Science Grade 06 Unit 09 Exemplar Lesson 02: Rocks and How They Form

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1 Grade 06 Unit 09 Exemplar Lesson 02: Rocks and How They Form Unit: 09 Lesson: 02 Suggested Duration: 8 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will classify igneous, sedimentary, and metamorphic rocks based on the processes of their formation. They will develop an understanding of the multiple pathways of the rock cycle. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Scientific Process TEKS 6.10 Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: 6.10B Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation. 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Grade 06 Unit 09 PI 02 Create a museum exhibit on rocks. In the exhibit, classify samples of rocks as metamorphic, igneous, or sedimentary by the processes of their formation. Standard(s): 6.2E, 6.10B ELPS ELPS.c.1C, ELPS.c.5C Key Understandings Rocks are classified by the process through which they are formed. How are sedimentary rocks formed? How are rocks weathered? How are rocks eroded? How are rocks deposited? How are metamorphic rocks formed? How are igneous rocks formed? Why are igneous rocks classified into subcategories of intrusive and extrusive? What is the rock cycle? Vocabulary of Instruction cementation compaction sedimentation sediment weathering erosion deposition minerals rocks crystals metamorphic rock igneous rock sedimentary rock rock cycle Last Updated 05/23/13 page 1 of 33

2 Materials Unit: 09 Lesson: 02 Suggested Duration: 8 days aluminum foil (1 roll, per teacher demonstration) aluminum pan (1 per group, for Station B) beakers (50 ml, 2 for Station 2) beakers (small, between ml, 2 for Station 3) chalk (sidewalk - not dustless, 2 small equal-size pieces per group rotation, for Station 2) clay (modeling, small amount, per group, for Station A) clothes pin (1, wooden, spring-type per group) drinking straw (flexible neck,1 per student) glue or tape (per group) graduated cylinders (10 ml, 2 for Station 2) gravel (small handful per group, for Station 1) hand lens (1 per student) hole punch (hand held, 1 per teacher for Station A) hot plate (1 per group) ice (various per group rotation) ketchup (10 ml per group rotation, for Station 3) lemon juice (10 ml per group rotation, for Station 3) materials to create displays (colored paper, egg carton sections, cardstock, blocks, foam packing, etc., various per class) paper (blank, 1 sheet per student) pennies (dull, 3 per group rotation, for Station 3) petri dish (1 per group) pipettes (2 per group, for Station B) plastic container (disposable, clear with lid, 1 for Station A) plastic container small, clear, with lid, 1 per group, for Station 1) plate (small, plastic or foam per group) reference books about rocks (various per class) rocks (samples of igneous, sedimentary, and metamorphic, 1 per student) safety goggles (1 pair per student) safety goggles (1 per teacher) sand (small amount, for Station A) scissors (1 pair per student) scissors (1 per teacher demonstration) soil (small amount, per group rotation, for Station B) Starburst candies (3 4 different colors per group) sugar cubes tape or glue (per group) timing device vinegar (20 ml per group rotation, for Station 2) water (tap) wax crayons (different colors, per teacher demonstration) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Who Are We? (see Advance Preparation, 1 set per group) Teacher Resource: Lab Station 1- Mechanical Weathering (see Advance Preparation, 1 for station) Teacher Resource: Lab Station 2- Chemical Weathering (see Advance Preparation, 1 for station) Teacher Resource: Lab Station 3- Chemical Weathering (see Advance Preparation, 1 for station) Teacher Resource: PowerPoint: The Process of Weathering Rocks Handout: Weathering Notes Teacher Resource: Weathering Notes KEY Teacher Resource: Lab Station A- Wind Erosion (see Advance Preparation, 1 for station) Teacher Resource: Lab Station B- Water Erosion (see Advance Preparation, 1 for station) Handout: Erosion and Deposition Notes (1 per student) Teacher Resource: Erosion and Deposition Notes KEY Teacher Resource: PowerPoint: The Process of Erosion and Deposition of Sediments Last Updated 05/23/13 page 2 of 33

3 Teacher Resource: The Process of Forming Sedimentary Rock (1 class set) Unit: 09 Lesson: 02 Suggested Duration: 8 days Teacher Resource: PowerPoint: Sedimentary Rocks Teacher Resource: Sugar Cube Rocks (1 per group) Teacher Resource: The Process of Forming Igneous Rock (1 class set) Teacher Resource: PowerPoint: Igneous Rocks Teacher Resource: The Process of Forming Metamorphic Rock (1 class set) Teacher Resource: PowerPoint: Metamorphic Rocks Teacher Resource: Rock Cycle Guide KEY (1 for projection) Handout: Rock Cycle Guide (1 per student) Handout: Rock Cycle Practice (1 per student) Teacher Resource: Rock Cycle Practice KEY Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Locate, assemble, and prepare all materials. 2. Prior to Day 1: Print on cardstock, laminate, cut a part, and bag the Handout: Who Are We? You will need one set per group. Print on cardstock and laminate the following: Teacher Resource: Lab Station 1- Mechanical Weathering (1 per station), Teacher Resource: Lab Station 2- Chemical Weathering (1 per station), and Teacher Resource: Lab Station 3- Chemical Weathering (1 per station) Weathering Station 1 Use a clear, plastic jar with a lid such as a peanut butter or small mayonnaise jar. You will need a container to place the gravel in. When all groups have finished with the station for the lesson, the gravel should be rinsed of sugar granules. Allow the gravel to dry so that it can be reused. Weathering Station 2 The beaker size should be large enough so that the chalk pieces are submerged. Sidewalk chalk works well. Dustless chalk contains clay and will not give the same effect. Vinegar is a weak acid and will dissolve the chalk which is made from the exoskeletons of microscopic sea organisms. Vinegar and water can be drained, and the chalk can be thrown in the trash receptacle. Weathering Station 3 Again, the size of the beakers should be small enough so that 10 ml of the acidic substance will cover the penny. Use old pennies that are dull, brown or, otherwise, discolored. Two replacement pennies will have to be used for each rotation of the station. Arrange an area for the shiny pennies to be placed. 3. Prior to Day 3: Print on cardstock and laminate the following: Teacher Resource: Lab Station A- Wind Erosion (1 per station) and Teacher Resource: Lab Station B- Water Erosion (1 per station). Erosion and Deposition Station A Use a hand held hole punch to make a hole in the side end of a plastic container about half way up the container. It may be necessary to place two holes overlapping to get a hole large enough to place a straw through. A container with softer sides is preferable, such as sandwich meat containers. A second alternative is for the teacher to poke holes by holding a nail with pliers and heating it. Push the hot nail through the container. Erosion and Deposition Station B The amount of soil doesn t have to be large. Straws may be used instead of pipettes. Place a straw in the water, and place a finger over the top. To release water, remove the finger covering the end. You will need one container for disposal of the water and one for the soil. The soil may be dried out and reused. 4. Prior to Day 7, gather samples of three types of rocks and label the type of rock they are. 5. Prior to Day 8: Gather enough samples of a variety of all rock types for all of your students to have one rock - only labeled with its name. Arrange for student computer/internet use. Gather reference books about types of rocks. 6. Prepare attachment(s) as necessary. Background Information This lesson covers the classification of types of rocks and processes that form rocks within the rock cycle. During this lesson, students will develop an understanding that the Earth is comprised of mostly rock and learn to classify rocks by the processes that formed those rocks. They should develop the understanding that rocks bear evidence of the minerals, temperatures, and forces that created them. After this unit, students in will use these concepts in the next unit dealing with plate tectonics. These concepts are not directly taught again in Grade 8. INSTRUCTIONAL PROCEDURES Last Updated 05/23/13 page 3 of 33

4 Unit: 09 Lesson: 02 Suggested Duration: 8 days Instructional Procedures ENGAGE Who Are We? 1. Divide the class into groups of four. 2. Distribute card sets from the Teacher Resource: Who Are We? (see Advance Preparation) to each group. Instruct students to look at the photos and labels and read the clue cards. 3. Instruct students to discuss the information and match the clue cards to the correct photo cards and labels. 4. Students may or may not be able to match correctly. Monitor and guide groups as necessary. The lesson will address the characteristics of the three classifications of rocks in more detail. 5. The master will serve as a Key as well as the information below. The rocks in each photo are: Igneous granite, obsidian, and scoria Metamorphic slate and marble Sedimentary conglomerate, sandstone, and limestone Minerals feldspar and quartz Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Attachments: Teacher Resource: Who Are We? (see Advance Preparation, 1 set per group) Instructional Notes: Making explicit connections to previous units of study makes for a great review and formatively assesses retention of previously studied concepts. NOTE: Students are not expected to recognize the types of rocks by visual observation. Allow students access to classroom resources such as reference books or textbooks that may contain needed information. 6. Ask: What are the three main types of rock? (Igneous, sedimentary, and metamorphic) What is a rock? Answers will vary; a naturally-formed solid made of one or more minerals What is the difference between a rock and mineral? Answers will vary. Students should recall the information from the previous Unit 02 Lesson 02: Physical Properties of Minerals. Acknowledge all answers without correction. Post student answers on the board. Notebooks: Students record terms and descriptions in their notebooks. Throughout the lesson, students continue to record underlined terms and their descriptions in their notebooks. 7. Instruct students to write the terms mineral and rock in their science notebooks. Using the posted answers from above, work with students to develop a definition for each term. Use the information below to guide students to their class definitions. Students should then add their definitions to their notebooks. A mineral is a solid, inorganic substance with a definite chemical composition. They have a crystal structure which means they have a specific orderly arrangement of atoms. Minerals can be made of one or more elements. Minerals are formed by the cooling of magma and evaporation of water containing dissolved mineral, and they can change into different minerals with heat, pressure, or chemical reactions. Minerals compose rocks. A rock is a naturally-formed solid made of one or more minerals. All rocks on or below the Earth s surface belong to one of three groups: igneous, formed when molten rock cools; sedimentary, formed when small pieces of weathered material settle in layers and are cemented together; and metamorphic, formed from other rocks by heat and pressure. 8. Ask: If rocks are made of minerals, what are minerals made of? (Elements) Make a connection back to the study of elements. If elements make minerals and minerals make rocks, what layer of the earth do rocks make up? (The crust) Make a connection to elements in the Earth s crust (Si, O). 9. Collect the card sets for future use. EXPLORE/EXPLAIN Weathering Suggested Days 1 (continued) and 2 1. Divide the class into groups of 4 5 for station rotations. Set up duplicate stations to maintain small group sizes. 2. Review safety and clean up procedures for each station, prior to beginning stations. Materials: (see Advance Preparation) Last Updated 05/23/13 page 4 of 33

5 You may wish to review each station s procedures, or you may allow students to read the directions at each station. 3. Instruct students to bring their notebooks to each station. They are to include the following in the notebooks for each station: Complete title and number of the station Any data tables on the station card Any drawings/labeling requested on the station card 4. Rotate students through the three stations at your signal. Students should leave the station in the condition in which they found it at the beginning of the rotation. Give them a one minute warning before signaling movement to the next station. 5. Monitor groups, and assist as needed. 6. The general results of each station: 7. Say: Weathering Station 1 The sugar cubes should begin to crumble, and the edges become more rounded. Weathering Station 2 Water should have little or no effect on the chalk. Some bubbles may escape, but these should stop and are not to be confused with more continuous bubbles from the vinegar and chalk chemical reaction. The vinegar should cause bubbles to be released. Given enough time, the vinegar will completely dissolve the chalk. Weathering Station 3 Both the lemon juice and ketchup are acidic. The ph of lemon juice is about 2 and ketchup is 3.8. On the ph scale, 7 is considered neutral. The ketchup removes more of the oxidation on the pennies quicker than the lemon juice does. Lemon juice may be diluted with water, so check the labels. We are going to look at these processes in more detail. These processes all involve the breaking down of rock resulting in sediment. 8. Distribute the Handout: Weathering Notes to each student. Inform students that you will be showing a PowerPoint presentation about the weathering of rocks. Project the Teacher Resource: PowerPoint: The Process of Weathering Rocks. 9. As you discuss the PowerPoint slides, students are to take notes on the graphic organizer on the handout. Key terms are given in the presentation. The use of the graphic organizer will allow students to visualize the mechanical and chemical weathering of rock and appropriate examples. Co-construct the graphic organizer with students to ensure they are recording the appropriate information and not too many details. Point out the connections between the information on the PowerPoint and station investigations. 10. Note: Not all information in the presentation is required for student mastery, but is provided for background and examples that students can visualize. The concepts of weathering, erosion, and deposition are introduced to students in elementary grades. The TEKS for reinforce these concepts and their application in rock formation. 11. Encourage students to add small sketches or notes to assist them in understanding examples. 12. Instruct students to add the term sediment and a definition in their own words to their notebooks. 13. Instruct students to affix their Weathering Notes handouts to their notebooks. plastic container small, clear, with lid, 1 per group, for Station 1) gravel (small handful per group, for Station 1) sugar cubes (5 per group rotation, for Station 1) safety goggles (1 pair per student, for Station 2) beakers (50 ml, 2 for Station 2) water (tap, 20 ml per group rotation, for Station 2) vinegar (20 ml per group rotation, for Station 2) graduated cylinders (10 ml, 2 for Station 2) chalk (sidewalk - not dustless, 2 small equal-size pieces per group rotation, for Station 2) timing device (1 for Station 2) safety goggles (1 pair per student, for Station 3) beakers (small, between ml, 2 for Station 3) lemon juice (10 ml per group rotation, for Station 3) ketchup (10 ml per group rotation, for Station 3) graduated cylinder (10 ml, 1 for Station 3) pennies (dull, 3 per group rotation, for Station 3) timing device (1 for Station 3) glue or tape (per group) Attachments: Teacher Resource: Lab Station 1- Mechanical Weathering (see Advance Preparation, 1 for station) Teacher Resource: Lab Station 2- Chemical Weathering (see Advance Preparation, 1 for station) Teacher Resource: Lab Station 3- Chemical Weathering (1 for station) Teacher Resource: PowerPoint: The Process of Weathering Rocks Handout: Weathering Notes (1 per student) Teacher Resource: Weathering Notes KEY Safety Note: Goggles should be worn when dealing with acids. Instructional Notes: The concepts of weathering are introduced to students in elementary grades. The TEKS for reinforce these concepts and their application in rock formation. Notebooks: Students record all data tables, observations, and drawings in their notebooks. Students record terms and definitions and affix their Weathering Notes handouts. Unit: 09 Lesson: 02 Suggested Duration: 8 days EXPLORE/EXPLAIN Erosion and Deposition Suggested Day 3 1. Divide the class into groups of 4 5 for station rotations. Prepare duplicate stations to maintain small group sizes. 2. Review safety and clean up procedures for each station, prior to beginning stations. You may wish to review each station s procedures, or you may allow students to read the directions at each station. 3. Instruct students to bring their notebooks to each station. They are to include the following in the notebooks for each station: Materials: (see Advance Preparation) plastic container (disposable, clear with lid, 1 for Station A) hole punch (hand held, 1 per teacher for Station A) sand (small amount, for Station A) drinking straw (flexible neck,1 per student) Last Updated 05/23/13 page 5 of 33

6 Complete title and number of the station Any data tables on the station card Any drawings/labeling requested on the station card 4. Rotate students through the two stations at your signal. Students should leave the station in the condition in which they found it at the beginning of the rotation. Give them a one minute warning before signaling movement to the next station. 5. Monitor groups, and assist as needed. 6. The general results of each station: 7. Say: Erosion and Deposition Station A The sand should move away from the direction that the wind is blowing. Sand will pile up as it is deposited when the wind stops flowing. Erosion and Deposition Station B The soil should form deltas near the base of the hill. The water will run down the hill of soil, taking the path of least resistance. If the water is released in the same spot, small gullies will form. We are going to look at these processes in more detail. These processes involve the moving of sediments and deposition of these particles. 8. Distribute the Handout: Erosion and Deposition Notes to each student. Inform students that you will be showing a PowerPoint about erosion and deposition. Project the Teacher Resource: PowerPoint: The Process of Erosion and Deposition of Sediments. 9. As you discuss the PowerPoint slides, students are to take notes on the graphic organizer on the handout. Key terms are given in the presentation. The use of the graphic organizer will allow students to visualize the mechanical and chemical weathering of rock and appropriate examples. Co-construct the graphic organizer with students to ensure they are recording the appropriate information and not too many details. Point out the connections between the information on the PowerPoint and the station investigations. 10. Instruct students to add the term sedimentation and a definition in their own words to their notebooks. 11. Instruct students to affix their Erosion and Deposition Notes handout to their notebooks. clay (modeling, small amount, per group, for Station A) aluminum pan (1 per group, for Station B) pipettes (2 per group, for Station B) water (tap, small container, for Station B) soil (small amount, per group rotation, for Station B) tape or glue (per group) Attachments: Teacher Resource: Lab Station A- Wind Erosion (1 for station) Teacher Resource: Lab Station B- Water Erosion (1 for station) Handout: Erosion and Deposition Notes (1 per student) Teacher Resource: Erosion and Deposition Notes KEY Teacher Resource: PowerPoint: The Process of Erosion and Deposition of Sediments Safety Note: Do not share straws, and dispose of used straws immediately. Instructional Notes: The concepts of erosion and deposition are introduced to students in elementary grades. The TEKS for reinforce these concepts and their application in rock formation. Notebooks: Students record all data tables, observations, and drawings in their notebooks. Students record terms and definitions and affix their Erosion and Deposition Notes handouts. Unit: 09 Lesson: 02 Suggested Duration: 8 days EXPLORE/EXPLAIN Sedimentary Rock Suggested Day 4 1. Divide the class into groups of 3 4, and give each group a sedimentary rock sample. Ask them to observe it. Ask: What is your rock made of? Answers may vary. Students should see sediment such as sand and maybe a fossil. Where do you think the sediment came from to make this rock? Answers may vary. Students should come to the conclusion that the sediment that make the rock came from other rocks that have been weathered. What kind of rock do you think this is? (Sedimentary) Where do you think the name sedimentary rock comes from? (It is named because it is made of sediments.) 2. Give each group 3 4 different colors of the Starburst candies, and ask students to pretend the candy is a representation of different rocks. 3. Instruct them to cut the candy into small pieces and draw what they have created in their science notebook. 4. Ask: If the Starburst is a rock, then what was the process that you used to cut the rock into smaller pieces? (Weathering) What do the small, broken down pieces of Starburst represent? (Sediment) Students should label the pieces as such in their science notebooks. Materials: Starburst candies (3 4 different colors per group) scissors (per student) tape or glue (per group) Attachments: Teacher Resource: TheProcess of Forming Sedimentary Rock (1 class set) Safety Note: Warn students that scissors should be handled with care so they do not cut themselves. Misconception: Students may think that all rocks are the same and it's impossible to tell how they formed. Last Updated 05/23/13 page 6 of 33

7 5. Instruct the students to gently press the sediment together and draw what they create in their science notebook. Ask: What kind of rock was created? (Sedimentary) Instruct the students to label their drawing as sedimentary rock. What did you have to do to get the sediments to stay together? (Pushed them together) Explain to students that this is called compaction. Explain to students that this is part of the process of creating a sedimentary rock. What might compact sediment in nature? Answers may vary. Guide students to the weight of ocean water or layers of sediment that is deposited above this sediment. Why didn t the pieces come apart after you set the rock down? (The candy was sticky.) Explain to the students that this is called cementation. Explain to students that when sediment is compacted, if conditions are right, then sediment can be cemented together to form sedimentary rocks. Notebooks: Students draw and label the Starburst sediment and sedimentary rock they create. Students draw the picture from the reading, summarize how a sedimentary rock is created, and list the examples of sedimentary rocks, in their science notebooks. Students record terms and definitions. Unit: 09 Lesson: 02 Suggested Duration: 8 days 6. Instruct the students to draw an arrow from the sediments to the sedimentary rock drawing in their science notebooks and label the arrow cementation and compaction. 7. Distribute the Teacher Resource: The Process of Forming Sedimentary Rock, and instruct students to read through it. This may be done in groups, pairs, as whole class, or individually. 8. Monitor students as they read the passage. 9. Once students have finished reading, instruct them to draw the picture from the reading, summarize how a sedimentary rock is created, and list the examples of sedimentary rocks, in their science notebooks. Instruct students to record the terms compaction and cementation along with a definition for each in their own words in their notebooks. 10. Monitor students as they work in their notebooks. 11. Show a picture of the Grand Canyon (see Advance Preparation), and ask students to find a partner and discuss why they think the Grand Canyon is so big. Ask them to come up with an explanation using the vocabulary words: weathering, erosion, and deposition. 12. Have a few groups share what they thought, and guide them to the conclusion that the solid rock that made up the land was broken into sediment by weathering. Then, the land was carried away by the river and deposited somewhere downstream. Some of the sediment made it all the way to the ocean. Ask: What do you think will happen to the sediment from the Grand Canyon? Answers may vary. One thing that could happen is the sediment could be compacted and cemented together with sediment from other rocks to form a new sedimentary rock. EXPLORE/EXPLAIN Igneous Rock Suggested Day 5 1. Project the Teacher Resource: PowerPoint: Sedimentary Rocks, and review the process of the formation of sedimentary rocks through questioning. 2. Divide the class into groups of 3 4, and distribute the Teacher Resource: Sugar Cube Rocks (see Advance Preparation) to each group. 3. Ask students to read the directions on the handout. Answer any questions that they may have. 4. Review safety procedures for working with a hot plate. Also, remind students that molten sugar can cause burns. 5. Instruct students to record observations and drawings, as well as answer all questions in their science notebooks. Instruct them to make careful observations and illustrations, as they will revisit this information later in the lesson. 6. Model each step, and monitor and assist students while they complete the activity. 7. Review the questions from the Teacher Resource: Sugar Cube Rocks. Materials: sugar cubes (2 per group rotation) hand lens (4 per group) ice (various per group rotation) hot plate (1 per group) aluminum foil (1, 8 cm square per group rotation) petri dish (1 per group) clothes pin (1, wooden, spring-type per group) plate (small, plastic or foam per group) tape or glue (per group) Attachments: Teacher Resource: Power Point: Sedimentary Last Updated 05/23/13 page 7 of 33

8 8. Distribute the Teacher Resource: The Process of Forming Igneous Rock, and allow students time to read through the material. This can be done as a whole class, pairs, small group, or individual activity. 9. Monitor students as they read the passage. 10. Once students have finished reading, instruct them to draw the picture from the reading, summarize how an igneous rock is created, and list the examples of igneous rocks, in their science notebooks. Instruct students to record the terms intrusive and extrusive along with a definition for each in their own words in their notebooks. 11. Monitor students as they work in their notebooks. Rocks Teacher Resource: Sugar Cube Rocks (1 per group) Teacher Resource: The Process of Forming Igneous Rock (1 class set) Safety Note: Review safety procedures for working with a heat source and hot material. Unit: 09 Lesson: 02 Suggested Duration: 8 days 12. Ask: What is the process that creates all igneous rocks? (Melting and cooling) What is the difference between an intrusive rock and extrusive rock? Answers may vary. Intrusive rocks are formed inside of the Earth, take longer to cool, and grow larger crystals than extrusive rocks that form by cooling on the surface of Earth 13. How can we remember the difference? Answers may vary. INtrusive rocks cool INside the Earth and EXtrusive rocks EXit the Earth. Instructional Note: Students have learned about the formation of sedimentary rocks in Grade 5, but the information on igneous and metamorphic rocks is introductory. Notebooks: Students illustrate and describe various steps of the sugar cube rocks lab and answer the questions in their science notebooks. Students draw the picture from the reading, summarize how an igneous rock is created, and list the examples of Igneous rocks, in their science notebooks. EXPLORE/EXPLAIN Metamorphic Rock Suggested Day 6 Students record terms and definitions. 1. Project the Teacher Resource: PowerPoint: Igneous Rocks, and review the process of the formation of igneous rocks through questioning. 2. Display different colored wax crayons, and explain to students that the crayons represent rocks. Using the scissors, begin shaving down the crayons into smaller pieces. Ask: What process am I modeling by shaving pieces of the crayons off? (Weathering) What do the smaller pieces of crayon represent? (Sediment) How could I create a crayon sedimentary rock? (By compacting the pieces together) 3. Place the pieces into a square of aluminum foil, and then fold the foil so that all edges are sealed. 4. Press down on the foil so that the pieces of crayons will compact. 5. Open the foil, and show the students what was created. Say: This is a representation of a sedimentary rock. I have used some pressure to compact the sediment together. Show students that the crayon pieces are stuck together, but show how easily the rock breaks apart. Metamorphic rocks are created with even more pressure and heat. I will demonstrate how a metamorphic rock is created. 6. Refold the aluminum foil, and place it on the hot plate for just a couple of seconds; this is enough time for the wax to soften, but not completely melt. 7. Once the wax is warm and soft, remove it from the hot plate and reapply pressure using a book or something flat and heavy. 8. Open the foil, and show the students what was created. Ask: What is the difference between the metamorphic crayon rock and the sedimentary crayon rock? Answers may vary. The metamorphic rock looks Materials: wax crayons (different colors, per teacher demonstration) scissors (1 per teacher demonstration) aluminum foil (1 roll, per teacher demonstration) hot plate (1 per teacher demonstration) safety goggles (1 per teacher) tape or glue (per group) Attachments: Teacher Resource: PowerPoint: Igneous Rocks Teacher Resource: The Process of Forming Metamorphic Rock (1 class set) Safety Note: Safety goggles should be worn when using scissors to shave crayons. Instructional Notes: You might need to practice the demonstration before class to find out the length of time required for the wax to soften but not melt completely. Optional: If time permits, allow students to use the materials to model the process of the formation of a metamorphic rock. Notebooks: Students draw the picture from the reading, summarize how a Last Updated 05/23/13 page 8 of 33

9 similar, but the crayon pieces look more blended together. The pieces of crayon may appear larger. The metamorphic rock is denser and it is harder to break apart. 9. Distribute the Teacher Resource: The Process of Forming Metamorphic Rock, and allow students time to read through the material. This can be done as a whole class, pairs, small group, or individual activity. metamorphic rock is created, and list the examples of metamorphic rocks in their science notebooks. Students record terms and definitions. Unit: 09 Lesson: 02 Suggested Duration: 8 days 10. Monitor students as they read the passage. 11. Once students have finished reading, instruct them to draw the pictures from the reading, summarize how a metamorphic rock is created, and list the examples of metamorphic rocks, in their science notebooks. Instruct students to record the terms foliated and non-foliated along with a definition for each in their own words in their notebooks. 12. Monitor students as they work in their notebooks. 13. Ask: What is the process needed to create a metamorphic rock? (Heat and pressure) What is the difference between a foliated and non-foliated rock? Answers may vary. Foliated rocks have stripes and form under large amounts of uneven pressure. Non-foliated rocks do not have stripes, but may develop larger crystals. EXPLORE/EXPLAIN Rock Cycle Suggested Day 7 1. Project the Teacher Resource: PowerPoint: Metamorphic Rocks, and review the process of the formation of metamorphic rocks through questioning. 2. Project the Teacher Resource: Rock Cycle Guide KEY. 3. Distribute the Handout: Rock Cycle Guide to each student. 4. Guide students through the rock cycle, stressing the processes that change and form rocks. Instruct students to fill in the empty boxes on their guide as you discuss the rock cycle process. 5. Inform students of the following about the rock cycle: There is not a set rotation or direction through the rock cycle. A rock may become several types of rock during the cycle. Not all rocks will change to all three types of rocks. It can take millions of years for a rock to change to another type of rock. Materials: Attachments: tape or glue (per group) Teacher Resource: Power Point: Metamorphic Rocks Teacher Resource: Rock Cycle Guide KEY (1 for projection) Handout: Rock Cycle Guide (1 per student) Handout: Rock Cycle Practice (1 per student) Teacher Resource: Rock Cycle Practice KEY 6. Ask: What is the difference between erosion and weathering? (Erosion is the process of moving sediment or weathered rock from one place to another. Weathering is the process of breaking down material into smaller pieces.) Before a rock can change into an igneous rock, what must happen first? (It must melt and become magma.) What is the difference between magma and lava? (Magma is molten material below the surface of the Earth. Once magma reaches the surface of the Earth, it is called lava.) It can be ejected from a volcano or seep onto the sea floor. Which process forms an igneous rock from magma? (Cooling of molten material) Which processes form metamorphic rocks? (Heat and pressure) What do all rocks go through before they become sediment? (Weathering, erosion, and deposition) Which processes form sedimentary rocks from sediment? (Compaction and cementation) By looking at the diagram, how can you be sure a sedimentary rock can turn into a sedimentary rock again? (A sedimentary rock can be weathered into sediment and then cemented and compacted with other sediment to form a sedimentary rock.) Is the rock cycle a circle? Explain your answer. Answers may vary; however, student answers may include that rocks may undergo a process several times or that rocks may change between two forms without ever becoming all three forms 7. Divide students into pairs or groups of three. Instructional Notes: It may be helpful to project a copy of the handout while explaining. Students can add color to reinforce concepts. Instruct students to attach the rock cycle practice to their notebooks, as they will need it later in the lesson. The rock cycle is an illustration that is used to explain how the three rock types are related to each other and how Earth processes change a rock from one type to another through geologic time. A trip through the rock cycle takes millions of years. Plate tectonic movement is responsible for the recycling of rock materials and is the driving force of the rock cycle. Check For Understanding: Consider using the Who Are We? card sets to formatively assess students. Notebooks: Students affix the Rock Cycle Guide and the Rock Cycle Practice handouts to their notebooks. Last Updated 05/23/13 page 9 of 33

10 8. Distribute a copy of the Handout: Rock Cycle Practice to each student. Unit: 09 Lesson: 02 Suggested Duration: 8 days 9. Ask the students to work together, using their Handout: Rock Cycle Guide, to fill in the empty bubbles with the correct processes to complete the diagram. Inform students that they will have to analyze their guide to determine where to place information on their Rock Cycle Practice handout. 10. Monitor and assist students as needed, and review the correct answers when the students finish. 11. Instruct the students to affix the Handouts: Rock Cycle Guide and Rock Cycle Practice to their science notebooks. ELABORATE Rocks and Their Formation Tabbed Organizer Suggested Days 7 (continued) and 8 1. Regroup students, or allow them to remain in the same groups. 2. Distribute a sheet of blank paper to each student. 3. Instruct students to fold a piece of paper in half, from top to bottom. Cut the top piece, from the edge to the fold, into three sections. 4. Instruct students to label the front of the flaps with the names of each of the three rock types. 5. Distribute a labeled sample of each rock type to each group and hand lenses for observation. 6. Allow students some time to observe the three different types of rocks. 7. Explain to students that they will use the information in their science notebooks to write definitions, observations, draw a picture, and write the processes that create each rock type. Sedimentary rock: A sedimentary rock is made of sediment of other rocks that have been weathered, eroded, and deposited, then compacted and cemented together to form a new rock. Observations may vary. Metamorphic rock: Rocks transformed by heat and/or pressure into a new rock with different properties. Observations may vary. Igneous rock: An igneous rock comes from magma or lava that solidified as it cooled. Observations may vary. Materials: rocks (samples of igneous, sedimentary, and metamorphic, 1 each per group) paper (blank, 1 sheet per student) scissors (1 pair per student) hand lens (1 per student) tape or glue (per group) Instructional Note: Unfolded sample: Check For Understanding: The three tabbed organizer is a great opportunity for a formative assessment. 8. Monitor and assist students while they complete the activity. Approve each group s work by facilitating the correct placement of components through guided questioning. EVALUATE Performance Indicator Grade 06 Unit 09 PI 02 Create a museum exhibit on rocks. In the exhibit, classify samples of rocks as metamorphic, igneous, or sedimentary by the processes of their formation. Standard(s): 6.2E, 6.10B ELPS ELPS.c.1C, ELPS.c.5C 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. Suggested Day 8 (continued) Materials: rocks (samples of igneous, sedimentary, and metamorphic, 1 per student) reference books about rocks (various per class) materials to create displays (colored paper, egg carton sections, cardstock, blocks, foam packing, etc., various per class) Attachments: Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Last Updated 05/23/13 page 10 of 33

11 Who Are We? Clue Card One of us is formed underground from slowly cooling magma. One of us is formed from lava being ejected from a volcano. One of us is volcanic glass formed from rapidly cooling lava. Clue Card One of us used to be a rock known as shale. One of us used to be a rock known as limestone. We formed under pressure and heat. Metamorphic Rocks Igneous Rocks 2012, TESCCC 05/23/13 page 1 of 3

12 Clue Card One of us was eroded so quickly that there wasn t time for the particles to weather to sand before forming. One of us is made from pieces of sand cemented together into rock. One of us is made of tiny skeletons of microscopic organisms that lived in ancient shallow seas. Clue Card One of us makes up about 60% of the continental crust. One of us is found in almost every rock. We can be found in granite. Sedimentary Rocks Minerals 2012, TESCCC 05/23/13 page 2 of 3

13 Image Citations: , TESCCC 05/23/13 page 3 of 3

14 Lab Station #1- Mechanical Weathering Effect of Gravel on Sugar Cubes Materials: small, clear, plastic container with lid small handful of gravel sugar cubes (5) Procedure: 1. Record all information in your notebooks. 2. Draw the data table below in your notebooks. 3. Observe the appearance and shape of a sugar cube and the gravel, and sketch the cube in your notebooks. Include a written description of your observation. 4. Place a small handful of gravel into the container. 5. Add five sugar cubes to the container, and secure the lid. 6. Gently shake the container in an up and down direction for the number of shakes specified in the chart. 7. Open the container after each specified number of shakes, and observe the condition of the contents. Describe the condition of the cubes in the notebooks. Make a drawing of the sugar after 60 shakes. 8. Dispose of the sugar, and wipe the gravel with a dry paper towel. Return the gravel to its original container. Before Shaking After 10 Shakes After 30 Shakes After 60 Shakes Sugar Gravel 2012, TESCCC 11/30/12 page 1 of 1

15 Lab Station #2- Chemical Weathering Effect of Water and Vinegar on Chalk Materials: safety goggles small beakers (50 ml) (2) 20 ml of tap water 20 ml of vinegar 10 ml graduated cylinders (2) small, equal-size pieces of sidewalk chalk (not dustless) (2) hammer timing device Safety Note: Wear safety goggles. Procedure: 1. Record all information in your notebooks. Draw the data table below in your notebooks, and record the information. 2. Measure and pour 20 ml of water into one of the two beakers. 3. Measure and pour 20 ml of vinegar into the other beaker. 4. Try to break the two pieces of chalk to be the same length. The goal is to have approximately the same amount for each container. 5. Place one piece of chalk inside a folded piece of paper towel. Crush the chalk by stepping on the towel or gently tapping it with the hammer. Repeat this with the other piece of chalk. 6. At the same time, add the crushed pieces of chalk to each of the containers. It may be necessary to add a little more of each liquid (in equal amounts) to ensure that the chalk is covered by liquid. 7. Observe and record at the time intervals listed below. Chalk At Start After 3 Minutes After 6 Minutes After 9 Minutes Water Vinegar 2012, TESCCC 11/30/12 page 1 of 1

16 Lab Station #3- Chemical Weathering Effect of Lemon Juice and Ketchup on Copper Pennies Materials: safety goggles small beakers (between ml) (2) 10 ml of lemon juice 10 ml of ketchup 10 ml graduated cylinder dull pennies (3) timing device paper towels container of water Safety Note: Wear safety goggles. Procedure: 1. Record all information in your notebook. Draw the data table in your notebook, and record the information. 2. Measure and pour 10 ml of lemon juice into one beaker. 3. Measure and pour 10 ml ketchup into the other beaker. 4. Place one dull penny on the lab station for an example of what it looked like before immersion. Describe the penny at your table. 5. Place one dull penny in each beaker for five minutes. Remove the pennies, and rub each one between your index finger and thumb before rinsing. Compare how the penny looked before and after. Describe the pennies in the table. 6. Wash the two pennies that were in the acid, and place them in the container designated by your teacher. 7. Wash your hands, dispose of used lemon juice and ketchup, and restore station to prepare for next group. Pennies Observations and Drawings Old Penny Lemon Juice Ketchup 2012, TESCCC 11/30/12 page 1 of 1

17 Weathering Notes WEATHERING MECHANICAL CHEMICAL 2012, TESCCC 11/30/12 page 1 of 1

18 Weathering Notes KEY WEATHERING The breaking down of rock into smaller pieces that remain next to each other. Weathering forms sediment. There are two types: MECHANICAL CHEMICAL Physical breaking of rock without any change in the chemical composition of the rock The breaking down of rock into smaller pieces because of chemical changes within the rock Ice Wedging Exfoliation Thermal Biotic (force) Oxidation Hydrolysis Carbonation Biotic (acid) 2012, TESCCC 11/30/12 page 1 of 1

19 Lab Station A- Wind Erosion Materials: disposable, clear, plastic container with lid hand held hole punch small amount of sand flexible-neck drinking straws clay Safety Note: Use a clean straw for each student. Procedure: 1. Use a hole punch to make a hole in the side end of a plastic container, about halfway up the container. It may be necessary to place two holes overlapping to get a hole large enough to place the straw through. (This step may have been done for you by your teacher.) 2. Make a sand hill in the container. Make sure the lid is secure. Do not place the sand hill too close to the end of the container with the hole in it. 3. Place a drinking straw into the hole. Use a rope of clay to place around the hole where the straw enters. Make sure that the area around the straw is sealed with the clay. 4. Angle the straw neck upward, and blow gently into the straw. Observe and record what happens in your notebooks. 5. Blow in the straw again, but with more force. Again, observe what happens, and record it in your notebooks. 6. Remove the straw, and dispose of it. Remove the sand from the container, and return it to its original container. Place your container in the area designated by your teacher. Clean up any sand that has spilled. 2012, TESCCC 11/30/12 page 1 of 1

20 Lab Station B- Water Erosion Materials: soil aluminum pan pipettes or drinking straws container of water Procedure: 1. Make a soil hill in the middle of a small, aluminum pan. Press down on the soil slightly to create the hill. 2. Use the pipettes or straws to release a stream of water at the top of the hill. Observe what happens, and record it in your notebooks. 3. Repeat, releasing water five more times. Observe, describe, and illustrate what happens and record in your notebooks. 4. Describe the pattern of deposition seen at the foot of the soil hill. 5. Pour the water out of the pan, and place the soil in the container designated by your teacher. 2012, TESCCC 11/30//12 page 1 of 1

21 Erosion and Deposition Notes Transport and Relocation of Sediment EROSION DEPOSITION 2012, TESCCC 11/30/12 page 1 of 1

22 Erosion and Deposition Notes KEY Transport and Relocation of Sediment EROSION DEPOSITION The moving of rock material from one place to another The laying down of sediments that were carried to a new location from another location Waves Glacial Wind Ice Wind Water Gravitational Bioerosion Water 2012, TESCCC 11/30/12 page 1 of 1

23 The Process of Forming Sedimentary Rock Sedimentary rocks make up about 70 75% of the rocks at the Earth s surface. They form in environments such as beaches, rivers, the ocean, and anywhere that sand, mud, clay, and other types of sediment collect, but are mostly formed in water. A sedimentary rock is a layered rock that is formed from the processes of compaction and cementation of sediments. These rocks are formed from sediment that has been weathered, eroded, and deposited from existing rock and other material, such as plants or animal remains. Sedimentary rocks are the only rocks in which fossils can be preserved. Sediments undergo the process of lithification (becoming rock) by compacting under pressure and filling pore space by cementation. Compaction occurs when layers of sediment are pressed together under the weight of multiple layers of rock and sediment. This pressure on the layers reduces the thickness of each of the original layers, somewhat like a trash compactor. The reduction of the thickness causes the spaces around the layers to be reduced as well. The result is tighter packed layers. Cementation occurs when dissolved minerals solidify within the spaces between the particles of sediment. Dissolved minerals fill in the spaces between the sediment particles. Solid rock forms as the minerals act like glue to hold the sediments together. Calcite and silica are two common minerals that act as cement. Sedimentary rocks are classified by how they are formed. The following are different types of sedimentary rocks: Shale is composed of silt or clay that has been compacted or squeezed together to form a solid rock. Shale forms in quiet waters such as swamps and bogs. Sandstone forms when grains of sand are cemented together to form solid rock. Crystals grow from the dissolved minerals in the spaces around the sand grains. Solid rock is formed from the sand grains as the crystals fill in the spaces. Conglomerates form by the cementing of pebble-size rock fragments. Limestone forms as tiny pieces of shells and the skeletal remains of dead sea animals are cemented together. Chert can form from recrystallization of silicon rich skeletons, such as glass sponges and diatoms. Halite, commonly called rock salt, is a chemically formed sedimentary rock. It is formed by the evaporation of salt water from shallow oceans or seas. Coal is compressed vegetation. 2012, TESCCC 05/23/13 page 1 of 1