Learning Objectives
Investigate how speed of cooling affects the crystal size of minerals.
Link the properties of igneous rocks with where they cooled.
Use particle diagrams to explain the difference between intrusive and extrusive
Settler:
Revision of intrusive and extrusive from previous lesson.
Starter:
Pupil write their own hypothesis for the practical – discuss what makes a good hypothesis.
Fter pupils have done theirs they can asses themselves based on the WAGOLL in the ppt.
Demonstration:
Practical:/ Main 1:
Pupils carry out the salol/lead iodide or stearic acid cooling practical.
Main 2:
Pupils write an analysis for this experiment, using the mark scheme. Pupils can then peer assess using the markscheme and the WAGOLL.
AFL: Ask pupils at the end how giants causeway was made and importantly where? Photographs in ppt.
Investigate how speed of cooling affects the crystal size of minerals.
Link the properties of igneous rocks with where they cooled.
Use particle diagrams to explain the difference between intrusive and extrusive
Settler:
Revision of intrusive and extrusive from previous lesson.
Starter:
Pupil write their own hypothesis for the practical – discuss what makes a good hypothesis.
Fter pupils have done theirs they can asses themselves based on the WAGOLL in the ppt.
Demonstration:
Practical:/ Main 1:
Pupils carry out the salol/lead iodide or stearic acid cooling practical.
Main 2:
Pupils write an analysis for this experiment, using the mark scheme. Pupils can then peer assess using the markscheme and the WAGOLL.
AFL: Ask pupils at the end how giants causeway was made and importantly where? Photographs in ppt.
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