
- light
- solar
- wind
The different types of potential energy that we learned about were:
- gravitational
- elastic
- chemical
- nuclear
Wind Racers
Last week at the park, we made solar ovens in hopes of cooking s'mores and hot dogs in the summer with the summer heat.
This week, we are making Wind Racers. I gave each student an investigation sheet to help them create a wind racer at home this week for their science homework. They are to bring it back next week so that we can race them.
I gave them an example of what I did.
First I gathered materials that already existed in my recycle bin and garage and grabbed a hot glue gun. On the investigation sheet that you can find here, there is a list of materials that you could use depending on what you have available. I am so excited about what the students will create this week.
Here are few pictures of what I put together to give them and you ideas about what you can make, however Pinterest is full of ideas.
Last week at the park, we made solar ovens in hopes of cooking s'mores and hot dogs in the summer with the summer heat.
This week, we are making Wind Racers. I gave each student an investigation sheet to help them create a wind racer at home this week for their science homework. They are to bring it back next week so that we can race them.
I gave them an example of what I did.
First I gathered materials that already existed in my recycle bin and garage and grabbed a hot glue gun. On the investigation sheet that you can find here, there is a list of materials that you could use depending on what you have available. I am so excited about what the students will create this week.
Here are few pictures of what I put together to give them and you ideas about what you can make, however Pinterest is full of ideas.
My daughter had an archery set that came with these targets that I cut to make my tires. I grabbed some kabob skewers, straws, rubber bands and a brown lunch sack to catch the wind.
We used the rubberbands to keep the tires in place.
We hot glued the straws and then placed the skewers inside the straws to reduce friction.
We hot glued the straws and then placed the skewers inside the straws to reduce friction.
This is the final product.
We hot glued two more straws together for a 'mast' to hold the brown sack to catch the wind.
After playing around with this model in class, I already know that I want to change the sail to be able to catch more wind.
Stay tuned for the racers next week!!
We hot glued two more straws together for a 'mast' to hold the brown sack to catch the wind.
After playing around with this model in class, I already know that I want to change the sail to be able to catch more wind.
Stay tuned for the racers next week!!
Week 9: Springing into Science: Science on Site at Lick Creek Park
We had a great time exploring God's creation at Lick Creek Park. For more details about our activities or to try them on your own, check out our Science on Site tab.
Click on the picture and it should take you straight to the post |
|
week 8: Fossil Fuels
'Running Out Of Fuel' was the title of our devotion this morning from Louie Giglio's How Great Is Our God book. I am definitely feeling this today. Maybe this devotion was really for me instead of the students.
Matthew 11:28-" Come to me, all of you who are weary and carry heavy burdens, and I will give you rest."
There is a star called Antares (an-TAR-eez) that is a red supergiant and 700 times bigger than our sun. This star is also about 10,000 times brighter. Stars are made of gases and when their 'fuel' or gases run low, they can explode into a supernova.
The question in this devotion is 'Do you feel like you are running low on fuel and about to explode?'
The answer given was to run to Jesus and let Him give you rest.
How do you do that? Here are some suggestions: have a quiet time where you can just read the Word of God, say a prayer, write out a prayer to the Lord, or sing a praise song. Singing praise songs to our Mighty God always energizes and refreshes me. I don't need caffeine because I can always praise Jesus!
Matthew 11:28-" Come to me, all of you who are weary and carry heavy burdens, and I will give you rest."
There is a star called Antares (an-TAR-eez) that is a red supergiant and 700 times bigger than our sun. This star is also about 10,000 times brighter. Stars are made of gases and when their 'fuel' or gases run low, they can explode into a supernova.
The question in this devotion is 'Do you feel like you are running low on fuel and about to explode?'
The answer given was to run to Jesus and let Him give you rest.
How do you do that? Here are some suggestions: have a quiet time where you can just read the Word of God, say a prayer, write out a prayer to the Lord, or sing a praise song. Singing praise songs to our Mighty God always energizes and refreshes me. I don't need caffeine because I can always praise Jesus!
|
|
It's Note Time
What are fossil fuels? How are fossil fuels formed? and How do we use fossil fuels? All of these questions were answered today with our note-taking sheet on fossil fuels. You can get this note taking sheet above.
Fossil fuels are naturally occurring resources that can be transformed from fuel into different types of energy. Fossil Fuels include coal, crude oil and natural gas. Each one of these is a different form of fuel. Coal is a solid form of fuel, crude oil is a liquid form of fuel and natural is a gas form of fuel.
No one can really say for fact how fossil fuels are formed because no one has observed it but current theories assume fossil fuels were formed by decomposed marine plants and algae that experience heat and pressure over a long period of time. Scientists have been able to fabricate crude oil in a lab using heat and pressure in a matter of hours and fabricate coal using heat and pressure in a matter of months. Maybe it didn't take as long as some scientists might believe.
We use fossil fuels for many things but we focused on coal primarily. Depending on the carbon content of the coal determines its usage. For example, bituminous coal is about 75% carbon and is used for heating kilns. Anthracite coal is 90-95 % carbon and is used to heat homes.
All fossil fuels are combustible, which means the fuel must be burned to make the change from fuel to energy.
In my Rock and Mineral kit that I mentioned last week has an example of both bituminous coal and anthracite. I passed these around the class. Bituminous coal is a sedimentary rock while anthracite is a metamorphic rock. See if you can tell the difference between the two
What are fossil fuels? How are fossil fuels formed? and How do we use fossil fuels? All of these questions were answered today with our note-taking sheet on fossil fuels. You can get this note taking sheet above.
Fossil fuels are naturally occurring resources that can be transformed from fuel into different types of energy. Fossil Fuels include coal, crude oil and natural gas. Each one of these is a different form of fuel. Coal is a solid form of fuel, crude oil is a liquid form of fuel and natural is a gas form of fuel.
No one can really say for fact how fossil fuels are formed because no one has observed it but current theories assume fossil fuels were formed by decomposed marine plants and algae that experience heat and pressure over a long period of time. Scientists have been able to fabricate crude oil in a lab using heat and pressure in a matter of hours and fabricate coal using heat and pressure in a matter of months. Maybe it didn't take as long as some scientists might believe.
We use fossil fuels for many things but we focused on coal primarily. Depending on the carbon content of the coal determines its usage. For example, bituminous coal is about 75% carbon and is used for heating kilns. Anthracite coal is 90-95 % carbon and is used to heat homes.
All fossil fuels are combustible, which means the fuel must be burned to make the change from fuel to energy.
In my Rock and Mineral kit that I mentioned last week has an example of both bituminous coal and anthracite. I passed these around the class. Bituminous coal is a sedimentary rock while anthracite is a metamorphic rock. See if you can tell the difference between the two
Bituminous Coal
|
Anthracite Coal
|
Fossilized Bones Model
|
Can we use a sponge and epsom salt to model the process of fossilizing an animal's bones?
Some animals are preserved through a permineralization process where minerals slowly replaced the bones, scales, or shells that do not decay quickly. Could we model the permineralization process using a sponge? I think this investigation worked well as long as it is understood that a sponge materially is not tissue or bone. This experiment took several days to allow the epsom salt to form in the sponge. I did this at home and during class the students still made their prediction and then finished the Data Collection, Analysis and Conclusion sections in the model guide. Here is the model guide with all the details. |
|
Here are the materials that are needed.
I boiled water in my electric kettle and then added the epsom salt all at once.
I just love how food coloring looks in different fluids.
|
|
Fish are in position
Pouring the epsom salt solution over the fish. The other fish is used as a control.
This is what it looks like right after I poured the epsom salt solution |
After one day
|
This is the final product. We concluded that the salt solution would harden the sponge as a result of the many holes contained within the sponge. The saturated sponge was heavier, bigger, and firmer than our control sponge.
|
|
|
under the surface cards
|
Have you seen Encanto? My kids love to sing the 'Under the Surface' song that Luisa in the movie sings. The name for these cards was inspired by that song.
The Under The Surface cards can be used as a review of vocabulary OR they can be used as a teaching tool. Below, the students are playing a simple matching game with the words, definitions, and a picture on each card. If you buy the pdf for these cards and you would like to do this simple matching game, you would print the first 2 sheets twice, back and front on cardstock and then cut them out. This is for one set that up to four students can play at a time. Should you want to go deeper 'Under the Surface', you can print pages 3-6 of the pdf back and front twice. I wanted extra of 3rd and 4th page so I printed those 4 times. The teaching games that you can use with these sheets are:
Included in this pdf is also a sheet of other matching games you can play with these cards. Have some fun! |
|
|
|
|
|
Week 7: Refresh and review
Luke 11:28- "Those who hear the teaching of God and obey it- they are the ones who are truly blessed."
Our devotion was about the largest salt flat in the world located in South America. It is called Salar de Uyuni (sa-LAR day uni). It covers about 4,000 square miles of desert but instead of having sand, it has salt. When it rains, it reflects the sky so well that you cannot tell where the sky begins and land ends.
How well are we reflecting Christ? Is it hard to tell where we end and Christ begins? I sure hope so. A prayer of mine is to be more like Jesus everyday.
Check out Louie Giglio's devotion in his book How Great is Our God called "Mirror, Mirror, on the ...Salt?"
Our devotion was about the largest salt flat in the world located in South America. It is called Salar de Uyuni (sa-LAR day uni). It covers about 4,000 square miles of desert but instead of having sand, it has salt. When it rains, it reflects the sky so well that you cannot tell where the sky begins and land ends.
How well are we reflecting Christ? Is it hard to tell where we end and Christ begins? I sure hope so. A prayer of mine is to be more like Jesus everyday.
Check out Louie Giglio's devotion in his book How Great is Our God called "Mirror, Mirror, on the ...Salt?"
Carbonized Fossils
Last week, we made mold and cast fossils. This week, we finished up with fossils by making Carbonized Fossils. You can find the handout that we used in Week 6's Fossil Formation Investigation guides.
Materials:
1. Color one of the quarter sheets of white paper black using the black crayon.
2. Place the black side of that paper down on the other blank white quarter sheet of paper.
3. Place your plant template on top of the face-down black crayon paper.
4. Trace or Draw your plant.
5. Remove the paper and on the bottom, you will have a carbonized fossil model.
Materials:
- quarter sheets of paper (2 per student)
- black crayon
- picture of a plant to make a carbonized fossil of (optional: they could just draw a plant. I used these)
- pencil
1. Color one of the quarter sheets of white paper black using the black crayon.
2. Place the black side of that paper down on the other blank white quarter sheet of paper.
3. Place your plant template on top of the face-down black crayon paper.
4. Trace or Draw your plant.
5. Remove the paper and on the bottom, you will have a carbonized fossil model.
|
|
|
|
|
|
|
|
|
|
Rock Collection
When the students were done making their carbonized fossils, I had my rock kit open for them to be able to see the different kinds of rocks. This was also a great review for their upcoming jeopardy game.
This rock and mineral collection is called the Science Olympiad Rock and Mineral Collection that you can purchase from here.
However, another place where you can purchase a rock kit from a Biblical worldview is Cornerstone Educational Supply here
When the students were done making their carbonized fossils, I had my rock kit open for them to be able to see the different kinds of rocks. This was also a great review for their upcoming jeopardy game.
This rock and mineral collection is called the Science Olympiad Rock and Mineral Collection that you can purchase from here.
However, another place where you can purchase a rock kit from a Biblical worldview is Cornerstone Educational Supply here
Note: The purple amethyst geode that this student is holding is not included in the kit. I added it later.
Rockin' Jeopardy
Finally, we are ready to play jeopardy. I gave the students a few minutes to look over the questions and then away we went. Instead of doing teams, I had each student have a chance to pick a question that they wanted. Then, I appointed certain types of candy to the different amounts of points they could receive for answering the questions. For example, if they picked a 100 question, if they answered correctly, they would get a lollipop to stick into the class pile. At the end of the game, we would count up all the candy and divide it evenly among all the students. This way, the students were all working cooperatively and not competitively which can get out of hand sometimes.
Here are the questions that I used based on all the note-taking guides from this semester. I included the devotions too as a category called Manna Moments.
Here are the questions that I used based on all the note-taking guides from this semester. I included the devotions too as a category called Manna Moments.
Week 6: Fossils
What impression are you leaving?
"Love each other. You must love each other as I have loved you. All people will know that you are my followers if you love each other." John 13:34-35
Fossils are imprints or impressions of animals or plants that lived long ago. Paleontologists learn a great many things about the animals and plants of the past by studying these impressions or imprints. Likewise, we can learn some things about a person by the impression they leave behind on us. What we say and what we do can sometimes leave lasting impressions on people. Let's make sure that these impressions are good and if we are Believers in Jesus Christ, let's pray that from our impressions, others will know Jesus through us.
I loved how Louie Giglio worded this question, "So do you make people feel good when they're around you? Or do they run from you as if you were a Tyrannosaurus rex?" Something to ponder...
To read the full devotion, you can find in it Louie Giglio's Indescribable called "Dinosaur Rock'
"Love each other. You must love each other as I have loved you. All people will know that you are my followers if you love each other." John 13:34-35
Fossils are imprints or impressions of animals or plants that lived long ago. Paleontologists learn a great many things about the animals and plants of the past by studying these impressions or imprints. Likewise, we can learn some things about a person by the impression they leave behind on us. What we say and what we do can sometimes leave lasting impressions on people. Let's make sure that these impressions are good and if we are Believers in Jesus Christ, let's pray that from our impressions, others will know Jesus through us.
I loved how Louie Giglio worded this question, "So do you make people feel good when they're around you? Or do they run from you as if you were a Tyrannosaurus rex?" Something to ponder...
To read the full devotion, you can find in it Louie Giglio's Indescribable called "Dinosaur Rock'
Learning About Fossils
Fossils are evidence of plants and animals preserved among layers of sedimentary rock around the earth. Not all plants and animals become fossils. Fossilization is actually a very unique event. It is agreed upon today that fossilization happens when an organism is rapidly covered with mud, wet sand, ice or tar. Because they were covered rapidly, they did not have a chance to decay but were preserved in the sedimentary rock layers of the earth.
The facts that we know for sure about fossils are:
1. We have found a great many fossils all over the world in the sedimentary rock layers.
2. Many of the fossilized organisms are either extinct or similar to organisms that exist today.
3. We can also describe the optimal conditions for an organism to become a fossil.
It is important when learning about geology and/or fossils that you separate the scientific ideas from the scientific facts. A scientific fact is something that is observable, measurable, and repeatable, where as a scientific idea is an idea based on a scientists worldview and speculation of the data they have available to them. For more information about this, please see Journey to the Center of the Earth Part 1 Weeks 2 and 3
https://www.sciencebetweenthepages.com/journey-to-the-center-of-the-earth.html
The facts that we know for sure about fossils are:
1. We have found a great many fossils all over the world in the sedimentary rock layers.
2. Many of the fossilized organisms are either extinct or similar to organisms that exist today.
3. We can also describe the optimal conditions for an organism to become a fossil.
It is important when learning about geology and/or fossils that you separate the scientific ideas from the scientific facts. A scientific fact is something that is observable, measurable, and repeatable, where as a scientific idea is an idea based on a scientists worldview and speculation of the data they have available to them. For more information about this, please see Journey to the Center of the Earth Part 1 Weeks 2 and 3
https://www.sciencebetweenthepages.com/journey-to-the-center-of-the-earth.html
Making Mold and Cast Fossils
During class, we made mold and cast fossils.
A mold fossil is an imprint of a part of dinosaur left in a rock where as a cast fossil is when the impression is filled in to make an exact copy of the structure.
The materials needed are:
1. Mold the modeling clay into a pancake-like form that fits your shell or dinosaur.
2. Use a cotton swab to grease your specimen (shell or dinosaur)
3. Press the specimen into your modeling clay to make a 'mold' fossil and remove.
4. Mix 2 spoonfuls of plaster of paris with 2 spoonfuls of water until the consistency is that of a pancake batter meant to make thick pancakes. If you get too much water, your cast fossil will take a lot longer to dry.
5. Pour the plaster of paris mixture into the impression that was left behind from your specimen. You will want to form a small hill over the impression so that you can remove your cast fossil easier.
6. Allow to dry 30 minutes depending on how large your fossil is.
A mold fossil is an imprint of a part of dinosaur left in a rock where as a cast fossil is when the impression is filled in to make an exact copy of the structure.
The materials needed are:
- shell/dinosaur toy
- petroleum jelly
- cotton swab
- modeling clay
- plaster of paris
- small cup
- spoon
- water
1. Mold the modeling clay into a pancake-like form that fits your shell or dinosaur.
2. Use a cotton swab to grease your specimen (shell or dinosaur)
3. Press the specimen into your modeling clay to make a 'mold' fossil and remove.
4. Mix 2 spoonfuls of plaster of paris with 2 spoonfuls of water until the consistency is that of a pancake batter meant to make thick pancakes. If you get too much water, your cast fossil will take a lot longer to dry.
5. Pour the plaster of paris mixture into the impression that was left behind from your specimen. You will want to form a small hill over the impression so that you can remove your cast fossil easier.
6. Allow to dry 30 minutes depending on how large your fossil is.
|
|
|
|
|
|
|
|
Week 5: Valuable Minerals and Gems
1 Samuel 16:7b- "For the Lord sees not as man sees; man looks on the outward appearance but the Lord looks on the heart."
Our devotion today is from The Wonder Of Creation by Louie Giglio. It is called The Wonder Inside. When you look at the outside of a rock called a geode, you wouldn't think that something absolutely marvelous would be inside, like a crystalline structure. How does a rock become a geode? Lava from volcanoes will bubble and cool. As the lava is cooling, the bubble pops leaving a hollow space within the igneous rock. Mineral rich water can seep into the rock, evaporate and leave behind a wonderful crystalline structure. You would never know what is inside without breaking it open.
Thankfully God knows our hearts and He doesn't need to break us open to know what is inside of us. Jesus says that from the overflow of our heart, the mouth speaks. So just by the words we say can let us know what is growing inside our hearts.
Our devotion today is from The Wonder Of Creation by Louie Giglio. It is called The Wonder Inside. When you look at the outside of a rock called a geode, you wouldn't think that something absolutely marvelous would be inside, like a crystalline structure. How does a rock become a geode? Lava from volcanoes will bubble and cool. As the lava is cooling, the bubble pops leaving a hollow space within the igneous rock. Mineral rich water can seep into the rock, evaporate and leave behind a wonderful crystalline structure. You would never know what is inside without breaking it open.
Thankfully God knows our hearts and He doesn't need to break us open to know what is inside of us. Jesus says that from the overflow of our heart, the mouth speaks. So just by the words we say can let us know what is growing inside our hearts.
Quartz Geode
|
Agate Geode
|
The beginning of today's class, the students were able to do some mineral tests to try and figure out what kind of mineral they have.
The tests that they were able to conduct were:
I gave each pair an unglazed porcelain tile to streak.
Then, we worked our way up the Hardness Scale.
I had them first scratch the mineral with their fingernail. If they could, they stopped and the hardness was between 1-2.5. If they could not scratch with their fingernail, we knew that it was harder than the fingernail, so we went up to the penny. If they could scratch the mineral with a penny, it was about a 3.5 hardness. If they couldn't scratch it with a penny, then they went up to a knife, if was scratchable, then they estimated the hardness at about 5.5 and we continued this for a steel nail and scratching a glass plate.
Some of the students understood, while others, just wanted to scratch the minerals.
It was a great time of them exploring and learning so that they can apply it to their rock collections, to see if they actually find some minerals.
The tests that they were able to conduct were:
- Color
- Luster
- Streak
- Hardness
I gave each pair an unglazed porcelain tile to streak.
Then, we worked our way up the Hardness Scale.
I had them first scratch the mineral with their fingernail. If they could, they stopped and the hardness was between 1-2.5. If they could not scratch with their fingernail, we knew that it was harder than the fingernail, so we went up to the penny. If they could scratch the mineral with a penny, it was about a 3.5 hardness. If they couldn't scratch it with a penny, then they went up to a knife, if was scratchable, then they estimated the hardness at about 5.5 and we continued this for a steel nail and scratching a glass plate.
Some of the students understood, while others, just wanted to scratch the minerals.
It was a great time of them exploring and learning so that they can apply it to their rock collections, to see if they actually find some minerals.
These students were having a great time trying to figure out the hardness of sulphur. They were able to scratch it with their fingernail
|
|
|
|
We did have a quick lesson valuable minerals and gems.
An interesting fact that we discovered is that rubies and sapphires are made from the same mineral called corundum. If corundum is mixed with chromium, you will get a ruby. If the corundum is mixed with iron, you will get a sapphire.
Since naturally occurring gems are rare, mankind has been making replicas of them since ancient Egypt. In ancient times, they would use glass or ceramic. Today, scientists will grow crystals from the mineral that the gemstone is derived from.
Here are my notes on Valuable Minerals and Gems
An interesting fact that we discovered is that rubies and sapphires are made from the same mineral called corundum. If corundum is mixed with chromium, you will get a ruby. If the corundum is mixed with iron, you will get a sapphire.
Since naturally occurring gems are rare, mankind has been making replicas of them since ancient Egypt. In ancient times, they would use glass or ceramic. Today, scientists will grow crystals from the mineral that the gemstone is derived from.
Here are my notes on Valuable Minerals and Gems
As an extension to their learning, I assigned them to read Exodus 28:15-21. They were then to look up on
www.gemsociety.org/gemstone-encyclopedia/ what color each gem might have been on the Breastplate of Judgement that the High Priest wore in the Old Testament. There were 12 gemstones, each representing one of the 12 tribes of Israel. I adapted this hand out from Answers in Genesis' Our Planet Earth worksheet. I added some different instructions and correlated the gems to match the ESV version of the Bible.
www.gemsociety.org/gemstone-encyclopedia/ what color each gem might have been on the Breastplate of Judgement that the High Priest wore in the Old Testament. There were 12 gemstones, each representing one of the 12 tribes of Israel. I adapted this hand out from Answers in Genesis' Our Planet Earth worksheet. I added some different instructions and correlated the gems to match the ESV version of the Bible.
Here are the next set of vocabulary words. These are so useful when playing vocabulary games for warm up or for reinforcing learning.
Week 4: Minerals
James 1:2-4
"Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing."
Why are tests given? Tests reveal what you know and what you don't know. We can rejoice and praise God for what we know and then study or make a plan to review or learn what we don't know. As Christians in the culture we live in, we are tested to see if we will love and obey the One True God or follow after the ways of our culture. When we choose to love God and others, let us rejoice and praise God for the victory, however, when we choose to do things our own way and we hurt God and others, confess it, repent and ask God to help you turn it around immediately.
"Count it all joy, my brothers, when you meet trials of various kinds, for you know that the testing of your faith produces steadfastness. And let steadfastness have its full effect, that you may be perfect and complete, lacking in nothing."
Why are tests given? Tests reveal what you know and what you don't know. We can rejoice and praise God for what we know and then study or make a plan to review or learn what we don't know. As Christians in the culture we live in, we are tested to see if we will love and obey the One True God or follow after the ways of our culture. When we choose to love God and others, let us rejoice and praise God for the victory, however, when we choose to do things our own way and we hurt God and others, confess it, repent and ask God to help you turn it around immediately.
When the students walked into class, I gave them a pop quiz over the Earth Rocks Chart that I gave them for homework. I was testing to see what they knew and what they didn't.
The students that knew the right answer were able to come up and write the information on the board.
The students that knew the right answer were able to come up and write the information on the board.
|
|
One student came in with some wonderful types of rock. We were able to identify them. He had a huge basalt rock which is an Extrusive Igneous Rock and then he had three granite rocks which are Intrusive Igneous Rocks.
I also showed them my Rock and Mineral collection. They had many questions about what all the rocks and minerals were. It was really neat to compare the rocks that the one student brought in with the rocks in my rock and mineral collection.
I also showed them my Rock and Mineral collection. They had many questions about what all the rocks and minerals were. It was really neat to compare the rocks that the one student brought in with the rocks in my rock and mineral collection.
We moved on to discussing Minerals, what minerals are and the different types. You can find the note taking guide here.
In order for something to be a mineral, it must meet these 5 criteria
be naturally occurring
be non-living
be sold at room temperature
Have a definite chemical structure and
have atoms arranged in a regular pattern
The next part of the Minerals Note Taking guide introduced the different tests that geologists use to determine the identity of an unknown mineral.
These tests include:
In order for something to be a mineral, it must meet these 5 criteria
be naturally occurring
be non-living
be sold at room temperature
Have a definite chemical structure and
have atoms arranged in a regular pattern
The next part of the Minerals Note Taking guide introduced the different tests that geologists use to determine the identity of an unknown mineral.
These tests include:
- Color
- Streak
- Luster
- Crystal Shape
- Hardness
- Cleavage
After talking about the different tests, I brought in some minerals for them to try and discover what the mineral would be. I had them document the color, luster, streak, and hardness.
Unfortunately, we ran out of time so we only 'scratched' the surface of trying to identify the minerals.
The recording sheet that we are using is this one.
Unfortunately, we ran out of time so we only 'scratched' the surface of trying to identify the minerals.
The recording sheet that we are using is this one.
|
|
This is the updated Rock Collection paper where they can do these tests on the rocks for themselves at home this week.
Week 3: Sedimentary and Metamorphic Rock
Romans 12:11-12 says "Serve the Lord with all your heart. Be joyful because you have hope." Joy is contagious and it can be just the right amount of 'spark' to get a fire about the Lord going.
Our devotion today comes from Louie Giglio's How Great is Our God. The title is 'Be the Spark'. This devotion introduces a type of rock called flint. This is a type of sedimentary rock that when struck by another piece of flint or steel will create a spark that could start a fire.
Flint is best known to create sparks to light fires.
What are you best known for? Your love of God? Serving?
We can spread hope and joy to others through Christ which might 'spark' closer and deeper relationships with the Lord. Let us never turn away an opportunity to magnify and speak about our God!
Our devotion today comes from Louie Giglio's How Great is Our God. The title is 'Be the Spark'. This devotion introduces a type of rock called flint. This is a type of sedimentary rock that when struck by another piece of flint or steel will create a spark that could start a fire.
Flint is best known to create sparks to light fires.
What are you best known for? Your love of God? Serving?
We can spread hope and joy to others through Christ which might 'spark' closer and deeper relationships with the Lord. Let us never turn away an opportunity to magnify and speak about our God!
We covered both Sedimentary Rock and Metamorphic rocks today during class. All of the notes that I gave the students in class, you can find on our note-taking guide.
How are sedimentary rocks formed?
They are formed by a process called lithification. As sediment mixes with water, the minerals that had been dissolved in the water settle as the moving water slows down. This process occurs over and over again depositing one sheet on top of another into horizontal layers called strata. These layers press down sediment through a process called compaction. As the minerals dissolved int he water harden, they hold the sediment together through a process called cementation.
The two kinds of sedimentary rock are
Fragmented (Clastic) Sedimentary Rock- these are formed when sediment is pressed together in chunks called clasts. An example of Clastic Sedimentary Rock are Sandstone.
Chemical Sedimentary Rock- these are formed when the sediment is dissolved in the water, the water evaporates leaving the precipitate.
An example of a Chemical Sedimentary Rock is Limestone
Creation Scientists believe that most sedimentary rocks we find today were made as a result of Noah's flood. The sediment mixed with the flood waters and settled. From the weight and adhesion of minerals, each layer formed covering fossils underneath.
How are Metamorphic Rocks Formed?
A sedimentary rock and an igneous rock, if placed under enough heat and pressure over time, will create a metamorphic rock.
There are two kinds of metamorphic rock
Foliated Metamorphic Rock- flattened crystals in these rocks form parallel lines. An example of this is slate fromed from shale or gneiss (pronounced 'nice') formed from mudstone, siltstone, granite, or diorite.
Non-foliated Metamorphic Rock- do not have the appearance of stripes or layers. An example of this is quartzite that is formed from sandstone or marble that is formed from limestone.
How are sedimentary rocks formed?
They are formed by a process called lithification. As sediment mixes with water, the minerals that had been dissolved in the water settle as the moving water slows down. This process occurs over and over again depositing one sheet on top of another into horizontal layers called strata. These layers press down sediment through a process called compaction. As the minerals dissolved int he water harden, they hold the sediment together through a process called cementation.
The two kinds of sedimentary rock are
Fragmented (Clastic) Sedimentary Rock- these are formed when sediment is pressed together in chunks called clasts. An example of Clastic Sedimentary Rock are Sandstone.
Chemical Sedimentary Rock- these are formed when the sediment is dissolved in the water, the water evaporates leaving the precipitate.
An example of a Chemical Sedimentary Rock is Limestone
Creation Scientists believe that most sedimentary rocks we find today were made as a result of Noah's flood. The sediment mixed with the flood waters and settled. From the weight and adhesion of minerals, each layer formed covering fossils underneath.
How are Metamorphic Rocks Formed?
A sedimentary rock and an igneous rock, if placed under enough heat and pressure over time, will create a metamorphic rock.
There are two kinds of metamorphic rock
Foliated Metamorphic Rock- flattened crystals in these rocks form parallel lines. An example of this is slate fromed from shale or gneiss (pronounced 'nice') formed from mudstone, siltstone, granite, or diorite.
Non-foliated Metamorphic Rock- do not have the appearance of stripes or layers. An example of this is quartzite that is formed from sandstone or marble that is formed from limestone.
To help with some of the terminology, here are some vocabulary cards. I believe that the most basic part of learning anything new, it learning the vocabulary. So here they are.
In the previous week, we made an igneous rock out of starbursts. Today we made a sedimentary rock out of sand. Here is a guide that will help you with this activity.
The materials that you will need are:
Combine the sand, water and cornstarch into the saucepan.
Slowly heat this mixture over medium heat until thick. This will take up to 10 minutes.
Remove the mixture from the heat and allow it to cool (about 2 minutes).
When the mixture is cool enough to touch, mold it into a sculpture.
Allow the sculpture to harden (about 24 hours) and paint as desired.
The materials that you will need are:
- 2 cups of sand
- 1 cup of cornstarch
- 1 cup of water
- a saucepan (buy one used or given away...I wouldn't use it to cook in after this)
- stove or hot plate
- optional: paint
Combine the sand, water and cornstarch into the saucepan.
Slowly heat this mixture over medium heat until thick. This will take up to 10 minutes.
Remove the mixture from the heat and allow it to cool (about 2 minutes).
When the mixture is cool enough to touch, mold it into a sculpture.
Allow the sculpture to harden (about 24 hours) and paint as desired.
|
|
|
|
Below you will find a 'Rockin' Chart reviewing the three different kinds of rocks, their definitions. This is a great review over the last two weeks.
Also, it is time to start a Rock Collection. We will build on this chart as we go but for now the students are to gather either rocks that they have or find some outside some where, number them, observe them and document their observations here.
I am excited to see what the find next week!
Also, it is time to start a Rock Collection. We will build on this chart as we go but for now the students are to gather either rocks that they have or find some outside some where, number them, observe them and document their observations here.
I am excited to see what the find next week!
|
|
Week 2: Rock Cycle and Igneous Rock Formation
Psalm 18:2-"The LORD is my rock and my fortress and my deliverer, my God, my Rock, in whom I take refuge, my shield, and the horn of my salvation, my stronghold."
Our devotion today came from Louie Giglio's Indescribable book. The title is 'Rock Solid' This was a perfect devotion to introduce the lesson today. It went through the descriptions of the three types of rock based on how they are formed. The connection to the Lord is that He is our Rock. Even though rocks on earth are strong, no rock is as strong as our God. Not only is God amazingly strong but we can trust him to protect and save us. And He does and He did through Jesus Christ. I love how he put it. "God's love for you is rock solid!" No matter what is going on around us, His love for us will never change.
Our devotion today came from Louie Giglio's Indescribable book. The title is 'Rock Solid' This was a perfect devotion to introduce the lesson today. It went through the descriptions of the three types of rock based on how they are formed. The connection to the Lord is that He is our Rock. Even though rocks on earth are strong, no rock is as strong as our God. Not only is God amazingly strong but we can trust him to protect and save us. And He does and He did through Jesus Christ. I love how he put it. "God's love for you is rock solid!" No matter what is going on around us, His love for us will never change.
Rock cycle and Igneous Rock Notes
A rock is a mixture of one or more minerals. Rocks are classified into three groups; igneous, sedimentary, and metamorphic. Each type of rock is part of God's creative work found in the first chapter of Genesis. These rocks go through a natural process as they transform from one rock to another and none of the transformation takes a million years (See Biblical Genealogies back to Adam) This process is called the Rock Cycle.
This note-taking sheet has a great diagram of the Rock Cycle with fill-in-the-blank responses. My students today were able to read the diagram and answer each question perfectly.
We focused the rest of the notes on Igneous Rocks and how those are classified into two groups: extrusive (exterior or surface) and intrusive (inside or within) igneous rocks.
Igneous rocks are formed when magma is cooled.
Extrusive igneous rocks were formed on the surface or exterior of the Earth's crust while intrusive igneous rock are formed within the Earth's crust.
Extrusive igneous rocks are often called 'volcanic' rocks because they cool quickly whereas intrusive igneous rocks cool more slowly.
Examples of extrusive igneous rocks are: pumice, basalt and obsidian
An example of an intrusive igneous rock is granite.
The picture in the note taking guide is of the Giant's Causeway in Ireland. Most will tell you that this structure has been here for millions of years. This is a scientific idea based on a non-biblical worldview. Since I believe the Bible to be absolutely true, I cannot believe that this structure was there before God made it during Creation.
However, the coolest thing (puns always intended) about this is that basalt is a heavier volcanic rock and therefore released its hot gases in a hexagonal shape rather than circular. Amazing!
This note-taking sheet has a great diagram of the Rock Cycle with fill-in-the-blank responses. My students today were able to read the diagram and answer each question perfectly.
We focused the rest of the notes on Igneous Rocks and how those are classified into two groups: extrusive (exterior or surface) and intrusive (inside or within) igneous rocks.
Igneous rocks are formed when magma is cooled.
Extrusive igneous rocks were formed on the surface or exterior of the Earth's crust while intrusive igneous rock are formed within the Earth's crust.
Extrusive igneous rocks are often called 'volcanic' rocks because they cool quickly whereas intrusive igneous rocks cool more slowly.
Examples of extrusive igneous rocks are: pumice, basalt and obsidian
An example of an intrusive igneous rock is granite.
The picture in the note taking guide is of the Giant's Causeway in Ireland. Most will tell you that this structure has been here for millions of years. This is a scientific idea based on a non-biblical worldview. Since I believe the Bible to be absolutely true, I cannot believe that this structure was there before God made it during Creation.
However, the coolest thing (puns always intended) about this is that basalt is a heavier volcanic rock and therefore released its hot gases in a hexagonal shape rather than circular. Amazing!
I will never be able to pass up a lesson on rocks without singing the Rock Cycle song from Study Jams. You have to hear it. It will be the next hit in your house and tune in your head.
You can listen to it here. Press the 'Sing Karaoke' button and print off the words to sing along.
Note: Study Jams by Scholastic is NOT creation based. Most of their information is based off of evolutionary theory which is not found to be Biblically accurate. However, both creationists and evolutionists agree on the Rock Cycle and this is a great song that teaches this concept.
You can listen to it here. Press the 'Sing Karaoke' button and print off the words to sing along.
Note: Study Jams by Scholastic is NOT creation based. Most of their information is based off of evolutionary theory which is not found to be Biblically accurate. However, both creationists and evolutionists agree on the Rock Cycle and this is a great song that teaches this concept.
Rock cycle demonstration with starbursts
For our science activity today, we demonstrated the Rock Cycle with Starbursts. I have 4th-6th graders in this class and I found that if each student had three starbursts, it was an adequate amount for them to be able to put in their hand and do the activity well.
Take the three starbursts per child and cut them into fourths. Have the students squeeze them into their hand to represent the pressing down of rock into layers for sedimentary rock.
|
|
Many of my students used the table to press the starbursts together.
The result is Sedimentary Rock
|
|
Then, I had them place their Sedimentary Starburst into a baggie and start putting more pressure on it along with some heat generated by their hands. Several students used friction to create more heat by rubbing their hands together with the baggie in between and rubbing their baggie against the carpeted floor to create more heat all the while putting immense pressure on the sedimentary rock.
|
|
|
|
Making magma from metamorphic starbursts.
For class, I brought in a hot plate with a saucepan and a steamer basket that fits on top of it. I placed a pyrex dish in the steamer basket and filled the saucepan with about an inch and half of water. I place the metamorphic starbursts inside the pyrex bowl, turned on the hot plate to high, covered it to make it melt into magma.
For class, I brought in a hot plate with a saucepan and a steamer basket that fits on top of it. I placed a pyrex dish in the steamer basket and filled the saucepan with about an inch and half of water. I place the metamorphic starbursts inside the pyrex bowl, turned on the hot plate to high, covered it to make it melt into magma.
|
|
One of my students had already eaten a lollipop, re-used the stick to make a Starburst Igneous Rock Lollipop. He was satisfied.
|
|
Below is an observation guide on how to make alum crystals and also the vocabulary words that we focused on during class.
Even if we do not praise the Lord, the rocks will cry out!
Even if we do not praise the Lord, the rocks will cry out!
|
|
Week 1: Core Sampling
Luke 6:47-48- "Everyone who comes to me and hears my words and does them, I will show you what he is like: he is like a man building a house, who dug deep and laid the foundation on the rock. And when a flood arose, the stream broke against that house and could not shake it, because it had been well built.
For class today, we looked at the literal interpretation of this scripture. We learned about core sampling and the reasons that someone would do a core sample. One of the reasons is to see what material they would be building on if they wanted to build a house or shopping center etc.
However, there is also a benefit of digging into God's Word. When we dig into the truths of the Word of God, we can then know how to build our house on the Rock of Jesus Christ.
For class today, we looked at the literal interpretation of this scripture. We learned about core sampling and the reasons that someone would do a core sample. One of the reasons is to see what material they would be building on if they wanted to build a house or shopping center etc.
However, there is also a benefit of digging into God's Word. When we dig into the truths of the Word of God, we can then know how to build our house on the Rock of Jesus Christ.
The deepest that we, as mankind, have ever dug into the earth is 7.5 miles. This was dug at the Kola Superdeep Borehole in Russia
The crew had to stop drilling because the temperature at the bottom reached 365 degrees Fahrenheit. This is barely 1/3 of the depth of the crust of our earth!
|
What is a Core Sample?
A core sample is a narrow, cylindrical piece of rock acquired by drilling. There are four main purposes of core sampling: 1. To analyze sediment and rock properties such as soil depth, bulk density, and the water or ice content of a sample. 2. To measure sediment thickness and total depth until you reach bedrock. 3. To extract and analyze specific sediment for dating purposes. 4. To bore holes for placing sensors that measure or monitor underground phenomena. You can find all this information on our note taking sheet here. |
|
After learning about Core Sampling, I led the students in a Core Sampling Challenge. You can purchase this Core Sampling Challenge on our TPT page here.
'Suppose you bought land to build a home on but you want to make sure your house is built on solid bedrock and have a well for water. You need to drill and find the best place to build a home and dig a well.'
For this challenge, you will need:
The students were to cut their straws and use those to 'drill' into the their 'land' They took a stick/toothpick to push the sample out and analyze it. They were to document their findings on their paper and then decide where they wanted to build their house and dig their well. Some students wrote the initial of what the color of playdoh represented and others used map pencils to color in their dots or cylinders with the information.
The students had a great time! They drilled all over that land! I then told them that it is expensive to get core samples and so if each core sample was $20,000, how much money would they owe? Some of them said that they had a lot of bedrock and so they could build more houses to sell to pay off the core sampling cost.
'Suppose you bought land to build a home on but you want to make sure your house is built on solid bedrock and have a well for water. You need to drill and find the best place to build a home and dig a well.'
For this challenge, you will need:
- Play doh (green, blue, yellow and red) (I made all the playdoh needed, very cost efficient! See below for pictures and how to)
- Mini aluminum bread pans
- Wide mouth straws
- Toothpicks or other stick to push the core samples out of the straw with
- Scissors
The students were to cut their straws and use those to 'drill' into the their 'land' They took a stick/toothpick to push the sample out and analyze it. They were to document their findings on their paper and then decide where they wanted to build their house and dig their well. Some students wrote the initial of what the color of playdoh represented and others used map pencils to color in their dots or cylinders with the information.
The students had a great time! They drilled all over that land! I then told them that it is expensive to get core samples and so if each core sample was $20,000, how much money would they owe? Some of them said that they had a lot of bedrock and so they could build more houses to sell to pay off the core sampling cost.
|
|
|
|
|
|
|
|
|
|
How to Make Homemade Play-doh and prep this activity
Here are the ingredients:
2 cups of flour
1/3 cup of oil
1 cup of salt
2 cups of water
4 teaspoons of Cream of Tartar
20 drops of food coloring
2 cups of flour
1/3 cup of oil
1 cup of salt
2 cups of water
4 teaspoons of Cream of Tartar
20 drops of food coloring
Combine all the ingredients in a saucepan over medium heat until combined into a ball. Stir constantly.
|
|
|
|
|
|
Place all your balls of playdoh on a floured surface to cool for about 10 minutes. Then, either make your aluminum pans or place in an airtight container and put in the refrigerator. It should last for months.
Here is how I prepped this activity using this play doh:
Here is how I prepped this activity using this play doh:
|
|
|
|
I downloaded the recipe from this website
https://www.jpl.nasa.gov/edu/learn/project/explore-rocks-using-core-sampling/ |