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- Rocks and Minerals and Rock Cycle:
Identification of minerals and rocks
Know the difference between rocks and minerals
Classification of the three types of rocks
Understanding of what processes affect rock formation
Knowing how the different rock types are related to each other
- Igneous Rocks:
Understand how igneous rocks form
Identify individual types of igneous rocks
- Know what the color of igneous rocks indicates
- Know textures and what they indicate in relation to igneous rock formation
- Be able to understand what crystal size means in relation to igneous rocks
Know locations where igneous rocks form in relation to plate tectonics
- Sedimentary Rocks:
Understand how sedimentary rocks form
- What processes can make a sedimentary rock?
How to classify sedimentary rocks according to how they form
- Clastic rocks based on how they formed through grain size, angularity, sorting
- Non-clastic rocks based on how they formed based on material they’re made of
Locations where sedimentary rocks form in relation to plate tectonics
- Metamorphic Rocks:
Understand how metamorphic rocks form
What processes affect rock to make it metamorphic
How to classify metamorphic rocks according to how they form and what they look like
Locations where metamorphic rocks form in relation to plate tectonics
- All rocks are the same and it’s hard to tell how they originated.
- Humans can fabricate rocks and minerals.
- Artifacts are the same as rocks and minerals.
- Rocks and minerals are the same; distinguishing them is not important.
- Minerals are not important in my life.
- Rock types are unrelated to each other.
- Rocks don’t change.
- Rocks can only change to one other rock type.
- All rocks are heavy.
- The earths’ Mantle is made of liquid magma.
- Magma originates at the core.
- Igneous rocks form on the surface of volcanoes.
- Igneous rocks form very quickly.
- Weathering and erosion are the same.
- Sedimentary rocks form only through compression.
- Sediment is just particles that settle out of water.
- Chalk/limestone confusion.
- Little knowledge of different processes forming sedimentary rock.
- All metamorphic rocks are banded or folded.
- Rock types are unrelated to each other.
- Rocks and minerals are the same; distinguishing them is not important.
- Activities include an alternating combination of lecturing, activities, and students presenting their ideas and filling tables of information. Activities include cooling melted chemicals to crystallize “rock”, sediment settling, “metamorphosing” sugar, as well as the observation and analysis of rock samples. The final assessment includes using sugar as a proxy for rock as well as identification of a wide variety of rock samples.
- Rocks and Minerals: After given initial knowledge of different mineral and rock types, students determine whether a set of samples are rocks or minerals.
- Igneous Rocks: Melting salol crystals and then allowing the mixture to cool at variable rates will show the students how igneous rocks are formed in different locations. The different mixtures represent intrusive and extrusive igneous rock formation. This activity uses open flame as the mixtures are melted on spoons over a tea light. Simultaneous cooling at different temperatures will be done using ice to cool one mixture faster than the other at room temperature. Crystal size and cooling rate will be related to understand cooling within the earth and on it. Other activities include observing and describing igneous rocks.
- Sedimentary Rocks: A sediment settling activity will show the layering sedimentary rocks often exhibit. Students will first examine several different sediments to determine their size, shape, and other notable characteristics. The sediments will be mixed together in a container of water until all sediments are suspended, and then set aside to let settle. A lecture using a
PowerPoint presentation will explain different sedimentary rocks and how they form. After this, they will apply their knowledge to samples of different sedimentary rocks. Finally, locations where sedimentary rock form will be analyzed in relation to plate tectonics and type of rock.
- Metamorphic Rocks: The lecture will cover the different processes that affect how the metamorphic rocks form and the different types. Students use classification schemes and the knowledge from the lecture to identify rock samples of various metamorphic rocks during the first activity. The second activity allows students to manipulate sugar in ways that processes in the earth metamorphose rock.
- Rock Cycle: This wrap-up of the unit includes two major activities with worksheets used as assessment for the whole unit. In addition, there is a quick
PowerPoint introduction to the second part of the first activity along with more information to connect the rock cycle with plate tectonics. The first major activity uses sugar as a proxy for rock, allowing students to manipulate the “rocks” to see how they all are related. The second activity allows the students to use their knowledge from the previous lessons to identify a wide variety of rock samples.
- Each lesson includes a PowerPoint presentation with included teaching notes. Each activity has two documents, one to handout to students, and one with detailed teacher instructions. In addition to each individual activity, the students will fill out the relevant parts of the Rock Identification guide after each lesson about minerals and rock types.
- This lesson is an introduction to the rocks and minerals. The focus is to help students learn what rocks and minerals are and how to distinguish between them. An activity introducing students to analytical observation and description of rocks and minerals follows a short introductory lecture. Students use critical thinking to use limited information on each type of rock to make educated guesses as to which rock belongs to what category. This lesson leads into deeper explorations of each rock type in subsequent lessons, culminating in how they all relate to each other.
- The focus of this lesson is to understand processes which govern the formation of igneous rocks, ways to classify them, and the locations in which they form, particularly which plate tectonics related environments. The first will be undertaken by having students participate in a crystallization activity using a solution which upon cooling forms crystals of varying sizes over varied time periods. Students will then examine a suite of igneous rock samples to relate the activity to real life. Finally, the students will then relate the pressure, temperature conditions that form igneous rocks to plate tectonics environments and volcanoes.
- The focus of this lesson is to understand processes which govern the formation of sedimentary rocks, ways to classify them, and the locations in which they form, particularly which plate tectonics related environments. The first will be undertaken by having students participate in a sedimentation activity using a different sized particles suspended in water and settled. Students will then examine a suite of sedimentary rock samples to relate the activity to real life. Finally, the students will then relate the rocks to plate tectonics environments, especially depositional environments.
- The focus of this lesson is to understand processes which govern the formation of metamorphic rocks, ways to classify them, and the locations in which they form, particularly which plate tectonics related environments. The first will be undertaken by having students participate in a deformation activity using clay and pressure to change the resulting rock formation. Students will then examine a suite of metamorphic rock samples to relate the activity to real life. Finally, the students will then relate the pressure, temperature conditions that form metamorphic rocks to locations where they can form, especially plate tectonics environments.
- This lesson is a summation of knowledge gained over the course of the unit bringing together the rock cycle and plate tectonics. It is a combination of activities and analysis to determine formation processes as well as classification of rocks. The first activity allows students to manipulate a proxy for rocks in order to better understand how the separate rock types discussed previously are related to each other and to plate tectonics. The second activity tests knowledge and skill in identifying and classifying rocks. Finally, the rock cycle is related to plate tectonics through the Wilson Cycle and plate reconstructions.
- This lesson plan is designed for a ninth grade Earth Science class, and spans a period of duration from one to two weeks, depending on the students. Prior knowledge of plate tectonics is necessary. This is best as a series of lectures as they are all interrelated and the final lesson brings all the previous sections together. The final product is a hands-on activity showing the rock cycle using sugar crystals as proxy for mineral crystals in rocks. This will be used in conjunction with plate reconstruction animations to relate the rock cycle to the plate tectonics cycle known as the Wilson cycle.
- The assessment for this unit is as much verbal as written. Students are asked questions to assess their knowledge throughout the class period and present their rock identifications (done in small groups) to the class. The written assessment for this unit is several worksheets, one at the beginning for an initial assessment, one worked on progressively throughout the unit, one for each of the main activities, and a combination of several as a final assessment.
- Initial knowledge is assessed using a quick activity where students describe a small suite of rocks and minerals. It is used to better discriminate rocks from minerals and applying the introductory knowledge of rocks and minerals as well as preconceptions to allow the educator to assess a background level of knowledge.
- The Rock Identification Guide is progressively filled out over the course of the unit. This is a table that the students fill out with the information they learn about the different rock types. For each rock type, they will fill in a description, what to look for, and examples. Under “description”, they will write a general description including a list the main divisions for how the particular rock type is classified and the descriptions of these divisions. Under “What to look for” the students will write what physical characteristics determine which type of rock they are, and any special indicators of the subdivisions. Under “examples”, they will write names of rocks classified under the general rock type and the classification of the examples. Each of the main activities (Crystallization, Sediment Settling, Sugar Metamorphism, and Sugar Rock Cycle) has an associated handout for students to fill in during the activity.
- The Rock Cycle concept map is filled out during the final activity along with the rock cycle activity worksheet. About half of the concept map can be filled out during in the activity, following the steps during the activity. The rest of the concept map should be filled out subsequently using their intuition and knowledge gained during the unit.
- Final assessment constitutes a rock identification examination “Final Rock Identification” where they utilize a set of rules and all their knowledge from the whole unit to identify a set of rocks and minerals (this set should be a mix of rocks they have already examined and ones they have not seen before).
- The final project is to fill out the Rock Cycle Concept Map with the connecting words between the rock types while conducting the sugar rock cycle activity. They should also have filled in the Rock Identification Guide by the end of the unit. Also, a suite of rock samples should be identified using the Final Rock Identification document allowing students to use critical thinking determine the name of each rock. Combined, these worksheets provide written assessment of their learning over the course of the unit.
- This unit is formulated to fit a format using the 5 E learning method for each lesson and the unit as a whole. Students “engage” when given a question to think about and write their initial ideas for the answer in their notes and share their ideas with the class. Following this, an activity is introduced where students “explore” a particular aspect of the lesson. Students then “explain” what they have learned. With additional information provided by the teacher, the students have a better understanding of the concept. To “extend”, the students apply their new knowledge to a second activity, and finally they are “evaluated” through a worksheet.
- Rocks and Minerals: Students “engage” when given a question about their initial ideas about the differences between rocks and minerals to write in their notes and share their ideas with the class. Following this, an activity is introduced where students “explore” samples of rocks and minerals to determine identifying properties. Students then “explain” what they have learned through oral presentations to the class as well as their written descriptions on the worksheets (Rock + Mineral descriptions – handout, and the Mineral part of the Rock Identification Guide). With additional information provided by the teacher during the powerpoint, the students have a better understanding of the concept. To “extend”, the students apply their new knowledge to a future activities in the unit, and finally they are “evaluated” through a set of worksheets throughout the unit.
- Igneous Rocks: Students “engage” when answering a key question about their initial ideas of igneous rock formation in their notes and sharing their ideas with the class. Following this, the crystallization activity is introduced where students “explore” the relationship between crystal size and cooling rate. Students then orally “explain” what they learned to the class. With additional information provided by the teacher through the lecture, the students have a better understanding of the concept. To “extend”, the students apply their new knowledge to a second activity involving the analysis of individual igneous rock samples, furthering their knowledge. Finally, they are “evaluated” through verbal communication of understanding and a worksheet summarizing the knowledge learned.
- Sedimentary Rocks: Students “engage” when given a question to think about and write their initial ideas for the answer in their notes and share their ideas with the class. Following this, an activity is introduced where students “explore” how sediment forms layers. Students then “explain” what they have learned through oral answers and written explanations on worksheets. With additional information provided by the teacher through a further lecture, the students have a better understanding of the concept. To “extend”, the students apply their new knowledge to a second activity identifying samples of sedimentary rock, and finally they are “evaluated” through a worksheet.
- Metamorphic Rocks: Students “engage” when answering a key question about their previous understanding of metamorphism in their notes and sharing their ideas with the class. Following this, an activity is introduced where students “explore” metamorphic rocks by observing samples of these rocks. Students then “explain” what they learned through oral presentations to the class. With additional information provided by the teacher, the students have a better understanding of the concept. To “extend”, the students apply their new knowledge to a second activity, furthering their knowledge by manipulating a proxy for rocks in similar ways to natural metamorphic processes. Finally, they are “evaluated” through verbal communication of understanding and a worksheet summarizing the knowledge learned.
- Rock Cycle: Students “engage” when questioned about the relationship between all the rock types they learned about. Following this, the sugar rock cycle activity is introduced where students “explore” a particular set of steps in the rock cycle. Students then “explain” what they have learned using the two rock cycle worksheets. To “extend”, the students apply their new knowledge to a second activity, the final rock identification and classification, and finally they are “evaluated” through their written assignments.
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- 3. Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth’s surface. As the basis for understanding this concept: c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.
- Earth and Space Content Standard D: As a result of their activities in grades 5-8, all students should develop and understanding of Structure of the Earth System; Some changes in the solid Earth can be described as the “rock cycle.” Old rocks at the Earth’s surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized into new rock. Eventually, those new rocks may be brought to the surface by forces that drive plate motions, and the rock cycle continues.
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Igneous Rocks
Sedimentary Rocks
Metamorphic Rocks
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- Grade Level: 9th grade Earth Science class
- Time Frame: Duration from one to two weeks, depending on the students. Prior knowledge of plate tectonics is necessary.
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SIO Entrance
Scripps Pier
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Design EarthRef.org
Sponsored by NSF and NSDL
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