Science
SCI.V.1.2
Grade: 7
Strand V:
Using Scientific Knowledge in Earth Science
Standard 1:
Geosphere - All students will describe and explain how the earth’s features
change over time
Benchmark 2:
Explain how rocks are formed.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
• Construct questions for each of the investigations suggested below guiding the design of the investigation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and
sketches.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.4 - Describe the advantages and risks of new technologies.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary/Key Concepts
Context
Rock cycle processes:
• melting and cooling (igneous rocks)
• heat and pressure (metamorphic rocks)
• cementing of sediments (sedimentary rocks)
Physical environments where rocks are being
formed:
• volcanoes
• ocean trenches
• ocean thermal vents
• mid-oceanic ridges
• metamorphic environments within the
Earth’s crust
• caves
Heat source is interior of earth
Materials:
• silt
• clay
• gravel
• sand
• rock
• lava
• magma
• remains of living things (bones, shells, plants)
Depositional environments:
• ocean floor
• deltas
• beaches
• swamps
• lake bottoms
Metamorphic environments deep within the
Earth’s crust.
Knowledge and Skills
Students will describe occurrences that take place
on and below earth’s surface, as rocks continually
change (recycle) throughout our geological history.
Using the rock cycle as a guide (model or
template), students will explain the interconnected
relationships between sedimentary, metamorphic,
and igneous rocks.
Other Resources (Continued from column at right)
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us
V.1.MS.2 Explain how rocks are formed
Science Rocks from COSI Toledo
Rocks & Fossils from Liberty Science Center
Resources
Coloma Resources
What rock is it? - Lab
-Students classify rock samples using
material in large rock classification box
laminated rock keys are used to identify
rocks found in small, individual bags.
Classroom demonstration:
Wax analogy • melted wax – igneous
• pieces of cold was shaved from candle
– sedimentary
• warm solid wax blend & squeeze it,
apply pressure - metamorphic
Rock Collection – rubric attached
Lab – “Making models of sedimentary rocks”
(attached)
Lab – “Pile it on” – shows layers of earth
(attached)
Other Resources
• ThinkQuest – Get Ready to Rock – Rock
info, activities, games and more.
•
Franklin Institute – Rocks and Minerals –
links to many web sites with LOTS of info!
•
UCMP Berkeley – Geology Wing – History
of the Earth timeline in geologic timescale
including fossils.
•
Plate Tectonics – USGS – This Dynamic
Earth
•
UND – Volcano World – premier web site of
volcano info.
•
Michigan Teacher Network Resources
•
Bill Nye: Atmosphere, Earth Quakes, Earth
Crust, Rocks & Soil, Volcanoes
Instruction
Focus Question: How is the formation of rocks
related to the rock cycle?
This benchmark is best taught after a volcano unit.
Discussions about where rocks come from will help the
students infer the cyclical nature of the raw recycled
materials necessary to form rocks. Students
demonstrate their understanding of the classification of
rocks and how they are formed by developing a
preliminary model of the rock cycle and communicate
their rationale to the class. The teacher should lead a
classroom discussion about the rock cycle. An accurate
rock cycle should include:
Igneous Rock
• Break to form sediments
• Can be exposed to pressure and heat or chemical
reactions and form metamorphic rock
• Can re-melt to form magma
Sedimentary Rock
• re-break to form sediments
• exposed to pressure and heat or chemical reactions
and form metamorphic rock
• melt to form magma
Metamorphic Rock
• melt to form magma
• break to form sediments
• exposed to pressure and heat or chemical reactions
and form metamorphic rock
Assessment
Similar to Coloma’s assessment (attached)
Students create a model of the rock cycle that
includes the 3 basic types of rocks- igneous,
metamorphic and sedimentary. Students present
their model to class, sharing their understanding of
how the rock cycle is used to explain how rocks are
formed.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Construction of rock cycle model –
Apprentice - Illustrates rock cycle that includes the
three rock types and three processes that are
accurate.
Basic - Illustrates rock cycle that includes the three
rock types and four to six processes that are
accurate.
Meets - Illustrates rock cycle that includes the three
rock types and all processes are accurate.
Exceeds - Illustrates rock cycle that includes the
three rock types with an accompanying explanation
that is accurate. Examples of rocks are included.
Criteria: Presentation of rock cycle model Apprentice - Presents information that explains
three processes from the model.
Basic - Presents information that explains four to
six processes from the model.
Meets - Presents information that explains the
complete rock cycle processes.
Exceeds - Presents information that explains the
complete rock cycle processes and includes
examples of rocks.
Teacher Notes:
Landforms are the result of a combination of constructive and destructive forces. Constructive forces include
crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering
and erosion.
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 the forces that drive plate motions, and the rock
cycle continues. (JCISD)
Focus Question
•
How are rocks formed?
Name
Date
INTRODUCTION: How are the layers of the earth similar to a sandwich?
OBJECTIVE: Most of the upper layers of the earth's crust that become visible when roads
are built and rivers erode have been laid down by sedimentation, one layer on
top of the one below it. This process of placing the oldest layers of rock down
first with younger layers on top of that is called the LAW OF
SUPERPOSITION. Afterwards, different things may happen to the rock layers.
If pressure causes them to buckle and form a hill, it is called an ANTICLINE. If
a similar pressure causes them to buckle and form a valley, it is called a
SYNCLINE. FAULTS or cracks may also occur in the layers. In this activity,
we will construct such a system of rock layers using peanut butter, jelly, and
bread. We will then practice identifying which layers and processes
occurred in which order.
PROCEDURE: CRUST CONSTRUCTION
1. Take to your table the following:
a knife
a paper plate
two pieces of white bread
one piece of wheat bread
one blob of chunky peanut butter
one blob of jelly
2. Place the white bread in the middle of the paper plate. It is to be the first (and therefore,
oldest) rock layer deposited.
3. Spread a layer of chunky peanut butter on the white bread.
4. Place the wheat bread on top of the peanut butter.
5. Spread the jelly on top of the wheat bread.
6. Top with another piece of white bread.
CRUSTAL CHANGES
7. Bend the layers upwards in the middle to create a hill (anticline).
8. Bend the layers downwards in the middle to create a valley (syncline).
9. Cut through the layers down the middle to create a fault.
a. Lowering one side below the other creates a vertical fault
b. Sliding one side to the right or left of the other creates a sliding fault.
Identified Accurately
Igneous
Sedimentary
Metamorphic
Minerals
Fossils
Shows effort
Completed on time
Orderly displayed
Grade
I hope you enjoyed being a Rock Hound!
Things to Do
Draw and label Rock Cycle p.168
Color, add title, use fine tip marker
Explain:
Sedimentary rock is ...
Igneous rock is ...
Metamorphic rock is ...
Also explain how each is formed
List 3 examples of rocks from each category.
Finally, explain the “Rock Cycle” in paragraph form (can use another sheet of paper).
NAME
DATE
CLASS
SEDIMENTARY ROCK
PURPOSE:
You will make a model sedimentary rock and compare its properties to a natural sedimentary
rock.
MATERIALS:
sandstone sample
2 paper cups (4 oz)
plaster of Paris
magnifying glass
gravel
newspaper
spoon
water
sand
medicine dropper
PROCEDURE:
A. In one cup, mix together 2 spoonfuls of sand and 1 spoonful of plaster of Paris. Use
the medicine dropper to add water. Add a few drops at a time and stir. Do this until the
mixture looks wet. Pour off any water that stands on top of the mixture.
B. In the other cup, mix together 2 spoonfuls of gravel and 2 spoonfuls of plaster of Paris.
Add a few drops of water and stir. If the mixture is still too dry, add a few more drops of
water. Continue to add water, a little at a time, until the mixture is a thick paste. Note
the time. Set both cups aside for about 15 minutes.
C. Place the sandstone sample on a sheet of newspaper. Use the magnifying glass to
Examine the sample.
1. Describe the particles that make up the rock.
D. Using your fingernails, lightly scratch sandstone.
2. Describe what happened.
E. Using the medicine dropper, put several drops of water on the sandstone.
3. What happened to the water?
4. How can you account for this?
Permission to reproduce this page is granted to users of HOLT EARTH SCIENCE. Holt, Rinehart and Winston, Publishers 9-5
NAME
DATE
CLASS
CHAPTER 9 LABORATORY continued
F. When 15 minutes have passed from the time you finished step B, remove the mixtures
from the cups by peeling away the cups. Place the mixtures on newspaper to harden
for 5 minutes. Then break each into several pieces and examine them as you did the
sandstone sample.
5. Describe the appearance of the first sample you made.
6. Describe the appearance of the second sample you made.
7. Which sample that you made is most like the sandstone?
8. What kind of rock does the other sample you made look like? (Hint: Look at the pictures of
rocks in your textbook.)
G. Discard your mixtures in the containers provided.
DO NOT DISCARD SOLID MATERIAL IN SINKS.
CONCLUSIONS:
1. Give 3 properties that help identity sandstone.
2. Explain why plaster of Paris was used to make the sedimentary rock samples.