Standards: Common Core
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D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances
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D.4.2 Group and/or classify objects and substances based on the properties of earth materials
Materials:
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Rock cycle (one for each student, and one as a guide)
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“You’re a Rock!” game
Introduction
Draw three circles on the board. In one circle, draw a volcano with lava. This circle is for igneous rocks. Igneous rocks are made from magma (inside the volcano) and lava (outside of the volcano, such as when a volcano explodes). The lava or magma cools and makes a rock. Have students think about what happens when water gets really cold. Water cools until it becomes a solid. Lava and magma, both liquids, do the same thing.
In a second circle, draw pebbles, sand, and a glue bottle. This is for sedimentary rocks. Take play dough and add some pebbles or beads. Use the book to squish the rock. Sedimentary rocks are formed by “gluing” together sand or pebbles, which are then squished together to create a rock.
In the last circle, draw a thermometer that shows a hot temperature. This is for metamorphic rocks. These rocks are put into really hot conditions where there is a lot of pressure. So it combines the formation methods of igneous and sedimentary rocks. HOWEVER: metamorphic rocks are not melted!
They will warm up and stretch due to the pressure, but will not melt. Find out how many students have played with clay (maybe during art class for making pottery). Ask them how easy it is to form the clay when it is cold. What about when it’s warm? It’s easier to mold clay when it’s warm, just like with forming metamorphic rocks.
Ask the students if a rock is the same rock forever and have them do a vote by a show of hands.
Then ask students what happens to a rock (or glass) in a lake or river. Was the rock always smooth and round?
Rocks are always changing. One of the ways they change is called weathering. This is where water or wind break down rocks into smaller pieces. It can also make them round and smooth, like rocks

in Lake Superior. Draw an arrow from igneous to sedimentary. When igneous rocks are weathered, they can break into pieces that can be “glued together” to form a new, sedimentary rock. Draw an arrow from metamorphic to sedimentary. Weathering of metamorphic rocks can form pieces that can become new sedimentary rocks too!
Ask students how a sedimentary rock can become an igneous rock. Is this possible? What would have to happen to a sedimentary rock to become a new igneous rock? A sedimentary rock would have to melt and become lava or magma in order to become an igneous rock. The same can happen to a metamorphic rock. Draw arrows from metamorphic and sedimentary to igneous.
Review how sedimentary and metamorphic can become igneous rocks and how igneous and metamorphic can become sedimentary. But how are metamorphic rocks made? We know they can’t be formed from lava or magma. And a rock formed from pieces of old rocks are sedimentary rocks, so how do we get metamorphic rocks? Metamorphic rocks are heated or squeezed or pulled sedimentary and igneous rocks. Recall the clay idea. If the clay is an igneous or sedimentary rock, we can warm it with our hands and pull it or squeeze it to form a different shaped lump of clay. This is how metamorphic rocks form. A sedimentary or igneous rock is warmed and reformed to make a new rock, which we call metamorphic.
Ask the students if an igneous rock can become another igneous rock. What about a sedimentary to a sedimentary? Metamorphic to a new metamorphic? These changes can happen! If an igneous rock is melted, it becomes a new igneous rock. The same for a sedimentary rock that is weathered: it can become a new sedimentary rock. Even a metamorphic rock that is heated and put under pressure can become a new metamorphic rock.
Now it’s time to play a game: “You’re a Rock!” Pass out copies of the rock cycle as a reference for the students. Put three tables in a spaced out circle (much like the diagram of the rock cycle). On one table, put the picture of the volcano. On another table, put the glue bottle picture, play dough and pebbles/beads. On the third table put the thermometer picture and lump of clay. Have students roll the
“rock” die to see what rock they start out as. Have them go to the correct table. One at a time, have student roll the “change” die to see if they are weathered, melted, or put under heat and pressure. Ask the student (but direct the question to the whole class) how they know what rock they will be. For example, a student starting as an igneous rock rolls and gets weathered. What rock will they become?
Using the rock cycle as a guide, the only option for a weathered igneous rock is to become a sedimentary rock. What happens if a metamorphic rock gets put under heat and pressure? Can a metamorphic rock become a metamorphic rock? Absolutely! Once the students get the hang of the game, have them explain what rock they will become after they roll the “change” die. This gives them the opportunity to use the terminology: have them say what rock they are, the change they are going through, and the rock they are becoming.
End the lesson by having students fill out an exit slip. Have them answer these questions:
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What is your favorite type of rock and why?
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How did your favorite rock form?
Materials:
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Igneous Rocks-basalt, rhyolite, granite
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Metamorphic-gneiss, slate, quartzite
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Sedimentary-sandstone, conglomerate, shale
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Rock identification key
Introduction

Review how the three types of rocks are formed.
Introduce that there are different kinds of rocks within these different formations. Put students in groups and give them one of each of the rocks (numbered 1-9, see key below). Also pass out the rock identification key. Have students work together to identify all of the rocks. It may help to guide them through how the key works. You can even suggest that they put together the rocks into the three types before classifying further to the specific rock. Once the groups have identified them all, fill out a chart
(like below) to see if everyone is on the same page. Have students write down 3 facts about the three types of rocks on post-it notes (one fact per note). This could be how they are formed, what rocks are considered these types, where they are found, or comparing what the three types of rocks look like.
Draw a Venn diagram on the board and have students place them in the spots they think they fit.
Discuss as a class.

Number Type
3
4
1
2
Igneous
Igneous
Rock name
Granite
Rhyolite
Igneous Basalt
Sedimentary Sandstone
7
8
5
6
Sedimentary Conglomerate
Sedimentary Banded Iron Formation
Metamorphic Slate
Metamorphic Gneiss
9 Metamorphic Quartzite
Over the last couple of days, students have learned about types of rock and have identified rocks as well as how they have formed. Students will now learn about brownstone, a specific type of sandstone that is found in the area.
Materials:
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Survivor Buildings slideshow
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The Brownstone Quarries of Bayfield County by Tom Gerstenberger (PDF)
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Different colored post it notes and matching stickers or push pins
Introduction:
Have students think about what buildings are made out of. Are there buildings made of stone?
What kinds of stone could they be made out of? What are some reasons why people would build buildings out of stone?
Show a very short video about the Great Chicago Fire: https://www.youtube.com/watch?v=rSh5t_a4zQo
Afterward, show them the “Survivor Buildings” slideshow, which shows pictures of the few buildings that survived the fire. What do all of these have in common?
All of the buildings are made of stone. Although quarrying, or taking stone to build with, started before the Chicago fire, the importance of building with stone was apparent after the Chicago fire.
One of the stones that were quarried for was called brownstone. Brownstone quarries can be found in this area.
Divide students into groups. Each group will have a different color post it note assigned with matching push pins or stickers. Have each group “research” one brownstone quarry in the area by giving each group a page on a specific quarry from “The Brownstone Quarries of Bayfield County”. Have students find the following and put on a post it note:
1.
Who owns/owned this quarry?
2.
Where is this quarry?
3.
When did this quarry open or how long was it open?
4.
List the places the brownstone from this quarry was used (where in the world did it go?)
When done, have students place these post it notes on a map of the county or region. Then have them use push pins or stickers to show on a world map where the brownstone ended up.
At the end of class, have students fill out an exit ticket and answer the following:
1.
Where is one place you would like to visit to see a quarry or building of brownstone?

2.
Why would you go here?