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Lesson 4.4a: Igneous Rocks Learning Target: I can describe how igneous rocks are formed and classified Vocabulary: igneous, magma, lava Warm Up: Complete Socrative Assessment. Copy errors and confusions. Teaching: Review LT; Vocabulary; Socrative Results Possible Misconception: Would you rather be burned by lava or magma? Task: 1. Research and take notes on the topic by completing the

guided notes sheet. **See page 5 of this document. 2. Draw a sketch of the 3 rock samples. Include labels. (minerals, crystals, gas pockets) a. How would you classify each sample? b. Describe the way they formed? c. Why might they possess different colors? 3. Enrichment: How could you model the making of igneous rock with a bar of chocolate? Summarize: 1. Check table 2. Check for understanding: Describe the characteristics of a rock that formed from magma that began to cool slowly underground and then erupted onto Earth's surface.

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Lesson 4.4b: Sedimentary Rocks

Learning Target: I can describe how sedimentary rocks are formed and classified

Vocabulary: sedimentary, compact, cement, weather, erode

Warm Up: Complete Socrative Assessment. Copy errors and confusions. Possible Misconception: Where does beach sand come from? Teaching: Review LT; Vocabulary; Socrative Results Possible Misconception: Would you rather be burned by lava or magma?

Task: 1. Research and take notes on the topic by completing the guided notes sheet. **See page 6 of this document. 2. Draw a sketch of the 3 rock samples. Include labels. (sediments; course grained; fine grained; fossils; layers) a. How would you classify each sample? b. Describe the way they formed? c. Why might they possess different colors? 3. Enrichment: How could you model the making of sedimentary rock with a bar of chocolate?

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Lesson 4.4c: Metamorphic Rocks Learning Target: I can describe how metamorphic rocks are formed and classified Vocabulary: metamorphic, foliated, non-foliated, Warm Up: Complete Socrative Assessment. Copy errors and confusions. Teaching: Review LT; Vocabulary; Socrative Results Possible Misconception: Metamorphic and sedimentary rocks can have “banding” or a striped appearance. How would you classify a rock with this appearance? Task: 1. Research and take notes on the topic by

completing the guided notes sheet. **See page 7 of this document.

2. Draw a sketch of the metamorphic rocks. a. How would you classify each sample? b. Describe the way they formed? c. Why might they possess different colors? 3. Enrichment: How could you model the making of metamorphic rock with a bar of chocolate? Summarize: 1. Check answers

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Lesson 4.4d: The Rock Cycle Learning Target(s): I can describe how rocks go through the rock cycle.

I can describe how Earth’s structure changes over time by creating a model diagram of the rock cycle.

Vocabulary: rock cycle

Warm Up: Complete Socrative Assessment. Copy errors and confusions.

Teaching: Review LT; Vocabulary; Socrative Results Possible Misconception: Sequence the rocks for task 1.

Task: 1. Research and take notes on the topic by completing the guided

notes sheet. **See page 8 of this document. 2. Observe the rocks closely and complete the following: a. Sketch each of the rocks (A, B, C). b. Record your observations in a data table c. Identify each rock (igneous, sedimentary, or metamorphic). d. Hypothesize the sequence in which these rocks might have formed. e. Can there be another sequence that can explain how the rocks formed? Explain. 3. “Forming Rocks” **See page 9

4. Complete “Rock Cycle WebQUEST” **see pages 10-12 of this document.

5. Complete "Rock Types" Data Table **See page 13 of this document

6. Plan a model for the rock cycle using a bar of chocolate. a. Suppose the chocolate bar is a rock. What would you consider the "minerals" to be? b. How can you turn the chocolate bar into magma? c. How can you turn the chocolate bar into igneous rock? d. Continue to explain how the chocolate bar can go through the rock cycle. If the chocolate was cooled in the oven, it would be intrusive or extrusive igneous rock.

If I hammered the chocolate, I am turning it into _____________. I can turn the chocolate bar sediments into sedimentary rock by ______________. I can turn the chocolate bar into metamorphic rock by ______________. If I use my hand to squeeze chocolate bar sediments, I am modeling ______________________.

7. "Rockin’ & Rolling Through the Rock Cycle” **See pages 14-15 of this document

Summarize: 1. Check answers

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Learning Target: I can describe how igneous rocks are formed and classified Igneous Rock A. How does igneous rock form? B. What are some characteristics of igneous rock? C. How does lava and magma compare? D. Draw a picture of an erupting volcano and label using the following words/phrases:magma; lava; cools slowly; cools quickly; intrusive; extrusive

E. Complete the table using the terms below:

Extrusive Intrusive Formed When

Appearance

melted rock cools on Earth's surface NO large crystals (basalt) magma cools slowly Extrusive melted rock cools beneath Earth's surface lava cools quickly large crystals (granite) Intrusive

F. Read the passage and study the table below. Then answer the questions that follow: Can two different rocks with different names have the same mineral composition? The answer is yes. There are six major kinds of igneous rocks: granite, diorite, gabbro, rhyolite, andesite, and basalt. Geologists usually group these six kinds of igneous rocks in pairs, because each pair generally contains the same minerals. Study the table below to see which igneous rocks are the same but different.

Common Igneous Rocks Intrusive Rocks (Course-grained)

Granite Diorite Gabbro

Extrusive Rocks (Fine-grained)

Rhyolite Andesite Basalt

Minerals Quartz, Feldspar, Muscovite, Amphibole

Amphibole, Feldspar, Pyroxene

Feldspar, Pyroxene, Olivine, Amphibole

Color Light colored Medium gray or green Dark gray to black à àààààààààà Silica content of rock decreases à àààààààààà à àààààààààà Rock color becomes darker à àààààààààà

1. Which of the six major types of rock are intrusive and which are extrusive? 2. Compare granite with rhyolite. How are the similar? How are they different? 3. Compare the mineral composition of diorite with the mineral composition of andesite. 4. In what way is gabbro different from basalt? What can you infer about how these two kinds of igneous

rocks form? 5. How is granite like gabbro? 6. Which rock has more silica in it, granite or basalt? 7. Is a rock with more silica in it more likely to be lighter or darker than a rock with less silica in it?

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Learning Target: I can describe how sedimentary rocks are formed and classified Sedimentary Rocks A. How does sedimentary rock form? *Use the following terms in your response: sediments, compact, cement, weather, erode B. What are some characteristics of sedimentary rock? C. Define the following words: compaction; sedimentation; cementation

D. Sedimentary rock layers can provide clues about the organisms that were alive in the past. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year- old history.

a. Explain how the diagram indicates that the

trilobites are older than the other fossils shown. b. Explain why the organism found in bottom rock

layer most likely went extinct.

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Learning Target: I can describe how metamorphic rocks are formed and classified. 1. Metamorphic Rock A. How does metamorphic rock form? B. What are some characteristics of metamorphic rock? a. Foliated: b. Non foliated: C. Read the passage and examine the diagrams below. Then answer the questions that follow. Every metamorphic rock is a rock that has changed in form. Tremendous pressure and high temperatures can change any rock into metamorphic rock. This process often occurs near plate boundaries. There, pressure builds as one plate collides with another. In addition, hot magma flows upward into rock near these boundaries. Such intense conditions change one kind of rock into another, such as shale, a sedimentary rock, into slate, a metamorphic rock. But what happens if the pressure and temperature continue to increase after shale becomes slate? Look at Figure 1 below. Slate changes into schist, and schist changes into gneiss. Figure 1

Gneiss and schist are the most common metamorphic rocks. Gneiss is a foliated rock usually composed of quartz and feldspar. Schist is also foliated, but its mineral composition varies. The terms gneiss and schist actually describe certain textures of metamorphic rock. That’s why both shale and granite can change into gneiss, and both granite and basalt can change into schist. Figure 2 shows common metamorphic rocks to the right. The rocks on the left are igneous and sedimentary rocks. The arrows represent pressure and temperatures. 1. What causes shale to change into slate? 2. What are gneiss and schist? 3. What happens to the slate if these conditions

increase? 4. How do tremendous pressures and high

temperatures affect limestone? 5. How does metamorphism affect basalt? 6. What rocks change into schist?

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Learning Target: I can describe how rocks go through the rock cycle. 1. Rock Cycle-

A. How can sedimentary rock become igneous rock? B. How can igneous rock become metamorphic rock? C. How can sedimentary rock become metamorphic rock? D. How can igneous rock become sedimentary rock?

E. How does the Rock Cycle relate to the Law of Conservation of Matter? F. Read the two examples below. Then answer the questions that follow: Alternate Pathways Pathway 1 Between New Zealand and South Africa, at the bottom of the Pacific Ocean, molten material from the mantle erupts from the mid-ocean ridge. As the material comes into contact with the very cold ocean water, it cools quickly to become rock. Over time, this rock ever so slowly moves away from the mid ocean ridge, as sea-floor spreading makes changes in the ocean floor. About 200 million years later, the rock is subducted at a deep-ocean trench. As the rock moves downward, it melts to become part of the mantle. Eventually this melted material moves back up the mid-ocean ridge to become rock again. Pathway 2 Deep underground, a new rock forms as heat and pressure change its crystals and cause its grains to become foliated. Over millions of years, this rock is uplifted to become part of a mountain. Then, layers of rock above the foliated rock wear away, until it becomes exposed to the surface. Destructive forces wear it down and its fragments are carried away by a river’s swift-flowing water. Eventually, these fragments flow into the ocean. Ocean water carries the rock fragments away from the river, and they are deposited on a beach. Over time, more and more sediment is deposited there, until the fragments that came from the foliated rock become cemented into a new rock. Then more and more rock forms about this rock, until the heat and pressure change its crystals and cause its grains to become foliated. 1. Which major group or groups of rocks are involved in the description of Pathway 1? 2. Make a flowchart that describes what occurs in Pathway 1. 3. Which major group or groups of rocks are involved in the description of Pathway 2? 4. Make a flowchart that describes what occurs in Pathway 2. 5. Write a description of another pathway through the rock cycle. In your description, tell how

igneous rock changes to metamorphic rock, which then changes into sedimentary rock. **Helpful Resource Link: http://www.bbc.co.uk/bitesize/ks3/science/environment_earth_universe/rock_cycle/activity/

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Forming Rocks Open the Process Mode of the Rock Transformations Simulation: https://apps.learning.amplify.com/rocktransformations/ 1. Press ANALYZE ROCKS to learn about the different types of rock in the cross section. a. What were the different rock materials found in the Sim? 2. Make rocks in as many ways as you can. Changes should occur both above and below Earth’s outer layer. b. What processes did you use to form rocks? c. Describe the time scale for rocks to change form. d. Describe three changes that you modeled. Use the sentence frame to help you form your idea:

I turned _____________________ into _____________________ by _________________________. e. Which rock type cannot turn into another? 3. After you see rocks form, press ANALYZE ROCKS to learn more about them. f. How do the rocks you formed differ from each other? 4. Open the Energy Mode of the Rock Transformations Sim. Explore the two energy sources in the Sim

(energy from the sun and energy from Earth’s interior). g. In the Sim, we saw that rock is melted to form magma, and rock is weathered to make sediment. Where does the energy to transform rock into magma come from? Where does the energy to transform rock into sediment come from? h. What new rock formations did you see when the landscape was only exposed to energy from Earth’s interior? i. What new rock formations did you see when the landscape was only exposed to energy from the sun?

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Rock Cycle WebQUEST Name:________________________________ Date: ________________ Visit the following link: https://www.learner.org/interactives/rockcycle/startrock/ 1. Click on “Start your rock collection” and observe different rock types and their characteristics. 2. Click on "Identify Rock Types" and complete the multiple-choice activity and the table below:

Rock Name Sketch Characteristics Rock Type Conglomerate

Gneiss

_______________ *Choose any remaining rock

Record your score: __________________ 3a. Click on “How Rocks Change” and then click on “Start” to watch the “Heat and Pressure” animation. What type of rock was formed in this animation? _________________________ 3b. Click on “Next” at the bottom of the screen. Watch the animations on “Melting” and “Cooling.” What type of rock was formed in this animation? _________________________ 3c. Click on “Next” at the bottom of the screen. Watch the animations on “Weathering & Erosion” and “Compacting & Cementing”. What type of rock was formed in this animation? _________________________ 4. Click on “Transform the Rock” at the bottom of the screen by completing the activity and recording the 2 most difficult equations:

Record your score ____________

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5. Click on “The Rock Cycle Diagram” and explore the diagram by clicking the names of the rock types and clicking on the images. Complete the model diagram below and answer the questions that follow.

a. When rocks are affected by weathering and erosion, they change into

___________________________________.

b. When sediment is compacted and cemented, it changes into

___________________________________.

c. When heat and pressure are applied to a sedimentary rock, it changes into

________________________________.

d. When melting of a metamorphic rock occurs, it changes into

___________________________________.

e. When magma is cooled, it changes into ___________________________________.

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UsethetermsbelowtocreateyourownRockCyclemodeldiagram.*Thecircledwordsshouldbeplacedinthecircles.*Thewordsnotincirclesshouldbeplacedonthelines.

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RockTypes Sketch Description

(Whatdoestherocklooklike?)Howdotheyform?

IgneousIntrusive

IgneousExtrusive

SedimentaryFinegrainedandlayers

SedimentaryCourseGrained

SedimentaryFossils

MetamorphicFoliated

MetamorphicNonfoliated

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Name:________________________________ Date: ________________ Class: __________ #: __________

Rockin’ & Rolling Through the Rock Cycle Write a short story about the ROCK CYCLE from the perspective of a rock. Be creative and give your rock a name and some personality as it travels on the adventure of a lifetime! Be sure to use correct scientific terminology and your “geologic knowledge” to explain how rocks change from one type to another over millions of years. Include as many details as you can to enhance your story. Your story must include the following: ___ A description of the physical characteristics of your rock at each stage

(What would it look like?)

___ A description of the processes that occurred at each stage (melting, cooling, crystallization, heat, pressure, weathering, erosion, compaction)

___ A change from igneous to sedimentary ___ A change from sedimentary to metamorphic ___ A change from metamorphic to igneous ___ A logical order of events in the life cycle of a rock ___ I proof read for errors 4 3 2 1 Science Content The topic is clear and

well-focused. All key points are thoroughly addressed. All facts presented in the story are accurate.

The topic is clear and well-focused. Most key points are thoroughly addressed. Almost all facts presented in the story are accurate.

The topic is clear and focused, however key points were only partially addressed. Most facts presented in the story are accurate.

The topic is unclear, and/or not focused. There are several factual errors in the story.

Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his/her imagination.

The story contains several creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his/her imagination.

The story contains a few creative details and/or descriptions. The author has tried to use his/her imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Mechanics The writer demonstrates grade-appropriate command of conventions, with few errors

The writer demonstrates grade-appropriate command of conventions, with occasional errors that do not hinder comprehension

The writer demonstrates emerging command of conventions, with some errors that may hinder comprehension

The writer demonstrates a lack of command of conventions, with frequent errors that hinder comprehension

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Rock Cycle Brainstorm Description

What does the rock look like? What processes occurred?

My first rock is:

Then I went through the rock cycle and became a:

Then I went through the rock cycle and became a:

Finally, I became a: