Planet Earth:
Lithosphere Changes
Contents
Plate Tectonics
GLE’s 3rd: 2,5,6,9,46
4th: 2,6,7,10,63
Weathering and Erosion
GLE’s 3rd: 2,4,5,6,9,15,46
4th: 2,4,6,7,10,13,17
Rock Cycle
GLE’s 3rd: 2,5,7,10,13,50
4th: 2,6,7,10,13,55
Sedimentary Rocks/Fossil dating
GLE’s 3rd: 2,5,7,10,13,46,52
4th: 2,6,7,10,55,63
Minerals
GLE’s 3rd: 2,5,7,10,13,45
4th: 2,6,7,17,62
Internet References
Great site for animations/pictures
http://www.classzone.com/books/earth_science/terc/navigation/visualization.cfm
Plate Tectonics/natural disasters
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http://www.windows.ucar.edu/tour/link=/earth/interior/plate_tectonics.html
http://www.wwnorton.com/college/geo/egeo/flash/2_6.swf
http://education.sdsc.edu/optiputer/flash/convection.htm
http://www.pbs.org/wnet/savageearth/
Weathering and Erosion
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http://science.nationalgeographic.com/science/photos/weathering-erosiongallery/weathered-trees.html
http://www.earthscienceworld.org/images/
Rock Cycle
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http://www.rocksandminerals.com/rockcycle.htm
Rocks and Minerals
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http://geology.com/rocks/
http://www.sdnhm.org/kids/minerals/index.html
http://www.galleries.com/minerals/by-name.htm
http://jersey.uoregon.edu/~mstrick/MinRockID/MinTests.html
http://www.rocksforkids.com/RFK/identification.html
http://geology.csupomona.edu/alert/mineral/minerals.htm
Plate Tectonics
Objective:
Students will be able to identify that the earth is made of layers. With hands-on
activities students will be able to observe how earth’s plates move to shape the
lithosphere as well as cause natural disaster such as earthquakes and volcanoes.
Materials:
Layer Demo:
 soft boiled egg
Experiment:
For every pair of students:
 One large graham cracker broken in half (i.e., two square graham crackers)
 Two 3-inch squares (approx.) of fruit roll up
 Cup of water
 Frosting
 Sheet of wax paper
 Plastic knife or spoon
Background:
Geologists have distinguished three main internal subdivisions of the Earth, based on the
behavior of seismic waves and laboratory experiments. These divisions are based on the
composition of each layer. The outermost layer is the crust. The Earth has two types of
crust. Continental crust underlies much of the Earth’s land surface and is what we live on.
The ocean floors are underlain by oceanic crust. These materials are composed of
different kinds of minerals. The continental crust is like the igneous rock granite, and the
oceanic crust is like basalt, another igneous rock.
Underlying the crust is the second layer, the mantle. It comprises the largest portion of
the Earth. Like the crust, it is also composed of silicate minerals. The innermost portion of
the Earth is the core. It is composed of metallic elements, primarily iron and nickel. The
core is subdivided into two parts. The outer core is liquid metal, while the inner core is
solid.
The plates are composed of the crust and the uppermost part of the mantle. These two
layers are often called the lithosphere because they are both composed of solid rock. The
underlying, partially molten part of the mantle, on which the plates slide, is called the
asthenosphere. In contrast to the crust–mantle-core division, which was based on
composition, the lithosphere and asthenosphere are separated based on strength. The
lithosphere is strong, rigid rock, while the asthenosphere is a weaker, very viscous fluid.
Students have learned that the locations of earthquakes and volcanoes provide clues (or
data) that help understand plate tectonics. The causes of these movements are
complicated, but at this level students should begin to recognize that some of the stresses
come from within the Earth. In particular, one reason for the movement of the plates may
be convection currents within the upper part of the mantle. Convection is the heat-driven
circulation of a fluid. In the mantle, heat from deeper in the Earth causes the overlying
mantle to circulate. The upper mantle can circulate because it contains a little magma
(molten rock) and behaves like a very hot mush. Mantle convection currents move very,
very, slowly. It is possible that as the mantle convects, it drags the overlying plates along
with it. Where convection currents come together, a converging plate boundary is present.
A diverging plate boundary forms where the plates move apart.
Using a variety of instruments, geologists have measured the directions and rates of plate
movement at the surface of the Earth. They have found that plates move in three basic
ways. In some places, two plates move apart from each other; this is called a diverging
plate boundary. Elsewhere two plates move together; this is a converging plate boundary.
Finally plates can also slide past each other horizontally. This is called a transform plate
boundary.
All of the plates move slowly. Their speeds vary from a few millimeters per year to a
maximum of 15 centimeters per year. On average, the plates move about as fast as human
fingernails grow.
Volcanoes and earthquakes help define the boundaries between the plates. Earthquakes
occur at all three types of boundaries. Because the plates are rigid, they tend to stick
together, even though they are constantly moving. When the strength of the rocks at the
plate boundary is exceeded, they move rapidly, "catching up" with the rest of the plates.
We feel this release of energy as an earthquake. At diverging plate boundaries,
earthquakes occur as the plates pull away from each other. Volcanoes form between the
plates, as magma rises upward from the underlying mantle. Two situations are possible at
converging plate boundaries. First, only earthquakes occur when two plates collide
(abduct). When plates collide a mountain range can be formed. Second, both volcanoes and
earthquakes form where one plate sinks under the other, instead of colliding. This process
is called subduction. Transform plate boundaries commonly have only earthquakes.
Most earthquakes and volcanoes occur because of the movement of the plates, especially
as plates interact at their edges or boundaries. At diverging plate boundaries, earthquakes
occur as the plates pull away from each other. Volcanoes also form as magma rises upward
from the underlying mantle along the gap between the two plates. We almost never see
these volcanoes, because most of them are located on the sea floor.
At converging plate boundaries, two situations are possible. First, both volcanoes and
earthquakes form where one plate sinks under the other. This process, called subduction,
takes place because one plate is denser than the other. The denser plate, which invariably
has oceanic crust on its top, does the sinking. Second, only earthquakes occur when two
plates collide (abduct), building a mountain range. The density of continental crust is too
low for it to subduct, like wood floating on water. Instead, the two plates have a head on
collision - building a mountain range. The Himalaya Mountains in Asia formed this way, from
a collision between the Indian and Asian Plates. At transform plate boundaries, the two
plates slide by each other. This generates little volcanic activity (there is no "gap"
between the plates) or mountain building. Earthquakes, however, are common.
Much magma is generated at a converging plate boundary where subduction is occurring.
The sinking plate melts as it descends into the asthenosphere; this generates magma,
which rises through the other plate to form volcanoes. As it rises, more melting takes
place in the rocks it travels through, generating yet more magma.
The volcanoes that form in areas of subduction form linear volcanic ranges. The Cascade
Range in the Pacific Northwest of the United States is a good example. The volcanoes Mt.
Lassen, Mt. Shasta, Mt. St. Helens, Mt Hood, and many others are all part of this chain.
They have formed, and continue to erupt, as a small plate subducts underneath the North
American Plate.
Divergent
Subduction
Convergent
Getting Ready:
1. Soft boil (boil for 4 min) an egg for the layer demo (keep it warm)
2. Set up materials for each pair of students
Overview:
1. Layers of the Earth
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Feel the egg. It's warm like the earth. It's also oval-shaped like the earth.
(The earth is a flattened sphere.)
Roll the egg to crack the shell. The shell is like the earth's crust; the cracks
in the shell are like the plate boundaries dividing the earth's plates.
Remove the shell and examine the interior: The white of the egg is like the
earth's mantle. The yolk is like the earth's core. If the egg was soft-boiled,
the yolk should still be a bit runny, similar to the liquid inner core.
Extension: Have students color and diagram a picture of the layers of the earth
1. Make the model of the upper layers of the Earth
a. Give each student about a square foot of wax paper and a large dollop
of frosting. Instruct students to spread frosting into a layer about
half a cm thick.
b. Tell students that the frosting in this model represents the
asthenosphere, the viscous layer on which Earth’s plates ride. The
plates in this model are represented by fruit roll up (oceanic crust
which is thin and dense) and graham crackers (continental crust which
is thick but less dense).
2. Divergent plate boundary
a. Instruct students to place the two squares of fruit roll up (oceanic
plates) onto the frosting right next to each other.
b. Press down slowly on the fruit roll ups (because they are dense and
will sink a bit into the asthenosphere) as you slowly push them apart
about half a cm.
c. Notice how the frosting is exposed and pushed up where the plates
are separated? This is analogous to how magma comes to the surface
where real plates are moving apart at divergent plate boundaries.
Most divergent plate boundaries are located within oceanic crust.
When plates begin to pull apart at continents, rift valleys are made,
like the Great Rift Valley in Africa, which can become the bottom of
the sea floor if the plates continue to pull apart.
3. Continental-oceanic collision
a. Instruct students to remove one of the fruit roll ups from the
frosting. (They can eat it if they wish!)
b. Tell students to place one of the graham cracker halves lightly onto
the frosting asthenosphere next to the remaining fruit roll up piece.
The graham cracker represents continental crust, which is thicker and
less dense than oceanic crust (fruit roll up). It floats high on the
asthenosphere so don't push it down.
c. Gently push the continent (graham cracker) towards the ocean plate
(fruit roll up) until the two overlap and the graham cracker is on top.
The oceanic plate is subducted below the continental one.
4. Continent-continent collision
a. Tell students that they will next model what happens when two
continents collide. Have them remove both the cracker and fruit roll
up from the frosting asthenosphere. (Students can eat or discard the
fruit roll up.)
b. Place one edge of both crackers into the glass of water for just a few
seconds.
c. Place the crackers onto the frosting with wet edges next to each
other.
d. Slowly push the graham crackers towards each other.
e. Notice how the wet edges crumple? This is how mountains are made at
convergent plate boundaries! When continents move towards each
other there is nowhere for the rock to go but up!
5. Transform plate boundaries
a. Pick the two crackers up off the frosting and turn them around so
that two dry edges are next to each other.
b. Push one cracker past the other to simulate a transform plate
boundary like the San Andreas Fault!
6. Final step: eat all remaining model materials (except, of course, wax paper
and plastic utensils!)
Teacher Notes:
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If the students are eating their models make sure they clean their hands
before starting this activity.
Layers of the Earth
1
.
2
.
3
.
Plate Boundary Movement
(Student Sheet)
Directions: These instructions are to be used to help you with this activity. Wait for your
teacher to tell you when to go to the next step.
1. Make the model of the upper layers of the Earth
a. Spread frosting into a thin layer on the wax paper.
2. Divergent plate boundary
a. Place two squares of fruit roll up onto the frosting right next to each
other.
b. Press down slowly on the fruit roll ups as you slowly push them apart
c. Answer questions on handout.
3. Continental-oceanic collision
a. Remove one of the fruit roll ups from the frosting.
b. Lightly place one of the cracker halves onto the frosting beside the
fruit roll up.
c. Gently push the continent (graham cracker) towards the ocean plate
(fruit roll up) until the two overlap and the graham cracker is on top.
d. Answer questions on handout.
4. Continent-continent collision
a. Remove both the cracker and fruit roll up from the frosting.
b. Place one edge of both crackers into the glass of water for just a few
seconds.
c. Place the crackers onto the frosting with wet edges next to each
other.
d. Slowly push the graham crackers towards each other.
e. Answer questions on handout.
5. Transform plate boundaries
a. Pick the two crackers up off the frosting.
b. Turn them around so that two dry edges are next to each other.
c. Push crackers passed each other. One toward you and one away.
d. Answer questions on handout.
Plate Boundary Movement
(Student Sheet)
Frosting = mantel
Graham Cracker = land crust
Fruit roll up = ocean crust
Divergent Plate Boundary
1. What did you observe happening when the two plates moved apart?
Draw arrows to show the movement of the plates
Convergent Plate Boundary
1. What did you observe happening when the ocean plate and land plate moved
together?
2. What natural disaster will occur when the ocean plate and land plate collide?
3. What did you observe happening when two land plates collide?
4. What forms at the place where two land plates collide?
Draw arrows to show the movement of the plates
Transform Plate Boundary
1. What did you observe?
2. What natural disaster could happen at this plate boundary?
Draw arrows to show the movement of the plates
Geologic Hazards and Geologic Features
Directions: Use the boundary plate diagram below to perform
various tasks and answer questions.
Transform plate boundaries:
1. Name the geologic feature(s) that may be seen at a transform plate boundary.
2. What geologic hazard(s) will be found at a transform plate boundary.
3. Label examples on the map (with a T) where transform plate boundaries occur.
Divergent plate boundaries:
4. Name the geologic feature(s) that may be seen at a divergent plate boundary.
5. What geologic hazard(s) will be found at a divergent plate boundary.
6. Label examples on the map (with a D) where divergent plate boundaries occur.
Convergent plate boundaries:
7. Name the geologic feature(s) that may be seen at a convergent plate boundary
between an ocean plate/continental plate and ocean plate/ocean plate.
8. What geologic hazard(s) will be found at a convergent plate boundary between
an ocean plate/continental plate and ocean plate/ocean plate.
9. Label examples on the map (with an S) where convergent plate boundaries occur
between an ocean plate/continental plate and ocean plate/ocean plate.
10. Name the geologic feature(s) that may be seen at a convergent plate boundary
between two continental plate boundaries.
11. What geologic hazard(s) will be found at a convergent plate boundary between
two continental plate boundaries.
12. Label examples on the map (with an C) where convergent plate boundaries
occur between two continental plate boundaries.
Weathering and Erosion
Objective:
Through observations students will be able to distinguish between weathering and
erosion. Students will also be able to determine how weathering and erosion
shaped the land in their area.
Materials:
Mechanical Weathering
Baby food jar
Sidewalk chalk
Cup of Water
plastic Cup
Small pebble
Chemical Weathering
White chalk (anti dust works best
Vinegar
Goggles (per student)
Erosion
Bucket of sand
Cup of water
Background:
The processes are definitively independent, but not exclusive. Weathering is the
mechanical and chemical hammer that breaks down and sculpts the rocks. Erosion
transports the fragments away.
Working together they create and reveal marvels of nature from tumbling boulders high in
the mountains to sandstone arches in the parched desert to polished cliffs braced against
violent seas.
Weathering
(Breaking it)
Deposition
(Dropping it)
Erosion
(Moving it)
Mechanical Weathering
We started talking about weathering in the erosion sections. Mechanical weathering is the
process of breaking big rocks into little ones. This process usually happens near the
surface of the planet. Temperature also affects the land. The cool nights and hot days
always cause things to expand and contract. That movement can cause rocks to crack and
break apart. Roots and plants also push into the rocks and break them apart. They act like
wedges and push the rocks apart. Little animals also help by burrowing and digging through
the ground.
Scientists have observed a process called freeze-thaw. That process occurs when the
water inside of rocks freezes and expands. That expansion cracks the rocks from the
inside and eventually breaks them apart. The freeze-thaw cycle happens over and over
again and the break finally happens. Another word for it is frost wedging. There are
already some small cracks in boulders and water can get in the cracks. When that water
expands, the rock is crunched between two expanding pieces of ice instead of being forced
apart into separate pieces.
Another type of mechanical weathering is called salt wedging. When it rains and water
flows everywhere, it usually has ions and salts dissolved inside. Have you seen salt water
dry up? Salt crystals are left over. Those crystals happen in nature, too. The water flows
in a rock and evaporates. Crystals slowly begin to grow. Those crystals act like a wedge and
crack the rocks.
Chemical Weathering
Chemical weathering includes the effect of weathering on molecules and atoms. As with all
chemistry, the greater the surface area of an object, the more chemical reactions can
take place. For these chemical reactions to happen in nature, moisture, and heat must be
present.
Reactions such as oxidation, hydrolysis, and acidification can happen when all of the
elements are together. Oxidation makes rocks softer. It is similar to an iron bar rusting.
Since there is a lot of iron in many rocks, oxidation often happens. Hydrolysis usually
causes rocks to expand and then mechanical weathering can begin. These chemical
reactions are happening all of the time. When you see rocks next to each other that are
different colors (often shades of red) then you know chemical reactions have taken place.
There are things called lichens (combinations of fungi and algae) which live on rocks.
Lichens slowly eat away at the surface of rocks. The amount of biological activity that
breaks down minerals depends on how much life is in that area. You might find more
activities like lichens near oceans where the air is humid and cooler.
Overview:
1. Show students pictures of weathering and erosion from national geographic site.
2. Tell students they are going to explore natural processes that caused the
sculpting of the rocks they have just seen.
3. Pass trays out to students and review instructions to the students.
4. Allow the students to explore processes of erosion and weathering.
5. Discuss results and teach weathering and erosion in more detail. Make sure to
show them pictures of each type of weathering and erosion during your
discussion.
6. Assess student knowledge by walking through school yard to observe different
types of erosion and weathering in the area.
Teacher Notes:
This activity can be down as stations. The groups would rotate around to each
station. This can often save time and money.
Students must wear goggles when dealing with vinegar.
Anti dust chalk will completely react with the vinegar. A white foam, paste will
form on top of the vinegar. Make sure to demonstrate to the students that this
substance is different than the chalk that was placed in the vinegar.
Label all cups so students will be able to identify the liquids each cup.
Extra Activities:
Water Erosion of Clay
1. Before class I will form a mound of nonoily clay into a level mass about 5-10 centimeters
across and I will place it into a tray or large pan.
2. Pebbles, coins, and plastic chips will be pressed into the top surface of the clay.
3. The entire class will follow me outside where I will lightly spray the clay from above.
4. Students should note in their science journals how the spray washes away the clay while
the pebbles, coins, and plastic chips cause pinnacles to form. They should be able to infer
that the harder surfaces are more durable in the face of water erosion.
Questions:
- What caused the clay to run off?
- Why did the pinnacles form?
- What other materials might have protected the clay?
- Can you think of any examples of such pinnacle formations in nature?
Glacier Erosion
1. Students will press an ice cube against the flat surface of modeling clay and move it
back and forth several times and record observations.
2. Students should then place a small pile of sand on the clay. The ice cube should be
placed on top of the sand and left for one minute.
3. Students should then pick up the ice cube and observe the surface of the cube that was
touching the sand and again record their observations.
4. The same side of the ice cube should then be placed on the sandy part of the clay and
moved back and forth several times.
5. The ice cube should be removed, the sand should be wiped away from the surface of the
clay, and the clay's surface texture should be recorded.
Questions:
- What happened to the clay the first time you wiped the cube against it?
- What happened to the ice cube after it sat on the on the sand?
- What did the surface of the clay look like after you rubbed the cube against it the
second time?
- Does glacial erosion still occur today or is it just an ice age phenomena?
Temperature weathering Demonstration
Be sure to wear safety goggles
1. Take the marble and place it into a glass beaker.
2. Heat the glass beaker for 5 minutes.
3. After 5 minutes use tongs to remove the marble and place it into a glass of ice water.
Questions:
- What happened to the marbles?
- What do you think caused the marbles to crack?
- Can you give examples of temperature erosion?
- How might we prevent erosion due to temperature?
Weathering and Erosion
(Student Sheet)
Task: To describe the difference between weathering and erosion and to define
mechanical and chemical weathering.
Part I: Mechanical Weathering with a pebble
Hypothesis: What do you think will happen to the chalk when it is repeatedly hit
by a pebble?
1.
2.
3.
4.
5.
Place the pebble(s) in the cup.
Make observations of the big colored chalk and rock inside the cup.
Place the colored chalk inside the cup.
Cover the top of the cup with your hand and shake vigorously several times.
Make observations of what has happened to the chalk.
Part II: Mechanical Weathering with water
Hypothesis: What do you think will happen to the chalk when it is exposed to
water?
1.
2.
3.
4.
Fill the jar half full with water.
Make observations of the big colored chalk and the water in the jar.
Place the chalk in the water and shake 20 times.
Make observations of what is happening to the chalk and water.
Hypothesis: What do you think will happen if you continue to shake the chalk in
water longer?
5.
6.
7.
8.
9.
Shake the jar of water for 100 times.
Make observations about the water in the jar.
Pour the water out of the jar. Place water in waste container.
Make observations of the chalk.
Answer questions on answer sheet.
Part III: Chemical weathering
Hypothesis: What do you think will happen to the piece of chalk when placed in
vinegar?
1.
2.
3.
4.
5.
6.
7.
Put goggles on.
Pour vinegar into the jar half full.
Make observations about the white chalk.
Place the chalk in the jar of vinegar (an acid).
Make observations of what is happening to the chalk in the vinegar.
Answer questions on answer sheet.
Pour the vinegar into the waste container.
Part IV: Erosion by wind and water
1. Make a sand hill with the sand in the box.
2. Blow lightly on the hill and record your observations.
3. Slowly pour a small amount of water on the top of the hill and record your
observations.
4. Answer questions on the answer sheet.
Weathering and Erosion
(Student Sheet)
Part I: Mechanical Weathering by a pebble
Hypothesis: What do you think will happen to the chalk when it is repeatedly hit
by a pebble?
Chalk
Observation
Chalk before shaking
with pebble.
Chalk after shaking
with pebble.
Part II: Mechanical Weathering by Water
Hypothesis: What do you think will happen to the chalk when it is exposed to
water?
Hypothesis: What do you think will happen if you continue to shake the chalk in
water longer?
Chalk
Observation
Chalk before Water
Chalk after Water
Water
Water before shaking
Water after 100 shakes
Observation
Questions:
1.
How did the piece of chalk change after being exposed to water?
2. What happened to the water after shaking the piece of chalk?
3. What you observed happen to the piece of chalk is called “mechanical
weathering”. Define mechanical weathering in your own words.
4. If you dropped water onto a piece of rock over a period of time, what do you
think will happen to the rock?
Part III: Chemical Weathering
Hypothesis: What do you think will happen to the piece of chalk when placed in
vinegar?
Observations
Chalk before vinegar
Chalk after vinegar
Questions:
1.
What happened to the piece of chalk when exposed to a chemical?
2.
Can you see any of the pieces of chalk in the liquid chemical?
3.
What you observed happening to the piece of chalk is called chemical weathering?
Define chemical weathering in your own words.
Part IV: Erosion
Erosion by Wind
Erosion by Water
Questions:
1.
What happened as you blew on the sand?
2.
What did the flowing water do to the sand?
3. Could you move the entire pile if you had time with either water or wind?
4.
Erosion of the sand is what you observed. Define Erosion in your own words.
Summary Questions:
Describe the difference between weathering and erosion?
Sand is small pieces of dead coral (rock). Sand made from which process:
erosion, mechanical weathering or chemical weathering?
What processes do you think help make our soil?
Weathering Walk
Purpose: To identify various types of weathering that occurs in our
state/neighborhood. We will be walking around our school to observe as many
different types of mechanical and chemical weathering as we can.
Observations
Erosion/Weathering or
Both
Questions:
1. What type of weathering do you think caused the formation of most of the
soil around our school? Why do you think this?
2. How might animals or humans contributed to the weathering of rock around
our school?
Crayon Rock Cycle
Objective:
This activity is an introduction to the rock cycle by using wax crayons. Crayons have the
ability to be ground into small particles (weathered), heated, cooled and compressed just
like rocks. However, unlike rocks, all these processes can be done safely and at reasonable
temperatures. Using crayons students can create sedimentary, metamorphic and igneous
crayons.
Materials:
Each group:
 Copy of the Rock Cycle Template
 Several crayons (Crayola brand crayons works well)
 Pencil sharpener (big enough to sharpen crayons)
 6 inch square of aluminum foil
 Styrofoam bowl to hold hot water
 Source of hot water (I use a hot pot style electric water heater)
 Bowl of cold water
For the whole class:
 Samples of sedimentary, metamorphic, and igneous rock, sorted into boxes of the
same rock type
Background:
The rock cycle is perhaps the most basic, fundamental principle of geology. All rocks are
related to each other and may be transformed from one kind to another. In its simplest
form, the rock cycle describes the relationships between the 3 major types of rock:
1. Igneous Rocks - Formed from the cooling of molten rock (magma).
2. Sedimentary Rocks - Formed from layers of sediment as the pressure of overlying
layers compact the sediment into rock. Sometimes, a cementing agent, dissolved
minerals such as silica or carbonates, helps bind the sediment particles together.
3. Metamorphic Rocks - Formed from other rocks that are exposed to intense heat and
pressure and thus change their physical and/or chemical form.
Figure 1: The different paths of the rock cycle
Molten rock or magma solidifies either rapidly at the Earth’s surface or slowly under the
Earth’s surface into igneous rock (this is the whole crayon we start with). As these rocks
are exposed to erosion and weathering, they are broken down into sediment (a pile of
crayon shavings). The grains of sediment may be transported long distances by water, wind
or gravity, and eventually deposited in layers. As more and more sediment layers build up
on top of each other, the sediments are compacted and sometimes cemented together into
sedimentary rock (squishing the crayon shavings together) in a process called lithifaction.
With heat and pressure (partial melting in hot water), the rock will undergo a physical
and/or chemical change into metamorphic rock. If the rock is melted completely and
cooled, you once again have igneous rock.
When Earth's tectonic plates move around, they produce heat. When they collide, they
build mountains and metamorphose the rock. The rock cycle continues. Mountains made of
metamorphic rocks can be broken up and washed away by streams. New sediments from
these mountains can make new sedimentary rock. The rock cycle never stops!
The rock cycle is attributed to James Hutton (1726-1797), the “father of geology” who
meticulously explored and documented the landscape of the British Isles. Hutton proposed
the principle of uniformitarianism, the idea that the processes that shape the world today
also operated in the past. His idea brought about the revolutionary notion that given how
long it takes for geologic processes to occur today, the Earth must be very old for all the
existing landforms to have been created, not merely the 6000 years allowed by tracing
Biblical genealogy. One of his most famous quotes states that with respect to the Earth
there is “no vestige of a beginning, and no prospect of an end.”
Getting Ready:
1. Start heating water in hot pot.
2. Sort the rock samples into the 3 main categories of rocks if they aren’t already
sorted
3. Create foil boats for each of the groups.
Overview:
Read the rock cycle story to your students. Do not read or discuss the
scientific content for the story.
1. Pass around samples of sedimentary rock. Ask students to observe the rocks and
describe some of the similarities between them. As students offer their ideas,
write them on the board in one column. You should end up with a list like: First rock
type: can see grains, grains can be of different sizes, has layers or streaks, grains
come off if you rub it.
2. Collect the sedimentary rocks then pass around samples of metamorphic rocks. Ask
students to observe the rocks and describe how these rocks are different from
the sedimentary rocks. Again, write their ideas in a column on the board. You should
end up with a list like: Second rock type: no grains, have crystals, many colors, very
hard, swirly patterns.
3. Collect the metamorphic rocks then pass around samples of igneous rocks. Ask
students to observe the rocks and describe how these rocks are different than the
other two types of rocks. Again, write their ideas in a column on the board. You
should end up with a list like: Third rock type: no grains, some have crystals, some
have lots of holes, uniform texture and pattern throughout the rock, no layers or
swirls.
4. Tell the students that they have been observing and categorizing the 3 major types
of rocks: sedimentary, metamorphic, and igneous rocks. Explain that today, they will
be using crayons to model the processes that create each of these 3 types of rock.
5. Pass out supplies.
6. Tell students that they have been given a sample of a crayon rock. Looking at the 3
descriptions on the board, which one is this sample most similar to the crayon. It
doesn’t have grains, layers or streaks. Thus it is an igneous crayon rock! On their
handout, in the box at the top of the circle, have students write igneous rock.
7. The first step is to create sediment. Have students unwrap their crayons then
create a pile of crayon shavings on their piece of aluminum foil by sharpening the
crayons. They may trade crayons among themselves to acquire a mixture of colors.
Give them around 5 minutes to build up a decent sized pile.
8. On the diagram, the arrow from “igneous rock” can be labeled “weathering and
erosion”. The first circle can be labeled “sediment”.
9. Now fold over the foil to wrap up the sediment pile. Press down on the pile as hard
as you can. Gently unwrap it. The sedimentary crayon rock will be fragile but should
hold together in a packed layer.
10. Discuss the similarities between the sedimentary crayon rock and the real
sedimentary rocks the students observed earlier.
11. On the diagram, the arrow from “sediment” can be labeled compacting and
cementing (lithifaction). The next box can be labeled sedimentary rock. Discuss this
process as it occurs in the real world with layers being squeezed under other layers.
12. Go around yourself to fill each cup with hot water.
13. Each student should create a little boat for their sedimentary crayon rock and
float his or her boat on the hot water. Watch as the heat from the water melts the
crayon. Remove the foil when the wax is soft to the touch and the colors have
swirled together but not so much that the colors are indistinguishable. Let the
metamorphic crayon rock cool.
14. Discuss the similarities between the metamorphic crayon rock and the real
metamorphic rocks the students observed earlier.
15. On the diagram, the arrow from “sedimentary rock” can be labeled heat and
pressure (metamorphism). The next box can be labeled metamorphic rock. Discuss
this process as it occurs in the real world with rocks being subjected to intense
heat and pressure beneath the surface of the Earth.
16. At this point, the temperature of the water the cups may have cooled. Ask
students to dump their water into the containers. Go around and refill each cup
with hot water.
17. Each student should put their metamorphic crayon rock back in the foil boat and
float it on the hot water. This time, allow the wax to melt until a smooth pool of
liquid wax forms and the colors blend together uniformly. This is magma.
18. On the diagram, the in the arrow from “metamorphic rock” to the circle can be
labeled melting and the circle label magma.
19. Carefully remove the foil and place into the ice water to let the igneous crayon rock
cool.
20. Discuss the similarities between the igneous crayon rock and the real igneous rocks
the students observed earlier.
21. On the final arrow from “magma” to “igneous rock” label cooling. Discuss this
process as it occurs in the real world with rocks being melted deep within the Earth
then extruded again as volcanoes or bubbles of magma that reach the surface of
the earth and cool.
22. Ask the students if they think this igneous rock could be turned into sedimentary
rock? How? Could it be turned directly into metamorphic rock? How? Could a
metamorphic rock be turned directly into sedimentary rock? How?
23. Add additional arrows across the middle of the rock cycle to illustrate that any
type of rock can turn into any other type of rock. For example, metamorphic rock
can be eroded into sediment then compacted and cemented into sedimentary rock.
24. If there is time, students can experiment with turning their igneous crayon rock
into a new sedimentary, metamorphic, or igneous crayon rock.
25. Clean up! Students can keep their crayon rocks.
Reread the rock cycle story and have the student’s determine the scientific content for
each paragraph.
Rock Cycle Story
There once lived a quartz grain in a burrow deep in the Earth and his name was
Rocky. When Rocky turned 100 years old he asked his parents if he could live his
life out in the world and explore new and exciting places. His parents were
overjoyed to hear this and allowed him to live his life. The rain and wind on the
surface had washed away all dirt covering the burrow allowing rocky to be set free.
He was finally able to see sunlight for the first time ever!
Scientific importance: The factors of erosion are introduced here concentrating on
the understanding of such a powerful process.
After thousands of years on the surface and so much rain and wind, Rocky broke
apart into tiny fragments of sand. The rain then carried him towards a beautiful
beach where he could relax after years of hard times. A million years passed and
the scorching sun had dried up the river and tiny minerals grew amongst Rocky's
cracks. Rocky grew up and became bigger, he was now sandstone!
Scientific importance: The concept of weathering and transportation of sediments
is concentrated on here. We also note crystallization and compaction and the scale
of geological time.
Rocky the sandstone was still dissatisfied with what he had seen and decided to
explore the deep oceans. A huge blanket of water covered him and more and more
rocks and shells were laid on top of him. After a million years, Rocky was deep
beneath the ocean floor and the weight of the rocks above him changed him into a
stronger quartzite.
Scientific importance: Sedimentation is illustrated here and also the younger on
older relationship in sediments.
Rocky, after being away from his family for so long was starting to miss them and
he decided to go home. The deep ocean floor slowly started moving under the
continental plate and it suddenly became very hot because of the great amounts of
friction. Rocky started to slowly melt and turned into a flowy magma! Rocky was
now lighter than the other rocks around him and was able to rise above the rest of
them. He slowly cooled down and turned into quartz again and arrived home with
wonderful stories to tell of the outside world.
Scientific importance: Subduction of huge plates is illustrated together with the
formation of magma. The crystallization of magma into rocks is also shown
Rock Cycle Story
(Student Sheet)
There once lived a quartz grain in a burrow deep in the Earth and his name was
Rocky. When Rocky turned 100 years old he asked his parents if he could live his
life out in the world and explore new and exciting places. His parents were
overjoyed to hear this and allowed him to live his life. The rain and wind on the
surface had washed away all dirt covering the burrow allowing rocky to be set free.
He was finally able to see sunlight for the first time ever!
After thousands of years on the surface and so much rain and wind, Rocky broke
apart into tiny fragments of sand. The rain then carried him towards a beautiful
beach where he could relax after years of hard times. A million years passed and
the scorching sun had dried up the river and tiny minerals grew amongst Rocky's
cracks. Rocky grew up and became bigger, he was now a sandstone!
Rocky the sandstone was still dissatisfied with what he had seen and decided to
explore the deep oceans. A huge blanket of water covered him and more and more
rocks and shells were laid on top of him. After a million years, Rocky was deep
beneath the ocean floor and the weight of the rocks above him changed him into a
stronger quartzite.
Rocky, after being away from his family for so long was starting to miss them and
he decided to go home. The deep ocean floor slowly started moving under the
continental plate and it suddenly became very hot because of the great amounts of
friction. Rocky started to slowly melt and turned into a flowy magma! Rocky was
now lighter than the other rocks around him and was able to rise above the rest of
them. He slowly cooled down and turned into quartz again and arrived home with
wonderful stories to tell of the outside world.
Rock Cycle
(Student Sheet)
Directions: These instructions are to be used to help you with this activity. Wait
for your teacher to tell you when to go to the next step.
1.
Unwrap crayons and create a pile of crayon shavings on the piece of aluminum
foil by sharpening the crayons.
2. Now fold over the foil to wrap up the sediment pile. Press down on the pile as
hard as you can. Gently unwrap it.
3. Create a little boat for their sedimentary crayon rock and float the boat on
the hot water. Watch as the heat from the water melts the crayon.
4. Remove the foil when the wax is soft to the touch and the colors have swirled
together but not so much that the colors are indistinguishable. Let the
metamorphic crayon rock cool.
5. After your teacher refills your cup, put the foil boat back into the hot water.
This time, allow the wax to melt until a smooth pool of liquid wax forms and the
colors blend together uniformly.
6. Take foil boat out of hot water and place into the cold water to cool.
Rock Cycle
Sedimentary Rock Layers/fossil dating
Objective:
Students will learn how sedimentary rock is formed and transformed using a model.
Students will also determine how the age of rocks and fossils can be determined
using sedimentary rock layers.
Materials: (per pair or group)
Which came first opening activity?:
Sentence cards or flipchart slide
Superposition Sandwich activity:
1 slice each whole wheat, dark rye, white bread
30ml (2T) Jelly
30 ml (2T) Chunky peanut butter or almond butter
1 paper plate
1 plastic knife
Paper towels
Handout
Geologic column sequence activity:
Fossil cards
Sedimentary rock layer cards
Handout
Background:
Most fossils are excavated from sedimentary rock layers. Sedimentary rock is rock that
has formed from sediment, like sand, mud, small pieces of rocks. Over long periods of time,
these small pieces of debris are compressed (squeezed) as they are buried under more and
more layers of sediment that piles up on top of it. Eventually, they are compressed into
sedimentary rock. It is made of strata, or layers.
Most sedimentary rock layers are buried under soil or other rocks. The easiest way to find
fossils is to find exposed sedimentary rock outcroppings. Good places to look include cliffs,
river banks, road cuts, quarries, and desert badlands where erosion is escalated.
Some types of sedimentary rock include:
 Sandstone - a very grainy rock that comes in many colors, including gray, red, or
tan. Under a magnifying glass you can see the grains in the rock clearly. Sandstone
formed from desert deposits and from shallow seas.
 Shale - is a dark-colored rock that is usually black, deep red, or gray-green. When
shale is wet it gets very slippery. It has a fine grain and is usually found below
sandstone, not on the surface. Shale was formed from fine silt and clay.
 Limestone - is a white to gray, fine-grained rock. It is made of calcium carbonate.
It fizzles when it comes in contact with vinegar or any other acid. Limestone was
formed from the remains of ancient seas; it is made mostly of calcite precipitated
from living organisms. Coquina is a type of limestone that is mostly made of shells
and shell fragment. Dolomite is another type of limestone.
Sedimentary rock layers that were formed in water frequently have ripple marks.
Sedimentary rock layers that have crackles from drying mud were formed in shallow water
that evaporated. Knowing the environmental conditions at the time the rock was formed
tells you a lot about what type of fossils may be within the rock layer.
Relative age dating
In the same way that a history book shows an order of events, layers of rock (called
strata) show the sequence of events that took place in the past. Using a few basic
principles, scientists can determine the order in which rock layers formed. Once they can
know the order, a relative age can be determined for each rock layer. The fossil relative
age can also be determined by the rock layer location. Relative age indicates that one layer
is older or younger than another layer, but does not indicate the rock’s age in years
(absolute age).
Scientists use a basic principle called the Law of Superposition to determine the relative
age of a layer of sedimentary rock. The Law of Superposition is that a sedimentary rock
layer is older than the layers above it and younger than the layers below it. According to
the Law of Superposition, layer 1 was the first layer deposited, and thus the oldest layer.
The last layer deposited was layer 12, and thus it is the youngest layer.
Scientist can also determine absolute age of rock layers if the ages of the fossils buried
in the rock layers are known. This process is called Principle of faunal succession. This
principle is based on the observation that sedimentary rock strata (layers) contain
fossilized flora (plants) and fauna (animals) and that these fossils succeed each
other vertically in a specific, reliable order that can be identified over wide
horizontal distances.
The sequencing of rock layers illustrates when important events occurred. When layers are
deposited and then a fault causes a break in the earth’s crust this can be show in these
rock layers. It also tells us that this event happened after the layers are deposited
because without the rock layers there cannot be a fault. The same goes with folding. All
layers that have been folded as shown below in the picture tells us that the sedimentary
rock must have been deposited first and then the layers were folded due to the movement
of the earth’s crust.
Faulting
Anticline
Folding
Syncline
Just like faults, an igneous intrusion is the youngest event - Rules for intrusion- an igneous
rock is younger than the rocks that it has intruded into.
Igneous intrusion
Contact
metamorphism
Age Correlation is the process used by geologist to “match” rock layers and formations of
one rock layer to another rock layer from a different location that are of similar age.
Correlation is done by matching rock layers by rock type, grain size, the presence of
fossils and other distinctive features. Through correlations geologist can infer the
geologic history of a larger area.
Getting Ready:
Organize the materials needed by each pair on trays. Provide the appropriate
amounts of jelly ad peanut butter in small containers such as Dixie cups or snack
baggies. Cut out any cards that the students will need for all of the activities.
Overview:
1. Which Came First? activity
Putting sentences in correct chronological order is used as an engager, leading
students into an exploration dealing with the Principle of Superposition,
faulting and relative dating.
2. Superposition Sandwich activity
This is an excellent experience for introducing students to geologic structures,
the law of superposition, and relative age dating. There is opportunity to
review terminology as well. Students practice the process skills of observing,
comparing, inferring, and communicating.
3. Geologic Column
Students will model how geological history of rock layers can be determined
using fossil dating. Students will be given a set of fossils with known age
periods. From the clues given from the fossils, students will construct a
segment of a geologic column. Students will also be able to determine the
relative age of different rock layers.
Teacher Notes:
Be aware of peanut allergies of your students. If a student is allergic to peanut
butter do not let them participate in manipulating the sandwich. You could always
substitute the peanut butter with almond butter or another similar condiment.
Which Came First?
Description:
Students arrange sentences on cards in correct chronological order to create a
short story.
Procedure:
1. Distribute the sentence cards to pairs of students.
2. Instruct students to read the sentences and place them in the appropriate
chronological order to create a short story.
3. Ask for a volunteer to read the story and have the other pairs indicate if they
agree or disagree with the order.
4. Discuss clues that students used in order to correctly arrange the sentences.
5. Tell the students that scientist also use clues to determine the order in which
events happened in earth’s history and that they will be participating in a
learning activity about some of these clues.
Sentence Cards
Copy on card stock and cut sentence strips for each student group.
I got out bread, peanut butter
and jelly.
I ate the sandwich.
I put the two pieces of bread
together.
I spread a layer of jelly on
another piece of bread.
I was hungry.
I spread a layer of peanut butter
on piece bread.
Superposition Sandwich
(adapted from “rock-layer sandwich,” Earth Science Activities for the Elementary Classroom, Ernest L. Kern)
Description:
Students construct a layered sandwich and use it as a model to discuss information
about rock layering, the law of superposition, faulting, and relative age dating.
Procedure:
1. Inform students that they will be using food to represent rock layers and will
manipulate the layers to model ways in which natural forces affect actual rock
layers.
2. Distribute the materials, warning students not to eat any of their “rocks” and
not to construct anything ahead of teacher directions. Also remind students
who have peanut butter allergies not to touch the food.
3. Through questioning, review with students the concepts of deposition and
formation of sedimentary rock. Remind them that this process takes long
periods of time.
4. Identify for the students what each material represents:
white bread- clean sandstone
chunky peanut butter or almond butter-conglomerate
rye bread- shale
jelly- limestone
whole wheat bread- muddy sandstone
5. Tell the student to “deposit” their layer of dark sandstone on their plate.
Next, have them deposit limestone. Then tell them to deposit the “mud” which
will become shale. Tell them that the conglomerate will be on top of the shale
and last will be the clean sandstone.
6. As the students build their superposition sandwiches, draw the sedimentary
sequence on the board using the Rock and fossil Key.
7. Have students draw the sequence on their handout. Allow the pairs to answer
the questions about their sedimentary rock layers.
8. Discuss the questions before moving on to the other parts of the activity.
Were your sandwiches formed instantly, or did it take a length of time to
build them? ( It took time)
Age is determined by how the sandwich was made, are some of the layers
older than the others? (yes)
What is the oldest layer of each sandwich? Why?
(The dark sandstone wheat- layer because it was deposited first.)
What is the youngest layer? Why?
(The clean sandstone- white- is the youngest because it was deposited last)
Do you think scientist who study rocks can use the same reasoning to
determine the age of real rock layers? (yes- law of superposition)
9. Explain that because they did not record the time that each layer of the
sandwich was “formed,” they cannot say exactly how old each layer is. However,
they can say that one layer is older or younger in comparison to the others. This
is called relative age dating.
10. Ask the students on their handout to determine the relative ages of several
layers.
Shale is older than conglomerate
Shale is younger than limestone
White sandstone is younger than conglomerate
Limestone is older than shale
Dark sandstone is older than conglomerate, shale, limestone, and
clean sandstone
11. Inform the class that when geologist study rock layers, they are often
horizontal or nearly so. However, disturbed layers are also seen. These layers
may be folded or faulted, both caused by constructive forces which affect the
earth.
12. Tell the students to illustrate folding of sedimentary rocks by picking up their
rock sandwich and gently bending the layers (keeping the oldest layer on
bottom). Explain that the presence of these structures indicate forces that
often build mountain ranges.
13. Have each pair cut their rock sandwich in half. Ask them what natural disaster
just occurred? (Earthquake) Inform them that they just created a fault in the
sandwich rock.
14. Tell them to hold the sandwich above their plate with the oldest layer still on
bottom and the layers still matching. Then tell them to move one half up or
down, so that the layers no longer match. Tell the students to draw their
model on their handout.
15. Indicate to the class that horizontal faulting can also occur. Have them model
this by placing the sandwich on the plate and then sliding the halves so that the
sandwich is not aligned. Have the students draw their model on their handout.
16. Have students list and explain the limitations of their rock layer models and
identify ways that the models might be improved. Discuss why models are
useful even though they may have limitations.
17. Based upon teacher discretion, cleanliness of trays and student’s hands, etc,
pairs may be allowed to eat the halves of their superposition sandwich.
18. Have the students finish the rest of the worksheet.
Sedimentary Rock Layer Key
Shale
Limestone
Clean Sandstone
sstoneSandstone
Muddy Sandstone
Conglomerate
Sedimentary Rock Layering
(student sheet)
Key:
white bread- clean sandstone
chunky peanut butter-conglomerate
rye bread- shale
jelly- limestone
whole wheat bread- muddy sandstone
Sandwich Sedimentary rock layer
1. Were your sandwiches formed instantly, or did it take a length of time to
build them?
2. Age is determined by how the sandwich was made, are some of the layers
older than the others?
3. What is the oldest layer of each sandwich? Why?
4. What is the youngest layer? Why?
5. Do you think scientist who study rocks can use the same reasoning to
determine the age of real rock layers?
6. Based on the layers of your sandwich finish the following sentences.
a. Shale is older than _______________________________________.
b. Shale is younger than _____________________________________.
c. Clean sandstone is younger than _____________________________.
d. Limestone is older than _____________________________________.
e. Muddy sandstone is older than ________________________________.
\
7. Use the Diagram to answer the following questions.
a. Which layer of rock is the oldest?
How do you know?
b. Which layers are younger than layer D? How do you know?
c. Which fossils are found in layer B?
d. Which fossils would be the youngest fossils? Why?
e. Which fossils would be the oldest fossils? Why?
f. According to this rock layer, which animals were on earth before
dinosaurs were found on earth? How do you know?
g. According to this rock layer, could mammals been around when
trilobites were around? How do you know?
Geologic Column Sequencing
Description:
(adapted from Utah University of Education)
Given fossils from different age periods, students will construct a segment of the
geologic column.
Procedure:
1. Distribute student sheets and cards (Each group will get a set of fossil cards,
sedimentary rock layers, and rock & fossil key).
2. Have the students arrange the fossil cards in chronological order. Remind the
students know that 500 million years ago is an older time period than
200 million years ago.
3. Using the dates of the fossils, have students make a geologic column with the
sedimentary rock layers.
4. When students have finished discuss clues that were used to determine the
actual appearance of the geologic column segment.
5. Have students answer questions on the worksheet.
Geologic Column Sequencing
Determining Relative age of sedimentary rock layers with the help of fossils.
(student Sheet)
Using the age of the fossils, you will arrange the layers of
sedimentary rock in a column showing the order in which the
layers were deposited.
Procedure:
1.
Arrange the fossil cards from oldest fossils to the
newest fossils. The dates are written as
“millions of years ago”. The bigger the number the
older the fossils.
2. Using the age of the fossils, arrange the
sedimentary layers in a column. With the oldest
sedimentary layer on the bottom and the newest
layer on the top.
3. Once the geologic column is complete. Use the key
provided to questions.
Questions:
1. Label the type of sedimentary rock in order that they were deposited.
_________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
2. Which organism disappeared the earliest in the rock layer
formation? What is a possible reason for this disappearance?
3. Which organisms only shows up in one layer of the sedimentary rock?
4. How did the known age of the fossils help scientist determine the
relative age of the sedimentary rock layers?
.
5. How could scientist use rock layers to help determine the relative
time span that organisms live in an area?
Rock and Fossil KEY
Copy rock and fossil key on card stock for each group.
Rock layers
Copy page on card stock and cut out layers to make a card set for each group.
570 Million
Years Ago
510 Million
Years Ago
438
Million
Years
Ago
460 Million
Years Ago
420 Million Years Ago
360 Million
Years Ago
408 Million Years Ago
245 Million
Years Ago
Answer Key
Rocks and Minerals
Objective:
Students will observe different mineral properties to classify and identify common
minerals found on Earth.
Materials:
Variety of rocks (students can bring in their own rocks from their yard)
Mineral Samples
Identification flow chart (designed for your samples)
Mineral lab chart
Hardness reference chart
Identification Kit
 penny
 nail
 piece of glass
 Streak plate or dark and white piece of no glazed tile
 magnifying glass
Background:
What is a mineral?
A naturally occurring inorganic element or compound having an orderly internal structure
and characteristic chemical composition, crystal form, and physical properties.
What's the difference between a rock and a mineral?
A rock is an aggregate of one or more minerals; or a body of undifferentiated mineral
matter
How do we get minerals?
Minerals must be mined from the ground, either by surface, underground, or drilling
methods. Sand and gravel is usually mined in surface pits or rock is crushed to size, gold is
mined in surface pits, underground mines, and in streams and rivers
Overview:
1. Hold up a mineral sample and a rock and ask the students if they know what you are
holding. Explain the difference between rocks and minerals. (Minerals grow in nature,
and then get broken into small pieces by wind and rain. Those pieces then combine to
form rocks. In other words, rocks are made up of many pieces of different kinds of
minerals.
2. Have students examine their own rocks they brought from their home or rock samples
you provide. (Worksheet provided for example of properties you would want your
students to observe.)
3. Have the students them make observations of a mineral provided.
4. Discuss as a class the differences observed between the mineral and rock.
5. Explain that Geologist, a scientist who studies rocks and minerals can classify minerals
into groups based on shared characteristics. Remind students those common rocks
found in their yard can be hard to classify into groups because they are made up of
different types of minerals. Explain to the students that they will use a series of test
to document the properties of the various unidentified minerals. The properties can
then be used to figure out each mineral’s name.
6. Pass out the identification kit to each group and hardness scale. Show the students how
to test for hardness and streak. Also explain the other observations they will be
recording for their minerals.
7. You can either have the groups explore properties on their own pace or you can go
through each property one at a time as a class. Redefining the properties as needed.
8. Once all the properties have tested and recorded. Pass out the identification flow
chart to each group. Show the students how to use the chart. Let them identify their
minerals.
Teachers Note:
If mineral samples or identification kits are limited. You can set this exploration
up as stations.
Example of a simple flow chart your students can use to identify common minerals.
You can create a flow chart using the complex chart used in the workshop and this
simple one that will correspond with the mineral samples you have for your
classroom. Use the websites given at the beginning of this packet to help create
your own flow chart.
Hint: I wouldn’t use vinegar or acid test. This overtime will destroy your
mineral samples.