Jessie Anderson
CHEM 311
Teacher’s Edition
Rock Unit
Rock Classification & The Rock Cycle
Frame of Reference:
Rocks are found everywhere. They are the pages in the history book of the earth.
From rocks, we have learned that the earth is constantly moving, shifting, and
changing. Rock is continually being created through several processes and stages
called the Rock Cycle and each group has distinct classifications that tell us about
where they were formed. By studying rocks, we learn much of earth’s history.
Instructional Objective:
Students should be able to identify different types of rocks by organizing them
based on analysis and classification as well as give a short description of how the
rock was formed by understanding the Rock Cycle.
Activity Purpose:
This unit is included because students can apply the knowledge of minerals and
plate tectonics to construct what rocks are made of and how they are formed. This
lesson allows them to go into further depth and understand the several processes
involved to create a rock and how this shows distinct features on different types of
rocks.
Learning Objectives:
The student will have an understanding of the rocks around them and be able to
compare them to one another by understanding their characteristics as well as how
and where they were formed.
Skill Level:
Students from all levels of thinking skills should be able to perform the activities. If
they haven’t already, students will be able to develop the following thinking skills:
Description and observation of nature
Correlation
Classification
Organize and analyze data
Drawing and applying conclusions
MN Standards of Science:
Grades 5-8 Strand 3: Earth and Space Science. Substrand 1: Earth Structure and
Processes. Standard 3: Rocks and rock formation indicate evidence of the materials
and conditions that produced them. “The student will classify and identify rocks and
minerals using characteristics including, but not limited to, density, hardness and
streak for minerals, and texture and composition for rocks.” Benchmark 8.3.1.3.2.
& “The student will relate rock composition and texture to physical conditions at the
time of formation of igneous, sedimentary and metamorphic rock.” Benchmark
8.3.1.3.3.
Prerequisite Units:
Concept of minerals and plate tectonic boundaries. Students understand that rocks
are made up of minerals and they know how to classify minerals. Students also
understand the different types of boundaries and earth processes like temperature
and pressure vary at those boundaries.
Summary of Students’ initial conceptions:
1) There are hundred of different kinds of rocks because they all look different.
2) The only way rocks can change is from erosion, but it will still be the same
kind of rock forever.
Addressing students’ initial conceptions: (where when how in lesson?)
The teacher’s role is to change the students thinking by presenting data so students
can revise their thinking.
1) Students will be asked to organize the rocks by observable characteristics,
which will be done to engage the students. Their conceptions should be
adjusted when they discuss about the activity in their groups.
2) Students will observe and see examples of change in composition when
variables such as temperature and pressure change and be able to apply this
to the concept of rocks.
Sample Unit Schedule:
WEEK ONE:
Monday- Engage 1: Sort rock collection into groups. Explore 1A: Classify
different groups
Tuesday- Explain 1A: Introduce the three types of rocks.
Wednesday- Elaborate 1A: Treasure Hunt Activity.
Thursday- Explore 1B: Sedimentary Rocks. Explain 1B: Sedimentary
characteristics. Elaborate 1B: Create concept sketch and add details to
sedimentary rocks.
Friday- Explore 1C: Igneous Rocks. Explain 1C: Igneous characteristics.
Elaborate 1C: Add to concept sketch.
WEEK TWO:
Monday- Explore 1D: Metamorphic Rocks. Explain 1D: Metamorphic
characteristics. Elaborate 1D: Add to concept sketch.
Tuesday- Evaluate 1: Quiz on identifying rock samples.
Wednesday- Engage 2: Pop Rocks & Gum demonstration. Explore 2A: Dice
activity.
Thursday- Explain 2A: The Rock Cycle. Elaborate 2A: Begin Virtual Field Trip
Friday- Elaborate 2A: Finish Virtual field trip. Evaluate 2- Quiz on the rock
cycle.
Terms and Concepts to be covered:
Sedimentary, Metamorphic, Igneous, The Rock Cycle, Magma, Sediments, Erosion,
Weathering, heat and pressure, cooling, melting, lithification (compaction and
cementation)
Sample Quiz Question:
Classify the rock. What kind of rock is it? What other distinguishable features are
present (mineral composition, texture, foliation, grain size, color index, parent rock,
etc.)?
Picture was taken from Geology.com: http://geology.com/rocks/breccia.shtml
Annotated Bibliography:
Carter, S., (2010). HotChalk Lessons Plans Page. The Rock Cycle. Retrieved from
http://www.lessonplanspage.com/ScienceTheRockCycleWithGumAndPopRoc
ks38.htm
This website article provided the pop rocks and gum activity used for the Engage
stage of the Rock Cycle lesson. The article includes objectives along with thinking
levels addressed.
Kortz, K.M., "Alternative conceptions of introductory geoscience students and a
method to decrease them" (2009). ETD Collection for University of Rhode
Island. Paper AAI3367995. Retrieved from
http://proquest.umi.com/pqdlink?did=1852723231&Fmt=14&VType=PQD&
VInst=PROD&RQT=309&VName=PQD&TS=1291513085&clientId=79356
This article discusses that geoscience instructors should try to focus less on lecturestyled lessons. Kortz also discusses some students misconceptions about geology
and suggests ways to fix it. This particular article focused on the research that
indicates that students view rocks as objects independent from the processes that
form and change them.
Lawson, A., Musheno, B. (1999) Effect of Learning Cycle on
Traditional Text on
Comprehension of Science Concepts by Students at Different Reasoning
Abilities. Journal of Research in Science Teaching.
This journal explains the research that has found the learning cycle to be very
effective for science instruction, especially when teaching inquiry styled. The
learning cycle this piece focused on included three consecutive phases known as
exploration, term introduction, and concept application, which is very similar to the
cycle used in this lesson plan.
Rocks and Minerals 4 U. (2006). What is a Rock? Retrieved from
http://www.rocksandminerals4u.com/what_is_a_rock.html.
This website provided me a lot of information about rocks in general, each type of
rock, the rock cycle, and why rocks are so important to understand. I also obtained
many images from this website.
Weimer, R.J., and LeRoy, L.W., (1986). Paleozoic-Mesozoic section: Red-Rocks Park, I70 road cut, and Rooney Road, Morrison area, Jefferson County, Colorado, in
Beus, S.S., ed., Centennial Field Guide Volume 2 - Rocky Mountain Section of
the Geological Society of America, p. 335-338.
This source is where I was able to find the Virtual Field Trip website. This website
was used to elaborate on the rock cycle lesson so students can see real life examples
of rocks undergoing rock cycle processes.
Lessons: use 5-E model
ENGAGE 1- How many types of rocks are there?:
Divide the class into even groups of at least three students each. Give the students a
rock collection consisting of a numerous rocks of all three types (sedimentary,
igneous, and metamorphic). Ask the students to divide the rocks into what they
think are different types of rocks. Do not tell the students how many types of rocks
there.
Ask the students how many different types they came up with and to write down the
characteristics of each group.
EXPLORE 1A- Identifying Rocks:
Objective: In this activity, the students will be shown several different locations
where rocks are created. Based off of that information, they will reorganize their
data and come up with a new revised set of different types of rocks.
Materials:
Rock collection (used in Engage 1)
Magnifying Glass
Glass
Streak Plate
Nail
Penny
Procedure:
1) Show the class the following different locations where rocks are formed:
Beaches
Mountains
Rivers
Dirt
Bottom of the Ocean
Near volcanoes underground
Near Volcanoes above ground
Anywhere beneath Earth’s surface
2) After sharing these locations, ask the students to reorganize their data if they’d
like to and come up with names for their “types” of rocks.
3) Ask them to fill out the charts in their packets. They will need to list each rock
and it’s characteristics and decide which “type” of rock it is.
Sample data:
EXPLAIN 1A- The Different Types of Rocks:
4) Ask students to discuss their findings with the whole class. Generate a classroom
discussion on the different properties their types shared in common.
5) Ask them to discuss where they think specific samples were found and why.
6) Guide the students into agreeing on the fact that there are three types of rocks.
Once they are able to explain the properties each type shares, introduce the
correct vocabulary for each type: Sedimentary, Igneous, and Metamorphic.
ELABORATE 1A- Treasure Hunt Activity:
7) Develop a list of different locations on school grounds where students can
observe and identify different rock types.
Statue in front of office:
Countertops in Nurses office:
Landscaping Rock at the flagpole:
Landscaping Rock next to the picnic tables:
Stairs into the main doors:
Metamorphic (Marble)
Igneous (Granite)
Sedimentary (Sandstone)
Igneous (Andesite)
Sedimentary (Limestone)
*Homework: Find a rock at home and identify it. Try to come up with a rock name if
possible by identifying what type it is then researching online. Bring it in to class
tomorrow.
EXPLORE 1B- Sedimentary Rocks:
Objective: This activity focuses solely on sedimentary rocks. Students will be able to
identify all the different properties of sedimentary rocks. They will be introduced to
rock names but the teacher will make it clear that he/she is more concerned about
the student understanding the characteristics of the rock instead of its name.
Knowing the rock name will be extra credit on the exam.
Materials:
The same rock kit as before but only the sedimentary samples
Magnifying Glass
Glass
Streak Plate
Nail
Penny
Procedure:
1) Divide the students into groups of two.
2) Ask them to observe the sedimentary rocks in front of them and divide them into
subgroups based on observable characteristics and fill out charts.
Example data:
EXPLAIN 1B- Sedimentary Rock Characteristics:
3) Ask students to discuss their findings in a classroom discussion. What different
types of sedimentary rocks did they come up with? How did they classify them?
4) Ask them to use specific sedimentary samples during discussion.
5) Show them identification chart* and ask them to reorganize their data so there
are three types of sedimentary rocks: Inorganic, Biochemical, and Detrital.
ELABORATE 1B- Concept sketch:
6) Assign homework: Create a concept sketch showing all three different types of
rocks (Sedimentary, Igneous, and Metamorphic). Add details on how to identify
sedimentary rocks.
EXPLORE 1C- Igneous Rocks:
Objective: This activity focuses solely on Igneous rocks. Students will be able to
identify all the different properties of Igneous rocks. They will be introduced to rock
names but the teacher will make it clear that he/she is more concerned about the
student understanding the characteristics of the rock instead of its name. Knowing
the rock name will be extra credit on the exam.
Materials:
The same rock kit as before but only the Igneous samples
Magnifying Glass
Glass
Streak Plate
Nail
Penny
Procedure:
1) Divide the students into groups of two.
2) Ask them to observe the Igneous rocks in front of them and divide them into
subgroups based on observable characteristics and fill out charts.
Example data:
EXPLAIN 1C- Igneous Rock Characteristics:
3) Ask students to discuss their findings in a classroom discussion. What
different types of Igneous rocks did they come up with? How did they classify
them?
4) Ask them to use specific Igneous samples during discussion.
5) Show them identification chart* and ask them to reorganize their data so
there are four different ways of identifying Igneous rocks: mafic minerals,
felsic minerals, intrusive origin, and extrusive origin. Also introduce students
to the following vocabulary:
Pegmatic
Phaneritic
Porphyritic
Aphanitic
Glassy
Vesicular
Pyroclastic
ELABORATE 1C- Add to concept sketch:
Assign Homework: Add details on how to identify Igneous rocks.
EXPLORE 1D- Metamorphic Rocks:
Objective: This activity focuses solely on Metamorphic rocks. Students will be able
to identify all the different properties of Metamorphic rocks. They will be
introduced to rock names but the teacher will make it clear that he/she is more
concerned about the student understanding the characteristics of the rock instead of
its name. Knowing the rock name will be extra credit on the exam.
Materials:
The same rock kit as before but only the Metamorphic samples
Magnifying Glass
Glass
Streak Plate
Nail
Penny
Procedure:
1) Divide the students into groups of two.
2) Ask them to observe the Metamorphic rocks in front of them and divide them
into subgroups based on observable characteristics and fill out charts.
Example data:
EXPLAIN 1D- Metamorphic Rock Characteristics:
3) Ask students to discuss their findings in a classroom discussion. What
different types of Metamorphic rocks did they come up with? How did they
classify them?
4) Ask them to use specific Metamoprhic samples during discussion.
5) Show them identification chart* and ask them to reorganize their data so
there are three main ways of identifying metamorphic rocks: Foliated or
Non-foliated and texture.
ELABORATE 1D- Add to concept sketch:
Assign Homework: Add details on how to identify Metamorphic rocks. Final concept
sketch on the three types of rocks and how to identify them will be due next class
period.
* = Identification charts were taken from Castle Learning Online:
http://castlelearning.com/review/reference/earth.htm
EVALUATE 1- Quiz on rock identification Solutions:
Please Note: Students will be given real samples of rocks, not pictures of rocks.
1)
2)
a) Sedimentary
b) Detrital, rounded gravel, poorly sorted, large grains
c) Conglomerate
a) Metamorphic
b) Foliated, coarse grained, high metamorphism, visible crystals alternating
light and dark layers
c) Gneiss
3)
4)
5)
6)
7)
a) Sedimentary
b) Detrital, no visible grains, splits easily into layers, made from mudstone
c) Shale
a) Igneous
b) Phaneritic, slow cooling, more felsic than mafic
c) Diorite
a) Igneous
b) Aphanitic, Very felsic
c) Rhyolite
a) Sedimentary
b) Biochemical, shell and/or coral fragments
c) Coquina
a) Metamorphic
b) Non-foliated, no visible grains, glassy, black and glossy, breaks along uneven
fractures
c) Anthracite Coal
8)
9)
a) Sedimentary
b) Biochemical, charcoal, black, brittle rock, sooty
c) Bituminous Coal
a) Igneous
b) Vesicular, some bubbles, Mafic, resembles a sponge
c) Scoria
10)
a) Metamorphic
b) Foliated, flat well developed cleavage, dull luster, hard flat sheets
c) Slate
ENGAGE 2- Pop Rocks & Gum demonstration:
1) Take out a piece of bubble gum, hold it up and say "This represents a
Sedimentary Rock." Put it in your mouth and begin chewing it.
2) Ask the students, "What am I doing?" Of course they will say chewing gum. Ask
them to think scientifically and ask them, "What am I doing to the gum?"
(Leading questions: Is it cold inside my mouth, NO, so I am applying heat, YES!
What is happening when my teeth come down on the gum? I am applying
pressure. So is the gum being changed? Yes!)
3) Pull the gum out of your mouth and place it on a clean dish.
4) Now open up a packet of "Pop Rocks" and pour some onto the gum. Then kind of
squeeze or fold them into the gum. Hold up the gum and say this represents an
Igneous Rock.
5) Now, place the gum (igneous rock) in your mouth and chew. Ask the students:
What am I doing? Hopeful they will answer, applying heat and pressure. Here
pressure is more intense to crush the "Pop Rocks" (crystals). Chew until all the
"Pop Rocks" are mixed in as part of the gum.
6) Pull out the gum and say this represents a Metamorphic Rock.
EXPLORE 2A- Dice Activity:
Objective: This activity allows students to actively observe the rock cycle. Students
will go through a “journey” that dice direct them through and keep note of where
they’re visiting and what processes are happening at each station. Students will be
able to apply prior knowledge of the different types of rocks to the new concept of
The Rock Cycle.
Materials:
-9 stations with the corresponding die at each
Procedure:
7) Cut out the following dice diagrams, fold, and tape together
8) Set up 9 stations and place one dice at each station:
-Earth’s Interior
-Soil
-River
-Ocean
-Clouds
-Mountains
-Volcano
9) Divide class into 9 groups and place one group at each station.
10) As the students travel through each station, they should write down the
journey thee dice take them through.
EXPLAIN 2A- The Rock Cycle:
11) As a class discussion, ask the students to relate the gum and pop rocks demo to
the journey their dice brought them through.
12) Select one student from each group to tell the journey their group went through.
Make sure the class notices the similarities and differences between their
group’s journey and other groups’ journeys.
13) Once the class reaches the concept that the journey the gum went through and
the journey their group went through are the same, introduce the concept of The
Rock Cycle.
ELABORATE 2A- Virtual Field Trip to the front range of Colorado:
14) Tell class to pair up with a partner and a computer.
15)Direct them to http://www.gly.uga.edu/railsback/VFT/VFTFrontRange.html
16) Ask them to answer the questions as they travel through the eastern boundary
of the rocky mountains.
Solutions:
West Denver trip:
Location 1- gneiss and granite made from the sandstone
Location 2- Sandstone, the ridge consists of sedimentary rock. It’s called a “hogback”
ridge. The ridge was created from granites and gneisses being uplifted and any
sedimentary layers on top of them have been eroded. Where those layers survive, a
ridge is created from “fault drag.”
West of Colorado Springs Trip:
The west side of the fault consists of bright red granite.
Only granite is present because there isn’t any metamorphism present. The granite
was uplifted.
EVALUATE 2- Quiz on the rock cycle Solution:
1) Draw a concept sketch of the rock cycle. Use a specific rock as an example and
show the journey the rock goes through. Be sure to include all the processes.
2) Example of a solution:
Taken from Mrs. Gregory Science blog: http://burgscience.edublogs.org/
BASALT
SHALE
SLATE