Aldridge SHS Year 8 Science
Diary of a Rock
Name: ______________________
Teacher: _______________________
Task descriptor: From the rocks you have learned about so far, choose one (except for the granite example)
that you would like to write about. There are two parts to this assessment: a diary and a timeline.
Part 1: A Diary
Write a series of diary entries that describe the history of your rock, its description, formation and place in
the rock cycle. Make predictions about its future as a rock. Your diary entries should be written in firstperson perspective (e.g. I saw a rock …).
Your diary entries should include the full rock cycle, indicating the processes of formation for each rock
type, regardless of where your specific rock is placed. The information in your diary should include:
• the type of rock
• what part of the rock cycle it is in now
• a description of its physical appearance and all the physical properties it has now
• where it formed in the Earth’s crust
• what minerals it is made up of now
• the crystalline structure it has now
• a description of the physical and chemical weathering changes it may be exposed to in the future
• a description of the processes involved in the formation and destruction of your rock
• a description of the processes involved in the formation and destruction of all rock types
• how humans have used your rock in the past, present and future.
Your diary entries should finish with a prediction about what will happen to your rock next, where in the
rock cycle it is likely to end up and of what type of rock.
This task should be written in a narrative style, telling a story. It can be as creative as you wish; as long as
you include the key information mentioned that is scientifically correct.
A planner has been included on the following page to assist you in turning scientific facts into a diary entry.
The first diary entry for granite has been included as a guide for you.
Part 2: A timeline
Reflecting on the above information, construct a timeline of your chosen rock, highlighting any significant
events on the timeline. There is a template of a timeline attached. You can either reproduce this timeline
or design your own.
DO NOT LOSE THIS BOOKLET. IT MUST BE HANDED IN WITH YOUR DIARY AND TIMELINE
Dimensions of Learning
Dimension
Dimension 2 – Acquire and integrate knowledge
Element of Dimension
1.
2.
Dimension 3 – Extend and refine knowledge
Dimension 4 – Use knowledge meaningfully
Dimension 5 – Habits of Mind
Declarative knowledge – knowing and understanding
content. Students should know and understand:
a.
Common Rock types
b.
Features of metamorphic, sedimentary and
igneous
c.
The Rock Cycle
d.
The physical and chemical properties of rocks,
minerals, compounds and elements
e.
Geological timescales
Procedural knowledge – applying knowledge. Students
should be able to:
a.
Read and interpret flow charts, concept maps,
and timescales
b.
Create a geological timescale
1.
Comparing: compare and contrast the physical and
chemical properties of different rocks, minerals,
compounds, and elements.
2.
Classifying: classify different rocks, minerals, compounds
and elements according to their physical and chemical
properties.
3.
Abstracting: identify the role of the Rock cycle in the
creation of different types of rocks.
4.
Deductive reasoning: Use information from the rock cycle
and geological timescales to predict the future of different
rocks.
1.
Investigation: utilise knowledge gleaned from research
and experimentation to identify and differences in the life
cycles of different rocks.
2.
Systems Analysis: Identify and interpret the stages of the
Rock cycle and the geological timescale, and relate them
to the life cycle of rocks.
1.
Clarity and precision: Students will be capable of
expressing their ideas accurately in clear and concise
language.
2.
Gathering data through all senses: Students will learn
about the structure and life cycle of rocks by visually
examining, feeling, and performing tests on different rocks
and minerals.
3.
Applying past knowledge to new situations: Students will
be able to integrate and apply previously learnt
declarative and procedural knowledge to new and novel
situations, in order to reach conclusions (deductive
reasoning).
Diary of a Rock planner (Example)
Scientific information (correct and
accurate scientific terminology)
First Entry
Points 1–5
o Granite.


Currently in the igneous part of
the rock cycle as it is formed
from cooling magma trapped
underground.
Intrusive rock with medium to
large crystals of mainly 20%
quartz and 35% feldspar that is
usually pink to grey in colour. It
is a member of the silicate
group of rocks.

Usually massive rocks that form
in batholiths that are hard and
tough, making it suitable for use
in construction.

Introduced to the Earth’s crust
during the Precambrian eon,
but has existed during all
geological periods on the Earth
since then.

Usually formed in the
continental plates of the Earth’s
crust.
Diary context:

Orientation

Series of events

Personal comments
Today was a breathtaking day! I went bushwalking
at Girraween National Park and was in awe of the
huge granite rock formations surrounding me.
I was lucky enough to hear one of the park rangers
talking about the rock formations and was really
interested to hear what she had to say about
granite.
She told us that granite is an igneous rock and is
formed deep down inside the Earth from cooling
magma. Sometimes, under a volcano, magma gets
trapped which causes it to cool very slowly into
granite. It can form massive underground mounds
called batholiths. When rocks cool from magma
underground, it is classified as an intrusive igneous
rock. During this process, large crystals form which
are usually pink to grey in colour. It is a member of
the silicate group of rocks.
The granite I saw at Girraween had crystals
coloured mainly white, light grey, clear and light
brown-pink. Granite is an aggregate of silicate
materials and contains five main minerals including
quartz and feldspar. The granite found in Girraween
contains about 60% feldspar and 30% quartz.
Scientific information (correct and
accurate scientific terminology)
Diary context:

Orientation

Series of events

Personal comments
Scientific information (correct and
accurate scientific terminology)
Diary context:

Orientation

Series of events

Personal comments
Scientific information (correct and
accurate scientific terminology)
Diary context:

Orientation

Series of events

Personal comments
Scientific information (correct and
accurate scientific terminology)
Diary context:

Orientation

Series of events

Personal comments
Part 2: A timeline
Timeline Template
Research and Bibliography
Website title:
URL:
Date Accessed:
Original Information
Summary of Information
(cut information from the website (identify the important
and paste below)
information that you will use and
put into dot points below)
In my own words
(write your dot points in
sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
Summary of Information
(cut information from the website (identify the important
and paste below)
information that you will use and
put into dot points below)
In my own words
(write your dot points in
sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
Summary of Information
(cut information from the website (identify the important
and paste below)
information that you will use and
put into dot points below)
In my own words
(write your dot points in
sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
Summary of Information
(cut information from the website (identify the important
and paste below)
information that you will use and
put into dot points below)
In my own words
(write your dot points in
sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
Summary of Information
(cut information from the website (identify the important
and paste below)
information that you will use and
put into dot points below)
In my own words
(write your dot points in
sentences using your own words)
Criteria
A
B
C
D
E
Knowledge
Comprehensive
knowledge and
understanding of
the rock
selected, facts
and information
demonstrated in
the diary and
timeline
Thorough
knowledge
and
understanding
of the rock
selected, facts
and
information
demonstrated
in the diary
and timeline
Satisfactory
knowledge
and
understanding
of rock
selected, facts
and
information
demonstrated
in the diary
and timeline
Variable
knowledge
and
understanding
of the rock
selected, facts
and
information
demonstrated
in the diary
and timeline
Rudimentary
knowledge
and
understanding
of the rock
selected, facts
and
information
demonstrated
in the diary
and timeline
Information
presented using
appropriate
genre – all areas
of the diary
entries and
timeline
requirements
evident
Information
presented
using
appropriate
genre – all
areas of the
diary entries
and timeline
requirements
evident
Information
presented
using
appropriate
genre – most
areas of the
diary entries
and timeline
requirements
evident
Information
presented
using
appropriate
genre but
some areas of
the diary
entries and
timeline
requirements
not evident
Information
not presented
in the
appropriate
genre
Literacy
Ways of Working
Genre
following the
correct setting
out and use of
scientific
language
Investigation
gathered and
integrated
information and
data from a large
variety of valid
and reliable
sources to make
justified
decisions about
the investigation
topic.
gathered and
integrated
information
and data from
a variety and
reliable
sources to
make
decisions
about the
investigation
topic.
gathered
information
and data from
a variety of
sources to
make some
decisions
about the
investigation
topic.
gathered
information to
make some
statements
about the
investigation
topic.
used
supplied
information to
make some
statements
about the
investigation
topic.
Language
Minor errors in
punctuation,
spelling and
grammar
Few errors in
punctuation,
spelling and
grammar.
Some errors in
punctuation,
spelling and
grammar.
A number of
errors in
punctuation,
spelling and
grammar
Many errors
in
punctuation,
spelling and
grammar.