Project G.L.A.D.
Noshaba Afzal
Rocks and the Earth (level 2)
IDEA PAGES
I. UNIT THEME- Including cross-cultural sensitivity theme
*Three ways rocks are formed
*Characteristics of Metamorphic, Igneous, and Sedimentary rocks
*Multicultural sensitivity-The various uses of rocks by different
cultures- historically & by today’s modern society
*Layers of the Earth & preservation of the Earth’s soil
*Rock Cycle
II. FOCUS & MOTIVATION
*Guest speaker
*Realia
*Teacher-made big book
*Poetry/Rockin’ Rap
*Inquiry Chart
III. CLOSURE
*Team presentations
*Class Big Book
*Process charts
IV. CONCEPTS – 2nd grade California State Standards
Science
Earth Sciences
3. Earth is made of materials that have distinct properties and provide resources for
human activities. As a basis for understanding this concept:
a. Compare the physical properties of different kinds of rocks and know that rock
is composed of different combinations of minerals.
b. Smaller rocks come from the breakage and weathering of larger
rocks.
c. Soil is made partly from weathered rock and partly from organic materials and
that soils differ in their color, texture, capacity to retain water, and ability to
support the growth of many kinds of plants.
d. Fossils provide evidence about the plants and animals that lived long ago and
that scientists learn about the past history of Earth by studying fossils.
e. Rock, water, plants, and soil provide many resources, including
food, fuel, and building materials, that humans use.
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Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform
investigations.
a. Make predictions based on observed patterns and not random guessing.
c. Compare and sort common objects according to two or more physical attributes
(e.g., color, shape, texture, size, weight).
d. Write or draw descriptions of a sequence of steps, events, and observations.
f. Use magnifiers or microscopes to observe and draw descriptions of small
objects or small features of objects.
g. Follow oral instructions for a scientific investigation.
Social Studies
2.2 Students demonstrate map skills by describing the absolute and relative
locations of people, places, and environments.
2. Label from memory a simple map of the North American continent, including the
countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential
map elements: title, legend, directional indicator, scale, and date.
3. Locate on a map where their ancestors live(d), telling when the family moved to the
local community and how and why they made the trip.
4. Compare and contrast basic land use in urban, suburban, and rural environments in
California.
V. VOCABULARY
geologist
eruption
metamorphic
sedimentary
igneous
pumice
erosion
plates
classify
geology
obsidian
crust
earth plates
limestone
shale
tectonics
volcanoes
mass
paleontology
magma
mantle
horizontal fault
marble
conglomerate
canyon
structure
minerals
seismology
lava
core
vertical fault
quartzite
cave
crystals
soil
fossil
VI. LANGUAGE ARTS STANDARDS – 2nd Grade
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special
vowel spellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowelconsonant-vowel = su/per; vowel-consonant/consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense words and regular multisyllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
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1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular
plurals (e.g., fly/flies, wife/wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and
expression.
Vocabulary and Concept Development
1.7 Understand and explain common antonyms and synonyms.
1.8 Use knowledge of individual words in unknown compound words to predict
their meaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly).
1.10 Identify simple multiple-meaning words.
2.0 Reading Comprehension
Structural Features of Informational Materials
2.1 Use titles, tables of contents, and chapter headings to locate information in
expository text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading (i.e., tell what information is sought).
2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g.,
why, what if, how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.7 Interpret information from diagrams, charts, and graphs.
2.8 Follow two-step written instructions.
3.0. Literary Response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different
authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for,
and the impact of, the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect
different cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.
WRITING
1.0 Writing Strategies
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Penmanship
1.2 Create readable documents with legible handwriting.
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive
detail.
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write brief narratives based on their experiences:
a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.
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WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs,
in writing
and speaking.
Punctuation
1.4 Use commas in the greeting and closure of a letter and with dates and items in
a series.
1.5 Use quotation marks correctly.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings,
months
and days of the week, and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said,
who, what, why).
1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend
patterns correctly.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Comprehension
1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to
solve problems, for enjoyment).
1.2 Ask for clarification and explanation of stories and ideas.
1.3 Paraphrase information that has been shared orally by others.
1.4 Give and follow three- and four-step oral directions.
Organization and Delivery of Oral Communication
1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g.,
informal discussion, report to class).
1.7 Recount experiences in a logical sequence.
1.8 Retell stories, including characters, setting, and plot.
1.9 Report on a topic with supportive facts and details.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1 Recount experiences or present stories:
a. Move through a logical sequence of events.
b. Describe story elements (e.g., characters, plot, setting).
2.2 Report on a topic with facts and details, drawing from several sources of
information.
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VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS
*Use of math problems relevant to predicting and time estimation
*Interpreting charts & graphs
*Reading of primary source material
*Geography/geology
*Use of globes & maps
*Classifying & sorting rocks using specific characteristics
*Demonstrate personal & group participation skills
VIII. RESOURCES & MATERIALS www.minerals.nsw.gov.au/index.htm
FICTION
Hill of Fire
The Monster Behind Black Rock
Everybody Needs a Pet Rock
Earth Songs, Livingston, M.
NON-FICTION
Rare Treasure, Don Brown, Houghton Mifflin
Rocks and Minerals, Tracy Staedter, Reader’s Digest Children’s Books
The Pebble in My Pocket, Meredith Hooper and Chris Coady, Viking
Rocks, Minerals and Fossils, Mark C.W.Sleep, Wayland Publishers
Eyewitness Books:Rocks and Minerals, Dr. R.F. Symes et al, Alfred A. Knopf
Let’s Go Rock Collecting, Roma Gans, HarperCollins
Planet Earth/Inside Out, Gail Gibbons, Mulberry Books
Rocks and Minerals, Neil Morris, Crabtree Publishing
How Mountains Are Made, Kathleen Zoehfeld, HarperCollins
Fossils Tell of Long Ago, Aliki, Houghton Mifflin
The Big Rock, Bruce Hiscock, Aladdin Paperbacks
First Field Guide: Rocks and Minerals, Edward Ricciuti and Margaret Carruthers, Scholastic
BOOKS IN SPANISH
La superficie de la tierra, Colin Walker, Modern Curriculum Press (Concept Science en español
series)
La tierra cambia, Colin Walker, Modern Curriculum Press (Concept Science en español series)
¿De qué está hecha la tierra?, Susan Mayes, Usborne
Una cueva, Christiane Gunzi, Dorling Kindersley
¿Qué hay debajo de la tierra?, Susan Mayes, Usborne
Rocas y tierra, Maria Gordon, Wayland
Rocas y minerales, Jane Walker, Aladdin Books
Podría ser una roca, Allan Fowler, Children’s Press
VIDEOS:
The Earth’s Layers
35 minutes
Rock Formation
20 minutes
Volcanoes
45 minutes
The Mystery of Stonehenge
40 minutes
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COMMUNITY PEOPLE:
Mr. Abdul Hamid Beig, Soil Scientist-State of California
WEBSITES:
www.rockhoundingar.com/pebblepups/kidsaskmikey
www.brycecanyoncountry.com/photos-scenic2
www.petrifiedwood.com
www.geo.arizona.edu
www. geology.usgs.gov
www.geosociety.org
E-MAIL AN EXPERT
Ask a Dinosaur Expert email: jacobson@geoserv.isgs.uiuc.edu
Ask a Geologist email: Ask a Geologist@usgs.gov
Ask a Geologist email: ask-a-geologist@gsc.nrcan.gc.ca
Ask an Ocean Animal Expert email: whaletimes@whaletimes.org Questions about ocean
animals, not just whales.
Ask a Plant and Pest Expert email: sellers@btny.purdue.edu From the Plant and Pest
Diagnostic Laboratory at Purdue University.
Ask a Science Expert email: mentors@npr.org From Science Friday Kids Connection by
National Public Radio (NPR)
Ask a Scientist email: Patricia.Higby@uni.edu (top 10 FAQs)
Ask a Zookeeper email: cattales@spokane.net
Geology Ask an Expert links If you have more questions about fossil and rock formation
visit the following sites:
http://volcano.und.nodak.edu/vwdocs/ask_a.html
http://www.etc.bc.ca/tdebhome/int_expert.html
http://www.NRCan.gc.ca/gsc/cpdnew/askageol.html
http://agcwww.bio.ns.ca/schools/classrm.html
http://walrus.wr.usgs.gov/docs/ask-a-ge.html
http://kidscience.miningco.com/msub1.htm
You could try to send an email question to the following addresses:
Ask a Geologist askanexpert@pitsco.com
These sites will assist you in planning extentions to the model.
http://www.enchantedlearning.com/subjects/dinosaurs/mesozoic/triassic/
http://www.geobop.com/paleozoo/Time/Mesozoic/Triassic/
http://www.azjournal.com/Petrifiedforest.htm
http://www.cbv.ns.ca/
http://dsc.discovery.com/stories/dino
http://www.cs.unc.edu/~plaisted/ce/dating.html#Carbon%2014%20dating
Other Resources:
Netscape will allow you to browse the following sites for information
Canadian Terrain Sciences Title page... http://sts.gsc.emr.ca/tsd.htm
Canadian Natural Resouces at http://www.NRCan.gc.ca
Geological Survey of Manitoba/Canada... http://www.NRCan.gc.ca
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http://www.newcastle.edu.au/department/gl/shaun/molluscs.htm
Cephalapod... http://is.dal.ca/~ceph/TCP/index.html Honeycomb (Obulate) Tetracoral...
Geologic History... http://www.umanitoba.ca/geoscience/SERVERS/paleo.html
Earth Sciences Information Centre in Canadahttp://www.nrcan.gc.ca/ess/esic/esic_e.html
Geologic Links from Canada http://www.cspg.org
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Project G.L.A.D.
Noshaba Afzal
Rocks and the Earth (level 2)
UNIT PLANNING PAGES
I.
FOCUS & MOTIVATION
*CCD – Cognitive Content Dictionary
*Teacher-made Big Book
*Realia
*Inquiry Chart
*Geologist Awards
*Rock Hunt
II.
INPUT
*Pictorial input- Earth’s Layers
*Narrative- Hill of Fire
*10/2 with primary language groups
*Picture file cards of various architectural uses of rock around the world
III.
GUIDED ORAL PRACTICE
*T-graph
*Farmer’n’Dell Chart
*Big Books
*Poetry
*Expert Groups- Sandstone, Marble, Petrified Wood, Geodes
*Picture File Cards
*Process Grid
*Personal Interaction
*Team Maps
IV.
READING & WRITING
Whole Class:
*Big Book frame
*Coop strip paragraph-responding, revising, and editing
*Highlighting words
*Poetry
*Shared Reading
Cooperative Reading & Writing Choices:
*Big Book reading
*Flexible group reading
*Ear-to-Ear reading
*Labeling of charts
*Interactive reading
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*Walk the walls
*Mind map
*Team picture-layers of the Earth
Individual Activities:
*Learning Logs
*Interactive Journals
*Poetry Books
*Living Wall
Writer’s Workshop:
*Mini lesson
*Choices
*Author’s Chair
*Conferencing
V.
EXTENDED ACTIVITIES
*Cooking-peanut butter & geology sandwiches
*Art Project- build a volcano, model of the Earth’s layers
VI.
CLOSURE
*Process charts
*Team presentations
*Class Big Book
*Portfolio conference
*Personal exploration
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Project G.L.A.D.
Noshaba Afzal
Rocks and the Earth(level 2)
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
 CCD
 Set standards- Geology Awards
 Realia
 Narrative Input- Hill of Fire
INPUT
 Pictorial Input-Earth Layers/3 types of Rock formations
 10-2 lecture, primary language groups
GUIDED ORAL PRACTICE
 Farmer-in-Dell Chart
 Rock realia: observations
 Exploration report
 Picture file cards: observation, categorizing
FOCUS/MOTIVATION
 Inquiry charts
 Poetry, chanting
READING/WRITING
 Learning log- sketch & write
 Preview/review
CLOSURE
 Journal writing
 Home/School Connection
Day 2
FOCUS/MOTIVATION
 CCD
 Poetry/Rap- Highlight
 Bookmarks of Geology Rocks
 Narrative or read aloud
 Review with word card
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INPUT
 Reprocess Earth layers pictorial with word cards, add Granite rock info
 Important Big Book
 10/2 processing
READING/WRITING
 Learning log
 Writer’s Workshop
Mini-lesson
- Choices for writing projects
-strip book
-flip book
-sketch stories
-word cards
-expository
- Primary language story
Author’s Chair
GUIDED ORAL PRACTICE/READING/WRITING
 T-graph - cooperation
 Realia - Exploration Report
CLOSURE
 Interactive journal writing
 Add to charts
 Read Aloud- Monster Behind Black Rock
Day 3
FOCUS/MOTIVATION
 CCD
 Narrative Story Map
 Rock Hunt- Categorizing
 Rock ‘n’ Rap
GUIDED ORAL PRACTICE
 T-graph processing
 -team tasks
- team cognitive dictionary
- graphic organizer
- here there poem
- label earth layers
- farmer in the dell
 -individual tasks
- cognitive dictionary
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
- sketch label earth layers
Expert groups
INPUT
 Silent Video-volcanoes & earthquakes
READING/WRITING
 Process Grid
 Co-op Strip Group Paragraph
- respond
- revise
- edit
CLOSURE
 Team sharing - process cooperation
 Chant
Day 4
FOCUS/MOTIVATION
 CCD
 Poetry
 Read aloud
GUIDED ORAL PRACTICE
 Walk the walls
 Poetry/songs
 Personal interaction
 Prepare for final presentation of expert information
READING/WRITING
 Flexible group reading - Team Tasks
 SQ3R - total class and partners
GUIDED ORAL PRACTICE
 Multiple Intelligence
- teams present expert information
CLOSURE
 Big book - teams
- watercolors
 Home/School Connection
 Peanut butter geology sandwiches
 Process and evaluate
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Important Big Book
By Noshaba Afzal
Page 1
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
 The top layer of the earth is the Crust made of mostly soil and
rocks.
 Smaller rocks come from the breakage and weathering of larger
rocks.
 Second layer is the Mantle made of hot rocks and metals.
 Geologist believe the Core is made of a solid ball of metal.
But, the important thing about the Earth is it is made of materials that
have distinct properties and provide resources for human activities.
Page 2
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
 Sedimentary rocks have many layers.
 They are formed under lakes and oceans.
 They are made by small pieces of plants, rocks, and dead animal
fossils over thousands of years.
 Scientists learn about the past history of Earth by studying fossils.
 Sandstone & limestone are examples of sedimentary rocks.
But, the important thing about the Earth is it is made of materials that
have distinct properties and provide resources for human activities.
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Page 3
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
 The word metamorphic means “change”.
 Heat, time, and pressure of magma rock layers change rocks into
metamorphic rocks.
 Both Igneous and Sedimentary rocks can become Metamorphic
rocks.
 Granite rock changes to gneiss, Shale into slate, sandstone to
quartzite.
But, the important thing about the Earth is it is made of materials that
have distinct properties and provide resources for human activities.
Page 4
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
 Igneous rocks are made from melted rocks called magma.
 Sometimes magma squeezes up between the layers of rock,
hardens, and forms underground.
 When magma comes to the surface it is called lava.
 Pumice and obsidian are examples of igneous rocks.
But, the important thing about the Earth is it is made of materials that
have distinct properties and provide resources for human activities.
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Page 5
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.




When magma erupts from a volcano, it is called lava.
During an eruption, lava, rocks, dirt and ash shoot in the air.
Obsidian is a rock that forms when magma cools and hardens.
Native Americans used obsidian to make arrowheads and tools.
But, the important thing about the Earth is it is made of materials that
have distinct properties and provide resources for human activities.
Page 6
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
 Rocks are made from different physical properties and are
composed of minerals.
 Soil is made partly from weathered rock and partly from organic
materials.
 Soils differ in their color, texture, capacity to retain water, and
ability to support the growth of many kinds of plants.
 Rocks, water, plants, and soil found on Earth, provide many
resources including food, fuel, and building materials, that humans
use.
But, the important thing about the Earth is it is made of materials that
have distinct properties and provide resources for human activities.
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GRANITE ROCK INFORMATION FOR INPUT
Granite is an igneous rock that forms from magma under the ground. Igneous
rocks are made from melted rock called magma. Some magma squeezes up
between the layers rock and then hardens.
The color of Granite rock is a light to dark grey with black or grey specks. It is a
very hard rock and does not break easily. Granite is used as tiles or counters to
decorate buildings and homes.
Granite is also used to make statues and monuments. The famous four presidents
carved on Mt. Rushmore are made from the Granite rock on that mountain side.
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Narrative Input
by, Forest Grove S.D GLAD Trainers
HILL OF FIRE
About sixty years ago, in the state of Michoacán, Mexico,
something happened which had only happened once before in all of
history. And the funny thing is, it happened to someone who was
always complaining that nothing interesting ever happened in his
little town.
A farmer named Dionisio lived with his wife and son in that town,
and nearly everyday he went to his cornfield to work. At planting
time he took his ox with him to plow the rocky soil to get it ready
for sowing the corn. One afternoon when there was no school,
the farmer’s son Pablo came to help him.
As the ox was pulling the plow through the earth, the plow got
stuck. The farmer yelled at the ox to pull harder, but the plow
still didn't move. Dionisio and Pablo pushed together on the
handle of the plow, but it went deeper and deeper into the
ground. All of a sudden, the little hole the plow was stuck in began
to get bigger, and there was a loud rumbling noise, and smoke
shot up through the opening. “Run!” screamed the farmer to his
son. As he and Pablo and the ox raced down the hillside, there was
a loud CRACK and a BOOM as a crevice opened up, and the volcano
known as Parícutin was born.
When they reached the town plaza, Dionisio rang the churchbell,
so that everyone would come out to see what was happening. The
farmer pointed at where his field had been, and people stared in
amazement at the flames erupting from the mouth of the volcano,
the scalding lava streaming down its slopes, and the ash and
cinders flying through the air. They watched all night as the
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volcano turned the hill to a mountain, and a river of molten rock
flowed closer and closer to the town.
Days later, when the noise and fires had died down somewhat,
Dionisio and his family and neighbors returned from the
surrounding countryside where they had gone to escape the
danger. Half the town was completely buried by chunks of igneous
rock expelled by the volcano. Soldiers arrived to evacuate the
town, telling people they would have to start a new life
somewhere else. For their own safety, they could not continue to
live so close to an active volcano.
Even though the place where they would build their new town was
not so far from the old one, the only thing still visible was the
church belltower, rising above the rockpile. So they started over.
When they had finished building a new school, new homes, and a
new marketplace, they celebrated with a fiesta, eating and
drinking and singing and dancing as the volcano glowed in the night
sky.
After that, life went on pretty much as before. Farmers grew
corn, women ground it into tortillas to feed their families, and
people sold food and crafts in the marketplace. But the town now
had something it had never had before: tourists. People came
from miles around to see the volcano Parícutin and the
destruction it had caused, and to hear the story from Dionisio,
the man whose wish for something exciting to happen came true.
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Rocks Here, Rocks There
By Noshaba Afzal
Rocks here, rocks there.
Rocks, rocks everywhere!
Persistent geologist digging,
Smart scientist observing,
Brave children exploring,
And curious people comparing.
Rocks under rivers,
Rocks around the deserts,
Rocks in the caves,
And rocks beneath the earth.
Rocks here, rocks there.
Rocks, rocks everywhere.
Rocks! Rocks! Rocks!
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Rockin Rap
By Kim Canterbury & Noshaba Afzal
Have you heard of the Rockin Rap?
It’s real cool and has lots of facts!
There are three different ways that rocks are formed,
Listen up and you’ll be informed.
Igneous is the first you should know,
It’s formed by magma when it’s cooled down below.
Granite and basalt are a couple of names,
Obsidian is glassy and pumice floats away!
The next kind of rock is Sedimentary,
You can tell by the layers it carries.
Limestone and sandstone to name a few,
Coal, shale, and conglomerate too!
Now we come to the final one,
It’s called Metamorphic the changing one.
Some rocks change into one named Schist,
Now listen to the others so they don’t get missed!
Limestone to marble, granite to gneiss,
Shale to slate, and quartz to quartzite!
You’ve heard the three, now name them all:
Igneous! Sedimentary! Metamorphic!
Now you know the Rockin Rap,
And that’s a fact!
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Rock Science Bugaloo
By Laura Curry and Tessa Williams
We’re rock scientists and we’re here to say,
We study earth’s secrets everyday.
Sometimes we write a paper, sometimes we read a book,
But mostly we just get on out and take a look.
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
Over thousands of years plants and animals died,
Leaving a sticky residue buried inside.
Sandstone, shale, and fossils in the soil.
Are all indicators that we might strike oil!
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
People look to me for what I predict,
Study of plate movements is called tectonics!
The friction of plates makes the ground shake,
Otherwise known as an earthquake!
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
Investigating the Grand Canyon, what do I see?
Millions of years of history!
The rock layers show the evidence
Of ancient animals, plants and their environments.
Geologists, seismologists, paleontologists too,
doing the rock science bugaloo!
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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Name______________________________________
HOME/SCHOOL CONNECTION
Retell the Narrative story you heard in class to your parents.
Illustrate the story below.
Comments:____________________________________________________
Parent signature ________________________________________________
#1 rocks project GLAD 2003
HOME/SCHOOL CONNECTION
Find an object at home that is made from some type of rock. Sketch a
picture of the object below. GEOLOGIST BONUS: Try to identify the name
of the rock used to make that object and tell how that rock was formed.
Comments:____________________________________________________
Parent signature ________________________________________________
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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#2 rocks project GLAD 2003
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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EXPERT GROUP # 1
Marble
Marble is a metamorphic rock. ‘Morph’ means change. Rocks can change
their form when they turn into new rocks called metamorphic rocks. Most
rocks are very hard, so it takes a lot of heat, pressure, and time for a rock to
change into a new rock.
Limestone is a bumpy sedimentary rock with visible fossils or shells. When
it is put under tremendous heat and pressure, over time is becomes a new
rock called marble.
Marble comes in many colors and shades such as blue, green, pink, purple,
and white. Marble usually has darker colored bands or lines and is
embedded with quartzite. It is very beautiful when polished. It is used for
tiles, monuments, tables and decorations of all types.
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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EXPERT GROUP # 2
Sandstone
Sandstone is a sedimentary rock. It is formed when sediments are carried by
rushing water settle gently at the bottom of rivers, lakes, and oceans. These
sediments of dead animals and plant life form into thick layers over many,
many years.
Under the heavy weight and extreme pressure of many layers above, the
bottom layers fuse together and form sedimentary rocks. Sandstone is
formed from layers of sand.
Sandstone feels gritty. It is not a very hard rock and breaks apart easily. It
is used to decorate gardens. Sandstone is also broken down to make cement
compounds.
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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EXPERT GROUP # 3
Petrified Wood
Over 225 million years ago a large basin area with lush landscape, various
flora, and many rives and streams flowed through the lowlands. Arizona, New
Mexico, and Utah were located near the equator and the environment was more
tropical and humid.
Over time trees died and the rivers carried the trees into the lowlands. The trees
were buried in layers of mud, sand, or volcanic ash. Then water seeped through
the layers.
Minerals in the water took place of the wood. The trees became solid stone,
but their shape remained the same. That is why the petrified wood looks like
real wood. The color of the petrified wood reveals the minerals that were
involved creating a rainbow of colors, or lack of, within the petrified material.
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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EXPERT GROUP # 4
Geodes
A geode is a very unusual rock. When this type of rock formed over many,
many years, liquids and gases were trapped inside and formed special shapes
called crystals. Geologist do not classify geodes under any of the 3 types of
rocks because none of their definitions fit.
When a geode is split open, a hollow center partly filled with beautiful
mineral crystals can be seen. These crystals come in all colors and
sometimes multicolored. The outer side of a geode is plain grey color. It is
usually round or oval shape.
Geodes are found in many parts of the world. They are mainly used for
decoration pieces and jewelry. Depending on the size, shape and color of
crystals, geodes can be very expensive.
Rocks Level 2
Noshaba Afzal - Project GLAD (2003)
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NAME OF
ROCK
TYPE OF
ROCK/HOW IT
IS FORMED
CHARACTERISTICS
HOW IT IS USED
INTERESTING
FACTS
GRANITE
MARBLE
SANDSTONE
PETRIFIED
WOOD
GEODES
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