#1: A little free-association. Be re you read the following textbook excerpt, take a few minutes to jot down on a sheet of paper everything you know about rocks, or what they remind you of. If you think of any questions, jot down those, too. You don’t have to write complete sentences; phrases or abbreviations are ne. Don’t be afraid of being too obvious, simplistic, or farfetched. To get you in the spirit of things, I’ll start you off with the first few thoughts and questions that popped into my head: hard; old (How old? How do we measure?); boulders.

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#1: A little free-association. Be re you read the following textbook excerpt, take a few minutes to jot down on a sheet of paper everything you know about rocks, or what they remind you of. If you think of any questions, jot down those, too. You don’t have to write complete sentences; phrases or abbreviations are ne. Don’t be afraid of being too obvious, simplistic, or farfetched. To get you in the spirit of things, I’ll start you off with the first few thoughts and questions that popped into my head: hard; old (How old? How do we measure?); boulders.

#2: Read the following passage as if you were in a course in geology or earth science, and your entire grade depended on a test you were going to have on this passage next week. Take notes and mark up the passage the way you normally would when studying for an important exam. (Of course, we both know you aren’t going to take a test on it next week, but try to get into this exercise anyway.

#3:Before continuing, take out a sheet of scratch paper. Turn back to the rocks passage (page 27) and see how many questions you can generate as you read, as I did in the passage a few pages back. Feel free to refer to the expert and orientation questions (pages 67 and 69) for inspiration. Take as much time as you need, but don’t stop until you’ve generated at least a dozen questions.

#4:Compare your notes on the passage (Exercise #2, page 26) with Johnny’s class notes (previous page). Some information will be the same bur you’ll notice that the class you “missed” covered some additional material. On Johnny’s class notes above, circle or underline the new information “your teacher” provided.

#5: On a separate sheet of paper, use what you’ve learned about paraphrasing and summarizing to update your original textbook notes (Exercise #2, page 26) with the additional information you’ve selected from Johnny’s painstaking classroom notes.

#6:Looking over your latest set of complete notes (Exercise #5, page 96), consider the different ways rocks were compared (other than the obvious groupings of igneous, sedimentary, and metamorphic). See how many different groupings you can come up with in the space below. (Hint: Remember the expert questions: for example, What process causes this? or What this made of)

#7:Again looking over your latest set of notes (Exercise #5, page97), on another sheet of scratch paper list any facts or ideas that can be linked. (Hint: Look for processes, or for anything mentioned in more than one context.)

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