Rocks- rock cycle game

Names __________________________________________________________________
Date ____________________ Per ________________________________
Station #1: ___________________________________________________
1. Explain how you know the granite and diorite samples are intrusive.
2. Compare and contrast the 2 samples using appropriate vocabulary.
Station #2:
3. Are these rock samples intrusive or extrusive?
4. Describe the crystals in the samples.
Station #3: ___________________________________________________
5. Explain two ways that clastic sedimentary rock can change.
6. Differentiate between the sandstone and conglomerate samples.
Station #4: _________________________________________________
7. Identify which samples are foliated and non-foliated.
8. Describe the process that created this each metamorphic rock.
Station #5: ___________________________________________________
9. Draw and label a flow chart to show the process by which these sediments can become rock.
(You may use your notes to refresh your memory of the appropriate terminology)
Station #6: _________________________________________________
10. In your own words, describe the factors involved in the formation of magma. Use page 113 in
the text book as a reference.
Station #7: ________________________________________________
11. Classify the sample of rock as being clastic or nonclastic sedimentary rock.
12. Predict why particles in the breccias sample are angular while the particles in the
conglomerate are rounded.
Station #8: _____________________________________________
13. Formulate a statement describing where and how peridotite is formed. Use page 123 in your
textbook as a resource.
Station #9: ______________________________________________
14. Using the graphic organizer of your choice, compare and contrast basalt and gabbro.
Station #10: ______________________________________________
15. Think about the “acid rain” activity where you modeled chemical weathering. In nature, the
resulting dissolved particles might run off into bodies of water. Use the index card for 2
examples of how those particulates (molecules/ions) are reused.
16. What stations did you notice had the largest number of people? Since all stations started out with
basically the same number of students, what does this say about the rock cycle and its different stages?
17. Did all groups of students follow the same path? Explain why or why not.
18. Are the lifecycles of rocks predictable? Justify your answer.
19. and 20. Draw the Rock Cycle using arrows to show all possible changes. Label each arrow with the
process that creates the type of rock: