dgoldston.weebly.com · web view2019. 8. 20. · igneous = heat/volcanoes. metamorphic = heat and...

INQUIRIES INTO THE DYNAMIC

EARTH—BEWARE OF

CHANGE!Teacher’s Guide and Reproducible Materials

M. Jenice “Dee” Goldston & Elizabeth Allison

The University of Alabama

[email protected]

Goal Statement: In this series of activities, students will explore the properties of sedimentary, igneous, and metamorphic rocks, including how each type of rock is formed in the rock cycle.

[Type text]Goldston, Fowler, & Allison

1

Standards:

Content Standards

Grades K-4

Properties of earth materials Changes in earth and sky

Grades 5-8

Structure of the earth system

Objectives:

1. Students will describe how sedimentary, igneous, and metamorphic rocks are formed: a. Sedimentary = pressureb. Igneous = heat/volcanoesc. Metamorphic = heat and pressure

2. Students will explain how rocks can change forms.

Materials:

One for the entire class (teacher and demonstration materials):

A jar with pebbles, sand, clay, silt, etc. and water Word Cards Pictures of igneous rocks and volcanoes in Hawaii, or other photographs Hot Plates (a heat source of some kind) Chart Paper or Document Camera Class Chart (Appendix B)

For each student:

Pre-Quiz (Appendix A) Activity Booklet What Have I Learned About Rocks? (Appendix D) The Rock Chronicles (Appendix E)

For each pair or group of students:

Numbered Rock Collection (Clue Sheet: Appendix C):o Igneous Rocks- pumice, obsidian, graniteo Sedimentary Rocks- shale, conglomerate, limestone o Metamorphic Rocks- marble, gneiss, slate

Red, Orange, and Blue Construction Paper (one piece of each) with the Rock Description Sheets (attached) taped or glued to the back. (Igneous- orange, Sedimentary- blue, Metamorphic- red)

Sandstone- one piece Black Construction Paper- one piece

SECME Institute, 2012 Goldston & Allison

2

Magnifying Glasses Foil- 6-9” square Crayon Shavings- about 2-3 Tbs. per student (Students can use a hand sharpener and different

colored crayons to create the shavings.)

PART I- Rock Overview and Sedimentary Rocks

Background

This unit centers on the formation of rocks and the rock cycle. Rocks are referred to as any naturally occurring solid. Rocks and rock materials are all around us, though we seldom think of them in that manner if at all. Students often do not recognize the difference between rocks and minerals. Minerals are comprised of pure elements or compounds; while rocks are mixtures of minerals and other rocks. What is so interesting about rocks is that have their own unique journey and formation. Rocks fall into three broad categories: igneous, sedimentary and metamorphic. Some rocks change over time if exposed to the earth’s surface by weathering. Weathering breaks down the exposed rocks and produces sediments that can be carried by erosional forces and deposited in layers (usually in bodies of water). This sediment over time is often under pressure and can be pressed and cemented into sedimentary (small particles) rocks. Other rocks are found deep underground are changed as they experience extremely high temperatures and pressure. These conditions can cause the rocks to undergo chemical changes that create what is referred to as metamorphic rocks (change shape or form). Last, if a rock melts and is then cooled (magma and lava or other volcanic activity) it is called an igneous rock (fire-formed). Any rock under the appropriate conditions can become any other kind of rock which creates a rock cycle.

Igneous Rocks: Pumice, Obsidian, Granite,

Sedimentary Rocks: Shale, Conglomerate, Sandstone, Limestone

Metamorphic Rocks: Marble, Slate, Schist, Gneiss

Engage

Begin by assessing students’ prior knowledge of rocks, including any misconceptions they may have through the use of a K-W-L chart or a pre-quiz (Appendix A). If you choose to use a K-W-L chart, some possible questions could include “What is a rock?” and “How do you know if something is a rock?” If using a pre-quiz, you may begin with “Today we are going to explore some properties of rocks. Before you begin, decide whether you think the examples given are rocks. We will make a class graph of the examples and what we think they are. After we conduct our investigations, we will return to our chart at the end of today’s lesson. Then, you can either keep the choices you made or change them based on what we learn about rocks.” A sample chart has been provided (Appendix B), which can be used on a digital projector or redrawn on chart paper. Several options include letting the students place a sticker, write their initials, or draw a checkmark in the YES or NO column next to each item.


3

Explore/Explain

1. Each group of students should have a collection of numbered rocks. Allow students to work in pairs or groups as they sort the collection for approximately -10 minutes. Encourage the groups to discuss how and what they observed to sort the rocks. At the end of sorting time, have each group share how they sorted their rocks with the class. Next, pose the question: “Do you think this is how scientists classify rocks? What are some problems with sorting the rocks the way we have (e.g. size, color, etc.)? What other ways could rocks can the rocks be sorted?” Discuss with the students that scientists look at the way rocks are made by earth processes to classify them. For instance, scientists look for clues to see how rocks were formed:

a. Some rocks are formed by fire/melting. Where might this happen? (volcanoes)b. Some rocks are formed deep in the ocean with sand or mud particles with water on top.

(pressure)c. Some rocks are formed deep underground. (heat and pressure)

2. Give each group the orange, red, and blue pieces of paper, with the Rock Description Sheets taped or glued to the back (Rock Description Sheets can be found on pages 1, 2, and 3 of the Student Activity Booklet). The groups will use these papers as three separate areas to place their sorted rocks. The colors are used deliberately to offer a visual association for how the rocks are made to a specific color:

a. Sedimentary = Blue (for water)b. Igneous = Orange (for fire and lava)c. Metamorphic = Red (for intense heat and pressure)

(Refer to, or use these colors when talking about the different types of rocks whenever possible throughout the lesson.) Put the papers face down on the students’ desks/tables so that they cannot see the names. Now work with the students as they re-sort the rocks into the categories scientists use. Give clues to the class, one at a time, and have the groups find the numbered rocks that they think fits the clue (See Clue Sheet, Appendix C). Encourage students to listen and observe carefully! Once identified, one partner can hold the rock in their palm and another can cover it, while waiting for the teacher to check their selection. After the class has identified the rock by number, tell them what colored paper to place their rock on. After going through all of the clues, and sorting the numbered rocks onto the colored sheets of paper, ask the students to slide the rocks off of the paper while still keeping them in their groups. Have the students now turn over the colored sheets of paper to see what three categories scientists use to identify rocks! Using the Word Cards, have them pronounce the names Igneous, Sedimentary, and Metamorphic, and post the terms where they are viewable.

3. Next, complete the first three pages of the Activity Booklet together, one type of rock at a time. Begin with the Igneous Rock sheet, and their pile of igneous rocks. “Hold up rock #4. Now look at the descriptions on your booklet. Which numbered rock matches the description? Good! Rock #4 is granite! Write #4 on the line next to Granite in your booklet.” Continue through all of the rocks as you complete the first three pages.

4. Share with students that they are now going to simulate ho sedimentary rocks are formed, but first they need to know what they’re made of. Ask the students for ideas. “Let’s find out what sedimentary rocks are made of by observing a sedimentary rock called sandstone. Why do you think it is called sandstone?” Distribute a piece of black construction paper. Instruct students to


4

rub the sandstone (Rock #8) on the piece of paper and make observations with magnifying glasses. “Look at the particles on the construction paper. What do they look like? Sand! We call pieces of rock that break off, sediment. Sand is sediment, but there are many other kinds. Any earth material that breaks off, we call sediment. Is all sediment tiny like sand?” Discuss how sediment can be either very big or very small. For example, a boulder that breaks off from a larger rock is still considered sediment. Pose the question, “How do you think all of that sand formed sandstone? If we took all the sediment we could from the sandstone, how might we make it a rock again? So where do you think the sedimentary rock forms? We know what sediment is, but we also need to know where most sedimentary rocks are made.” Much sediment settles in water like lakes and oceans. Sediment is washed into the water and stays there. “What happens to the sediment in the water?” Shake the glass jar that is filled with clay, rocks, pebbles, sand, and water, and have students the students predict what will happen. Have the students draw their prediction on pg. 4 in their Activity Booklet.

5. To begin the simulation of sediment forms into sedimentary rock, ask students to use their imagination: “Think about particles (sediment) from rocks getting washed down from a mountain into a river that flows into the ocean. Then, the sediment settles on the bottom of the ocean and for years it covered with layers and layers of other sediment. After a very long time, even more sediment piles on top. It is very heavy and presses on the lowest layers of sediment.” Pose the question, “What do you think will happen if I put a ball of clay on the floor, and then ten books on top of it? Why? Pressure is created due to the weight on top of it.” Distribute the foil and crayon shavings to each group. Again, students will use their imagination to pretend that they crayon shavings are sediment that is deep in the ocean covered with a lot of other sediment! It is very heavy and it is creating pressure! Put the shavings in the foil and fold the edges so It doesn’t fall out. Place the foil packet on the floor and then a book on top of the foil. Have each member of the group take turns standing on the book. Then, take it out, look at it, and make observations with a magnifying glass. Have them draw what they see on the Crayon Rock Simulation page in their booklet. “Sediment stick together and they’re flat. Sediment particles are still visible, but it has changed a bit. Describe how it has changed. What would it look like if we took more sediment and put it on top of the layer of rock we made?” Discuss the model through a series of questions:

a. What do shavings represent in our simulation? (Sediment)b. When you stand on the book, what are you pretending to be? (Sediment layers on top…

pressure)c. What is happening to the shavings as you stand on the book? (Pressing and compacting

into rocks)d. How do you think the sandstone was formed from sand? (Layers of sand and other

sediment on top of it in the ocean press and compact it into a rock)e. Where does the sediment come from? (Other rocks)f. What were the sedimentary rocks we identified in the sorting activity? (shale,

conglomerate, limestone)

Save the “sedimentary rocks” in foil for the next lesson.

PART II- Igneous and Metamorphic Rocks


5

Engage

Begin by asking students if they know what it means to “recycle”? Can rocks recycle? (One kind of rock can be changed into a different kind under the right situation.) “For example, we have simulated how sedimentary rocks form, but if rocks recycle, how do you think sedimentary rocks can be changed into igneous rocks?” Ask students to recall the information on the colored sheets they used when sorting their rocks.

a. Does anyone remember how igneous rocks form? (From fire, melting and cooling)b. Where could they form? (In or near volcanoes)c. What do we know about volcanoes? d. What is lava? What is magma? How do they form? What do they become when they cool?

Explore/Explain

1. Now students can use the “sedimentary rocks” they made the day before to make igneous rocks to reinforce the “Big Rule of Rock Cycle!” Explain that the sedimentary rocks from yesterday are going to through a process of turning into an igneous rock. “What do we need for it to turn into an igneous rock? (Heat.) Where does the sedimentary rock have to be if it is going to change into an igneous rock? (Near magma and lava [volcanoes].) Redistribute the “sedimentary rock” (crayon shavings in foil) from the previous lesson. Have the students fold their sedimentary rock in foil like a boat with high sides and bring it to the heating station. Have the students predict what will happen. “What will it look like?” Heat the crayon shavings until they melt. Take the heated shavings back to the students as they cool. After they cool and the students examine them, ask the students for observations:

a. Does it look different?b. How is it different from sedimentary rock?c. What caused the sediment to become sedimentary rock? (pressure)d. Where does it happen? (water/ocean)e. What caused the sedimentary rock to become igneous rock? (fire/heat and cooling)

2. Ask the students to name the three igneous rocks they identified earlier (Use the Activity Booklet as a reference)—obsidian, granite, and pumice. Have the students select the igneous rocks from their collection. Begin by discussing granite. It is formed as magma cools slowly underground. It also has crystals. (If you have crayons with glitter in them, the simulated igneous rocks will have shiny crystals in them as well!) Next, talk about obsidian, which forms when lava quickly cools as it is thrown out of a volcano at the surface when it explodes. Now look at pumice and ask the students to make observations. It is light and has holes in it. It is a special igneous rock that we use as rocks in flowerbeds, and it can float! Give a cup of water to each group and let the children float their rock. Challenge the students with some questions. “We know that pumice comes from volcanoes, but what material would heat and then cool to form pumice?” Froth from a volcano! For example, if shaving cream was instantly frozen, it would be crunchy! Show pictures of igneous rocks and volcanoes from Hawaii.

3. Now we can take our igneous rocks and change it into a metamorphic rock! Ask students to use their imaginations again: “We are going deep inside the earth. The rock around you is pressing on you, making it hotter and hotter. You start to melt, but the pressure around doesn’t give you much room. Eventually you begin to cool. You have changed…now you are a metamorphic rock!”


6

Have the students bring their foil back to be heated. Let it cool to the touch, and then (when it is cool enough for the children to handle), have them squeeze the foil. Let it cool and then ask the students to take it out.

a. How is this metamorphic rock different from igneous rocks? b. How is it different from sedimentary rocks?

4. Now there is only one more type of rock to learn about---metamorphic rocks! Ask students to recall the metamorphic rocks they looked at yesterday, using their Activity Booklets as a resource (gneiss, marble, slate). Discuss where and how metamorphic rocks form: “Where do metamorphic rocks form? (Deep underground.) So they have the weight of a lot of rocks on top of them, which means a lot of pressure! What happens when there is a lot of pressure on something (e.g. clay)? It flattens. They are deep in the earth with also means it is very hot and they could melt! So, what two processes can happen to form metamorphic rocks? (Heat and pressure.)” Begin by looking at gneiss. Ask the students to look at the layers of crystals. “What do we have to do to rocks to get them to form layers? (Pressure.) There are also tiny crystals from the melting and slow cooling of the rock. (Heat and pressure.) The same things happen with slate. It has flaky and flat layers. Sometimes a sedimentary rock is put under more pressure and becomes flatter and flakier—shale. In this case, there is no melting to form crystals. Marble does not form streaks all the time, but it does form lots of shiny crystals.

5. As a class, complete the Rock Cycle Chart. Display the chart using a digital projector or chart paper while students complete the chart in their Activity Booklets.

Elaborate/Extension Ideas

1. Become a Sedimentary Rock: Have students form a random group near a wall (arm length apart). “Now, you are sediment on the lake floor (wall). As I push you, move in a step.” Push students one by one toward each other and the wall. “My pushing is ‘pressure’ moving you closer together just like sediment with layers of weight on top of it!” This continues until the students are close together in a line/layer.

2. Fossil Station: Explain that sedimentary rocks also contain something very special that no other rock has—fossils! Set up a center/station in the classroom for observing fossils. Include magnifying glasses and paper so that students can observe and draw the fossils.

3. “Ride the Rock Cycle”: From the Illinois State Geology Museum Online (2003), this activity integrates writing, drawing, and rock cycle content as students document their “journey through the rock cycle”. During this lesson, students will experience the important idea that the many stages of the rock cycle are not linear, but rather change depending on circumstance. The full lesson and printable materials (in pdf or html format) can be found at the following website: http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf.

4. Music: “The Rock Cycle Song” (To the tune of “Row, Row, Row Your Boat”): This short and simple song is perfect for all ages.

SEDIMENTARY rockHas been formed in layers

Often found near water sourcesWith fossils from decayers.


7

Then there’s IGNEOUS rockHere since Earth was born

Molten Lava, cooled and hardenedThat is how it is formed.

These two types of rocksCan also be transformed

With pressure, heat and chemicalsMETAMORPHIC they’ll become.

Printable lyrics (pdf format) can be found at the following website: http://cmase.uark.edu/teacher/workshops/GEMS-lessons/Rock_Cycle_Song.pdf (Center for Math and Science Education, Arkansas NASA Education Center, 2004).

Evaluation

1. Revisit the K-W-L chart or pre-quiz chart used at the beginning of the lesson. Give students time to share their either validated or changed ideas about rocks.

2. What Have I Learned About Rocks?(Appendix D)3. The Rock Chronicles (Appendix E)

Appendix A

IS IT A ROCK?

Directions: Look at the pictures. If you think it is a rock, circle YES. If you think it is not a rock, circle NO.


8

Diamond YES NO A Boulder YES NO

Gold YES NO Ice YES NO

A Seashell YES NO Aluminum YES NO

A Piece of Sand YES NO Granite YES NO


9

Appendix B

IS IT A ROCK?

CLASS CHART

YES NO

Diamond

Gold

Seashell

Sand

Boulder

Ice

Aluminum

Granite


10

Appendix C

CLUE SHEET

Clue # Clue Rock # Rock Name Type of Rock

1 Find a lightweight rock with lots of holes. It is formed from the froth of a volcano when it explodes! 2 Pumice Igneous

2

Find a flat rock, gray to black in color, with several very tiny and flaky layers. It forms from gray/black mud or clay, or a rock made of mud/clay, being heated and pressed.

9 Slate Metamorphic

3 This rock is dark gray to black. It is smooth and made of tiny mud/clay particles (sediment). 5 Shale Sedimentary

4This rock is specked. It comes in gray, black, and white crystals, OR pink, black, gray, and white crystals. It forms when melted rock of a volcano cools slowly.

4 Granite Igneous

5

This rock is speckled with gray, black and white crystals, but it has crystals that form layers (streaks in the rock). This rock is formed deep underground through melting and pressing.

1Gneiss (pronounced “nice”)

Metamorphic

6 This rock looks like glass and is formed when melted rock of a volcano cools quickly. 3 Obsidian Igneous

7 This rock looks like a bunch of different rocks stuck together. 6 Conglomerate Sedimentary

8 This rock is white, but has tiny shiny clear crystals that sparkle in it. This rock is formed deep underground. 7 Marble Metamorphic

9

This is a rock we see a lot. It is light gray and made of tiny particles (sediment) which can be seen with the magnifier. It is often the gray rocks you see in driveways.

10 Limestone Sedimentary

10

This rock is fairly lightweight, and made mostly of sand which has been compacted together after many years of pressure. If you rub it with your finger, you may be able to see some of the sand, or sediment, rubbing off.

8 Sandstone Sedimentary


11

Appendix D

What Have I Learned About Rocks?

Directions: Fill out the chart using the Word Bank.

Sedimentary Igneous Metamorphic How is it

formed?

1. 2. 3.

Where is it formed

?4. 5. 6.

Word Bank

deep underground heat and pressure volcanoes

pressure under water fire and heat

7. Explain the “Big Rule of the Rock Cycle”. Why do we call it a “cycle”?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


12

Appendix E The Rock Chronicles

Directions: Complete each row by drawing pictures and writing captions in the missing spaces.

Hi! I am a small piece of rock called sediment. My other sediment friends and I always hang out together, but one day we noticed that things were changing… (What process happens

here? How does a piece of sediment become a sedimentary rock?)

Next thing you know, we were all part of one sedimentary rock (conglomerate)!

Whew! Life as a metamorphic rock (gneiss) is pretty tough! As soon as I got comfortable with all this pressure, something

I was swept up into a volcano! It was so hot that I melted and turned into magma! Then, I cooled underground with pink,


13

amazing happened! gray, and black crystals. (What type of rock is the result of cooled and hardened magma?)

As a frothy, igneous rock (pumice), my life began in a volcano where things were pretty hot! After I cooled off and hardened, I thought that the heat wave was over, but after years of…

(What process belongs here? How does an igneous rock become metamorphic?)

Now look at me! I’m not even an igneous rock anymore! I’m metamorphic!

Here I was, a beautiful igneous rock (obsidian), minding my own business on the side of a mountain.

I’ve been here for a long time, so the rain and wind has really started wear me down. I don’t feel like myself anymore. I think weathering has turned me into… (What happens after a rock

is weathered by wind and water? What can it become?)


14

PRESSUREHEAT

VOLCANOES SECME Institute, 2012 Goldston & Allison

15

COOLINGSEDIMENTARYMETAMORPHIC


16

IGNEOUS HEAT AND PRESSURE


17

SEDIMENTROCKS

PUMICE SECME Institute, 2012 Goldston & Allison

18

SLATESHALE

GRANITE SECME Institute, 2012 Goldston & Allison

19

GNEISSOBSIDIAN


20

CONGLOMERATE

LIMESTONE

MARBLE SECME Institute, 2012 Goldston & Allison

21

SANDSTONE


22


dgoldston.weebly.com · web view2019. 8. 20. · igneous = heat/volcanoes. metamorphic = heat and...

Documents