How can you tell rocks apart?
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1 How can you tell rocks apart? Grade Range: 4-7 G.L.E Focus: Time Budget: hours WASL Vocabulary: Overview: Different rocks have different characteristics because of their minerals, the ways in which the rocks were formed, and the processes that acted on the rocks since they were formed. In this activity, students will explore how to use the physical characteristics of rocks to group and identify rocks. They will then use their observations of the rocks to identify a particular rock from a collection. Learning Objectives: Collect and organize data about rocks Distinguish rocks from each other using physical characteristics and then be able to identify rocks out of a particular collection Gain knowledge about what a rock is composed of and how different types of rocks are formed Sources: American Geological Institute (AGI) (c) 2004, 2008 Andrew Alden, geology.about.com, reproduced under educational fair use Materials Rock collection (2 sedimentary, metamorphic and igneous rocks; rocks have stick on numbers 1-6 on them) 6-9 Magnifying lenses/ or hand lenses Rock Data Table (below) Rock Identification Sheet (below) Colored pencils/ or crayons
2 Flipchart or large pieces of paper to record the student s observations on Markers Preparation 1. Photocopy Rock Data Table and Rock Identification handouts. 2. Assemble a set of various types of rocks to use while leading the initial discussion about rocks in the introduction activity. Lesson Plan Introduction Activity: What do your students already know about rocks? Preparation: You will need the collection of rocks you have gathered, large pieces of paper and writing markers for recording the student s answers. Picking up, examining and collecting rocks can be the first steps in moving children toward an appreciation of geology and the bones of the Earth. Even very young children enjoy picking up rocks, lining them up, choosing favorite ones, pouring water over them to make them shiny. By letting children handle and observe rocks you give them an entry point to learning about their planet and the processes that shape the planet. Most children have seen and touched rocks, even if they have only picked up gravel from a driveway. They typically describe rocks as hard and heavy. They will know that rocks are different colors, shapes and sizes, but they may know little about the types of rocks and how these are formed. 1. Assemble the class in front of the group of rocks you have gathered. Pass the rocks around or divide them among the groups if you prefer breaking into smaller groups. 2. Discuss the questions below as a class or in smaller groups, and then have the groups share their answers with the class. What is a rock? What kinds of rocks are there? Where do rocks come from? How can you tell different kinds of rocks apart? How do humans use rocks? 3. As the students are sharing their ideas, record their answers on the large pieces of paper. 4. You can extend this activity further by asking the students What they would like to learn about rocks? Record their questions. From this question you can help students
3 realize that scientists try to find out about the world by asking questions, predicting likely answers and conducting tests to see if their ideas are correct or not. Activity 1: How can you tell rocks apart? 1. After concluding the introduction activity where you assess what the students already know about rocks, introduce them to the investigation question How can you tell rocks apart? They will be working on this question for the remaining time and will find out concrete answers. Additional questions you can ask to get students to think more deeply about the main investigation question are: What characteristics can you observe in rock samples? Different types of rocks form in different ways. How do the differences in the rock formation processes influence the way a rock looks? How do the characteristics of rocks indicate how the rocks were formed? 2. Divide your class into groups of about four students with each group sitting around its table or work area. 3. Before your students begin, tell them how much time they will have to complete their investigation. (Group learning strategies often call for appointing a group time-keeper who keeps the group on track.) 4. Provide your students with the following tools for investigation: Hand lenses (1-2 per group) Rock sample set (contains rocks #1-6, which are sedimentary, metamorphic and igneous samples) Rock Data Table (below) Colored pencils to share 5. Tell your students that their job is to really study their rocks using their senses and their hand lenses to make observations. They need to write down and draw their rock observations on the Rock Table handout provided. 6. After the have examined the rocks for several minutes. Ask the students which characteristics are they using to describe their rock samples. Make a list on the board for all students to view. If these characteristics are not mentioned, consider describing them and adding them onto the list. (color, texture, size of grains or crystals, layering of crystals, different types of minerals present, angularity of the grains) 7. When they finish, ask students to use the data in their tables to make three groups of rocks. The rocks in each group should have similar characteristics. When they have done this, ask groups to volunteer to share their groupings and their reasons for them. 8. Give students copies of the Rock Identification Sheet. Ask them to use the sheets and their Rock Data Tables to identify the groups in which their rocks belong. If they feel
4 confident about this, they can try to identify the specific names of the rock samples. Make sure to emphasize that a certain rock type may look slightly different than the pictured samples. (For example, types of granite come in many shapes and compositions. They can range from salt and pepper in appearance to having pink minerals also. Also the crystals can be small (2-5 mm) or very large (1-2 cm)) 9. When students are finished, hold a whole class discussion about how it is possible to use the characteristics of rocks to group them. Make a list of their ideas on a large piece of paper for later. Please discuss what are the three main types of rocks (sedimentary, metamorphic, igneous) and how each rock type is created (see background information). Activity 1 Extension A: Go over the questions students had about rocks before this activity. As a class, try to answer them. If they cannot be answered, discuss what information you would need to answer the question. How would you go about getting that information or answering your question? Student Assessment Complete this investigation by asking your students to reflect on the how can you tell rocks apart? question and how their answers may have changed as a result of this investigation. For example, most rocks are pretty hard and are solid, but they are different in color, texture, size, shape and shininess. Also, ask students what they now know about rocks that they didn t know before. Ask them what questions they now have about rocks that they hadn t thought of before the investigation. Write these down for later. Assessment 1: Give each group a new set of rocks (you can switch rocks from group to group) and ask the students to group the rocks based upon their characteristics. Ask them to give a reason for why they placed each rock in its group. Activity Background Information There are three main categories of rocks, which are defined by how the rocks are formed. Sedimentary Rocks Sedimentary rocks are formed from sediment, which is solid, loose pieces of rocks (in the form of sand, silt, clay, and gravel), or the remains of living things found at the surface of the Earth. Sediment is material that has been eroded and deposited by wind, running water, waves, and ice. Sediment can also form from material left behind by the evaporation of seawater, or the settling of the remains of animals and plants in oceans, lakes, and swamps. In certain conditions, and over a very long period of time, sediment can become compacted and cemented into sedimentary rock. Sedimentary rock is often found in layers. One way to tell if a rock sample is sedimentary is to see if it is made from grains.
5 Igneous Rocks Rocks are mixtures of one or more minerals. Just like the apples, butter, flour, and sugar are the ingredients of apple pie, minerals like quartz, mica, and feldspar are the ingredients of an igneous (from the Latin word for fire) rock called granite. Igneous rocks come from melted rock material, or magma, that lies under Earth s surface. Igneous rocks form when magma from inside the Earth moves toward the surface, or is forced above the Earth s surface as lava and ash by a volcano. Here it cools and crystallizes into rock. Metamorphic Rocks Metamorphic rocks are rocks that have become changed by intense heat or pressure while forming. In the very hot and pressured conditions deep inside the Earth s crust, both sedimentary and igneous rocks can be changed into metamorphic rock. In certain conditions these rocks cool and crystallize, usually into bands of crystals. Later they can become exposed on Earth s surface. One way to tell if a rock sample is metamorphic is to see if the crystals within it are arranged in bands. Web Resources Activity Handouts Note: The Rock Identification handout is a separate pdf file.
6 Activity 1: ROCK DATA TABLE Name: Sample Number Observations Type of Rock (sedimentary, metamorphic, igneous)
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