6th Grade Science Unit:
It’s the heat and the pressure?
Unit Snapshot
Topic: Rocks, Minerals and Soil
Duration:
Grade Level: 6
8 days
Summary
The following activities engage students in exploring how rocks are in a
continuous cycle and form in different ways.
CLEAR LEARNING TARGETS
“I can”…statements
____ identify the characteristics/classify metamorphic rocks.
____ describe how metamorphic rocks form.
Activity Highlights and Suggested Timeframe
Days 1
Engagement: Students view a video segment and discuss the meaning of
metamorphosis.
Day 2-3
Exploration: Students use crayon shavings to simulate metamorphic rock.
Day 4-5
Explanation: Students describe the difference between foliated and nonfoliated
metamorphic rocks.
Days 6
Elaboration: Students will write a paragraph about the process of how a rock can
become metamorphic.
Day 7
and on-going
Day 8
Evaluation: Formative and summative assessments are used to focus on and assess
student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions related to
Metamorphic Rocks. A teacher-created short cycle assessment will be
administered at the end of the unit to assess all clear learning targets (Day 7).
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
6.ESS.2 Igneous, metamorphic and sedimentary rocks have unique characteristics that
can be used for identification and/or classification.
Most rocks are composed of one or more minerals, but there are a few types of sedimentary rocks
that contain organic material, such as coal. The composition of the rock, types of mineral present,
mineral arrangement, and/or mineral shape and size can be used to identify the rock and to
interpret its history of formation, breakdown (weathering) and transport (erosion).
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering) that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.
STUDENT KNOWLEDGE:
Prior Concepts
Pre-K-2: objects that have physical properties, properties of objects can change and Earth’s nonliving
resources have specific properties.
Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways,
and objects are composed of matter and my exhibit electrical conductivity and magnetism.
Future Applications of Concepts
Grades 7-8: Sedimentary, metamorphic and igneous environments, and the history of Earth (including the
changing environments) from the interpretation of the rock record are studied.
High School: The formation of elements, chemical bonding and crystal structure are found in the Physical
Sciences. In grades 11/12 Physical Geology, depositional environments, volcanic, characteristics of rocks
and mineralogy are explored in depth.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Materials per class:
Internet access
Primary
Foliated
Metamorphic Rock
Nonfoliated
Explore
Crayons (4-6 per student group)
Pencil sharpeners
Newspapers (cover desks)
Hammer
Four 6 inch 2x4 wood pieces
2 “C” clamps
Hot plate or pancake griddle
Two pie plates
Heavy duty aluminum foil
Tongs
Ice
Tray
Safety goggles
Computer
Internet access
Materials per class:
Computer
Internet access
Secondary
Contact metamorphism
Regional metamorphism
Explain
Prentice Hall Earth Science Textbook
Rock Books
Computer with Internet access
Elaborate
Internet Access
Poster making materials
Evaluate
Metamorphic Rock Test – copies for each
student
SAFETY
ADVANCED
PREPARATION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
All lab safety rules, procedures, and precautions should be taken into
consideration, especially when working with hotplates, candles, or other
heat related tools.
Have fire extinguisher available, and understand how to use it properly.
Tie loose clothing and hair away from face
Wear safety glasses/goggles and lab apron if available
Gather metamorphic rocks: schist, gneiss, slate, marble, anthracite and
phyllite
Gather old Crayons to shave
Preview all videos and websites
Make copies of all student handouts
3
Objective: Students will be engaged in the properties of metamorphic rocks,
how and where they form. Prior knowledge will be formatively
assessed through the using a KWL chart.
ENGAGE
(1 Day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections are made to
the real world?)
What is the teacher doing?
What are the students doing?
Meta What?
(Day 1)
Give students “Meta What?”
Hand out/KWL Chart
Activate students’
understanding of the word
“metamorphosis”. Ask
clarifying questions, write down
key words.
Meta What?
(Day 1)
1. Students participate in explaining
their understanding of
metamorphosis. “Meta What?”
handout is available to record
students’ knowledge.
2. Students complete where they
have seen the Metamorphosis
and what they think it means.
Also fill out the “K” (What I know)
and “W” (What I want to know)
column.
3. Watch the video on
Metamorphism of rock, when
watching the video students are
to write down key ideas.
Have students watch Standard
Deviants School Geology:
Sedimentary and
Metamorphic Rocks. Cause of
Metamorphism (2:46) and
Process of Metamorphism
(2:36). Found in
www.unitedstreaming.com
Have student write down key
words about Metamorphosis
and compare it to
Metamorphosis that was
originally discussed
Opportunity to do a KWL chart.
Optional: Keyword Bingo:
Tally the number of times
“Metamorphosis” is used in the
video the second time
watching the video. Have
students also think about
synonyms that go with this
word.
4. Optional: On the back of the
handout record the number of
times Metamorphosis is mentioned
and any synonyms along with the
word.
5. Compare the new words with the
original understanding.
6. Complete the “L” (What I
learned”.
Objective: Students will be modeling how metamorphic rocks are created.
Connect this to places on Earth where we find metamorphic rocks.
EXPLORE
(2 Days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Metamorphic Rocks: Melting Rocks
(Days 2-3)
Have supplies ready (crayon
and sharpeners) Crayon
shavings to make a
metamorphic rock.
Metamorphic Rocks: Melting Rocks
(Days 2-3))
4
Give students “Metamorphic
Rock: Melting Rocks Lab
Sheet.
Go over procedures in class;
identify the safety precautions
when using a hot plate or an
iron.
Place students into groups of
four. Have task for each
member (supplier, fascinator,
recorder, and question
keeper).
Teacher will be in charge of
hot plate station.
Make sure students are
completing their data table.
1. Read over the Melting Rock Lab,
before receiving materials.
2. Each group will write an
explanation of how each rock was
form.
3. Have one member of the group
get supplies.
4. Students are to complete the lab
and lab worksheet.
Objective: Through text and discussion, students will be able to describe the
difference between foliated and nonfoliated metamorphic rock and the
environment in which they form.
EXPLAIN
(1 Day)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
ELABORATE
(2 Days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Metamorphic Rock FOLDABLE
(Day 4)
Attached and contains answers.
Metamorphic Rock FOLDABLE
(Day 4)
Attached and contains answers.
Background Reading Page 110-113
Guide students through the reading
in the Pearson/Prentice Hall Earth
Science textbook p.110-113.
Take some time to discuss the
properties of foliated and
nonfoliated rocks.
Have students look at the
diagram on p. 111. Much of
this will help them in their
foldable.
Instruct students to include
pictures.
Sample of this foldable is also
attached.
Background Reading Page 110-113
1. Read p. 110-113.
2. Answer teacher generated
questions to clarify properties of
foliated and nonfoliated rocks.
3. Make a foldable of foliated and
nonfoliated rocks.
4. Be sure to include pictures.
Objective: Students will show their understanding of metamorphic rocks by
writing an essay with a focus on the types of metamorphic rock and
the environment in which they form.
What is the teacher doing?
What are the students doing?
(Day 5)
(Day 5)
1. Students generate key properties
of rocks.
Brainstorm with the class some
key properties of metamorphic
rocks, write these on the
board.
If students struggle have them
refer to their book or foldable.
5
Give each student the
“Metamorphic Rock Essay
Questions” handout to
complete.
Rubric is also attached.
*There is an alternate
worksheet that asks
more specific questions
but requires more time.
This is attached
“Metamorphic Rock
Worksheet.”
(Day 6)
Create a wanted poster for a
metamorphic rock. The
metamorphic rock should
include places around the
world were they were created.
Identify if the metamorphic
rock has any noticeable
markings, is it foliated or
nonfoliated. Identify their
Parent (Parent Rock the rock
before they metamorphisized),
known accomplices, other
metamorphic rocks. Creativity
and color are needed.
2. Students complete the essay,
using the foldable and the text
book as a resource.
(Day 6)
1. Students complete the poster,
use of foldable and their book
can also help their poster.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students
misconceptions related to Metamorphic Rocks.
Formative
How will you measure learning as it occurs?
EVALUATE
(1 day and on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
Consider developing a
teacher-created formative
assessment.
1. Metamorphic Rock Test: Multiplechoice test. Attached
2. Create a class top 10 facts of
Metamorphic Rock.
2. Review and Reinforce p. 258 (All in
one teaching resource)
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. Graphic Content Organizer can be
used to assess student knowledge
related to convection, conduction,
and radiation.
2. The group presentation to class can
assess the ability of students to
apply their knowledge of
metamorphic rock and the
environment in which they form.
3. Teacher-created short cycle
assessment will assess all clear
learning targets.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
6
EXTENSION/
INTERVENTION
(1 day or as needed)
EXTENSION
1. Pearson “The Metamorphic Rock”
Enrich p.259 (All in one teaching
resource)
2. Mystery Rock lab p.260-262. All in
one teaching resource)
INTERVENTION
1. www.unitedstreaming.com related
videos
2. Metamorphic Rock Guided reading
and study p. 255 All in one teaching
resource)
3. Adapted Guided Reading And
Study found on Teacher Resource
CD.
Misconceptions
All rocks are the same, and it’s hard to tell how they originated.
Rocks and minerals are the same thing; distinguishing them is not
important. Humans can fabricate rocks and minerals; artifacts are the
same as rocks and minerals.
All rocks are hard.
COMMON
MISCONCEPTIONS
Strategies to address misconceptions
Provide students with real igneous rock and have them observe the properties.
Provide students with a rock kit, and have students discuss what similarities and
difference are between the rocks.
Reinforce the differences between minerals and rocks.
Minerals have different hardness; perform a scratch test using Mohs hardness
scale.
Lower-Level: Provide additional text resources (trade books, articles) that are
appropriate for the reading level of the students. For the group
work, consider mixed grouping strategies. Consider modeling
through a demonstration and then allowing students to explore
these topics through guided inquiry. The Earth Science textbook
does have adapted study
Higher-Level: Consider having students create their own investigations on which
metamorphic material would be best to build a house in a climate
that is hot, cold, dry, wet, etc. Other design opportunities can also
be developed.
DIFFERENTIATION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
7
Textbook Resources:
Prentice Hall Earth Science p.110-113
Websites:
Metamorphic Rock, Processes, and Resoruces:
http://www.uno.edu/cos/departments/ees/ResourcesDocs/L05_Metamorphic_Rocks.pdf
Metamorphic Rocks: Teacher Guide including Lesson Plans, student
readers, and more information.
http://www.msnucleus.org/membership/html/jh/earth/metamorphic/jh
metamorphic.pdf
Glencoe Textbook:
http://www.jmhs.jenkins.kyschools.us/Staff/BB/Science%20Textbooks/9th
%20Grade%20Textbook/Ch%206.pdf
Metamorphic Rock Identification:
http://facweb.bhc.edu/academics/science/harwoodr/Geol101/labs/m
etamorf/
Bill Nye the Science Guy:
http://www.youtube.com/watch?v=3HQwYbwmyaY
ADDITIONAL
RESOURCES
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Discovery Ed (www.unitedstreaming.com)
Earth Science for Student: Rock Cycle (Metamorphic rock 1:49) and
(Metamorphic Rock Formation (1:00)
Metamorphic Rock (1:22)
Standard Deviants School Geology: Sedimentary and Metamorphic
Rocks (Causes of Metamorphism 2:46) (Processes of Metamorphism
2:36)(Foliation 3:10) (Hornfels and Review 2:02)
Literature:
Oxlade, Chris. (2012). Metamorphic Rocks. Gareth Raintree Publishers.
Aloian, Molly. (2010). What Are Metamorphic Rocks. GCrabtree
Publishing Company
Faulkner, Rebecca. (2007). Metamorphic Rocks. Heinemann-Raintree.
Movies/Videos:
Physical Geography: Metamorphic Rocks [videorecording
(DVD)]/produced and directed by Physical Geography Series. (2008).
Tmw Media Group. Part of the 16-volume Physical Geography Series,
which teaches viewers about a variety of natural phenomena,
including caves, rocks, geysers, glaciers, earthquakes, and more,
Physical Geography Series: Metamorphic Rocks explores the world of
rocks transformed by heat and pressure. Viewers learn about the
numerous kinds of metamorphic rocks, and their unusual characteristics.
Rocks discussed include shists, slates, gneisses, granite, marble, and
quartzite.
Other:
Metamorphic Rock, Processes, and Resoruces:
http://www.uno.edu/cos/departments/ees/ResourcesDocs/L05_Metamorphic_Rocks.pdf
Metamorphic Rocks: Teacher Guide including Lesson Plans, student
readers, and more information.
http://www.msnucleus.org/membership/html/jh/earth/metamorphic/jh
metamorphic.pdf
Glencoe Textbook:
http://www.jmhs.jenkins.kyschools.us/Staff/BB/Science%20Textbooks/9th
%20Grade%20Textbook/Ch%206.pdf
8
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
K
W
L
When have you heard or used the word Metamorphosis? What does the word “Meta” mean?
Meta What?
Name: _____________________________________ Date: _________________________ Period: __________
Name: ___________________________________ Date: __________ Period: _______
Metamorphic Rock: Melting Rocks
Teacher Guide
Focus Question: How are metamorphic rocks formed?
Materials: (per group of students) or teacher demonstration
Crayons (4-6 per student
group)
Pencil sharpeners
Newspapers (cover desks)
Four 6 inch 2x4 wood piecesOptional
2 “C” clamps (Pressure)Optional
Two pie plates
Tray
Heavy duty aluminum foil
Marble
Tongs
Safety goggles
Computer
Internet access
Ice
Procedure:
Part 1:
1. Cover desks with newspapers.
2. Give each student group 4-6 crayons. Students will use a crayon sharpener/pencil
sharpener to make crayon shavings, about a cubic inch. You may want to have small
cups for students to fill measuring about a cubic inch. Keep colors separate until you
press them together.
3. After about 1-2cm compacted layers, give each group a 12 x 12 in piece of heavy
aluminum foil. Students will fold their layered crayon shaving with in the foil.
4. Step on foil to compress shavings together. Record Observations.
5. To get additional compaction you may use the “C” clamps and blocks of wood to
apply more compactions. (Open a foil to show what the layers, have students make
observations).
6. Teacher ONLY: Each group gives the teacher their compacted/cemented layers to
place on the hot plat/griddle. Place each foil in the aluminum foil pie tin for 20-30 sec.
on medium heat. Turn over for 20-30 sec. Place heated foil packets in ice water bath
till cooled.
7. Student unwrap foil, make observations.
2nd layer of crayon filings
1st layer of crayon filing
Aluminum foil
Fold
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Fold
10
Name: ___________________________________ Date: __________ Period: _______
Metamorphic Rock: Melting Rocks
How do metamorphic rocks form?
Hypothesis: If
Then
Materials:
4-6 crayons
Crayon/pencil sharpener
Foil
Block of wood (Optional)
C-clamp (Optional)
Aluminum foil
Marble sample
Procedure:
1. Cover desks with newspapers.
2. Take 4-6 crayons and use a sharpener to make crayon shavings, about a cubic inch.
Keep colors separate until you press them together.
3. After about 1-2cm compacted layers, give each group a 12 x 12 in piece of heavy
aluminum foil. Students will fold their layered crayon shaving with in the foil.
4. Step on the foil to compress shavings together. Record Observations.
5. To get additional compaction you may use the “C” clamps and blocks of wood to
apply more compactions. (Open a foil to show what the layers, have students make
observations).
6. Answer Part I.
7. Teacher ONLY: Each group gives the teacher their compacted/cemented layers to
place on the hot plat/griddle. Place each foil in the aluminum foil pie tin for 20-30 sec.
on medium heat. Turn over for 20-30 sec. Place heated foil packets in ice water bath
till cooled.
8. Unwrap foil and make observations.
9. Answer Part II.
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PART I:
Data table:
Identify your
Rocks’
Properties
Color
Size
Shape
Texture
Others
WHAT TYPE OF ROCK DOES THIS REPRESENT? ______________________
Analysis:
1. You created a model of sedimentary rock. Sedimentary rocks are made of sediments (tiny
pieces of sand, dust, and pebbles) that clump together and harden. What ingredients
represent the sediments in your “rocks?”
2. What process was used to cement the sediments together?
PART II
Data table:
Identify your
Rocks’
Properties
Color
Size
Shape
Texture
Others
WHAT TYPE OF ROCK DOES THIS REPRESENT?: _____________________
Analysis:
1. How did exposing your “rock” to heat change your rock?
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2. Heat and pressure can change existing rocks into new rocks. When this occurs, the new
rock becomes a different type of rock called a metamorphic rock. Rocks are classified by
the way they are formed. Any rock (sedimentary, igneous, or metamorphic) that changes
due to heat, pressure, and/or chemical reactions becomes a new rock known as
metamorphic rock. Gneiss is an example of a metamorphic rock. Observe the marble
sample or picture. How does your rock model compare to the Gneiss?
http://www.bing.com/images/search?q=Metamorphic+Rock&Form=R5FD
14#view=detail&id=8602295B4F64815CB74411A407B2BC92191F25A6
&selectedIndex=8
3. Is this activity (Parts 1 and 2) an example of a model or an experiment? Explain by using
the appropriate definition of each word with an example from this activity.
Conclusion:
1. Using the same supply list what process would the crayon shaving have to go through
to simulate an igneous rock?
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2. Complete the chart using the following words:
 Basalt
 Granite
 Cementation
 Heat
 Compaction
 Limestone
 Conglomerate
 Marble
 Cooling
 Melting
 Deposition
 Obsidian
 Erosion
 Pressure
 Gneiss
 Pumice
IGNEOUS
Columbus City Schools
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SEDIMENTARY





Sandstone
Schist
Shale
Slate
Weathering
METAMORPHIC
14
Name: _________
Answer Key_______________ Date: __________ Period: _______
Metamorphic Rock: Melting Rocks
How do metamorphic rocks form?
Hypothesis: If a rock undergoes heat and pressure then it will form a metamorphic rock.
Materials:
4-6 crayons
Crayon/pencil sharpener
Foil
Block of wood (Optional)
C-clamp (Optional)
Aluminum foil
Marble sample
Procedure:
1. Cover desks with newspapers.
2. Take 4-6 crayons and use a sharpener to make crayon shavings, about a cubic inch.
Keep colors separate until you press them together.
3. After about 1-2cm compacted layers, give each group a 12 x 12 in piece of heavy
aluminum foil. Students will fold their layered crayon shaving with in the foil.
4. Step on Foil to compress shavings together. Record Observations.
5. To get additional compaction you may use the “C” clamps and blocks of wood to
apply more compactions. (Open a foil to show what the layers, have students make
observations).
6. Answer Part I.
7. Teacher ONLY: Each group gives the teacher their compacted/cemented layers to
place on the hot plat/griddle. Place each foil in the aluminum foil pie tin for 20-30 sec.
on medium heat. Turn over for 20-30 sec. Place heated foil packets in ice water bath
till cooled.
8. Student unwrap foil, make observations.
9. Answer Part II.
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PART I:
Data table: varied answers
Color
Identify your
Rocks’
Properties
Color of
crayon
shavings
Size
Shape
Texture
varing
flakes
smooth
Others
WHAT TYPE OF ROCK DOES THIS REPRESENT? Sedimentary Rock
ANSWERS
Analysis:
1. You created a model of sedimentary rock. Sedimentary rocks are made of sediments (tiny
pieces of sand, dust, and pebbles) that clump together and harden. What ingredients
represent the sediments in your “rocks?” Many possible answers: sedimentary rocks undergo
weather, erosion, deposition, compaction, cementation.
2. What process was used to cement the sediments together? Pressure from stepping on the
foil and/or the blocks of wood and “C” clamps.
PART II
Data table:
Identify your
Rocks’
Properties
Color
Depends on
crayon color
and how they
melt together
Size
Shape
Texture
Others
Large clump
Large clump
Large clump
Possible
folation
WHAT TYPE OF ROCK DOES THIS REPRESENT?: METAMORPHIC ROCK
Analysis:
1. How did exposing your “rock” to heat change your rock? COMBINED ALL THE CRAYON
COLOR SHAVING TOGETHER.
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2. Heat and pressure can change existing rocks into new rocks. When this occurs, the new
rock becomes a different type of rock called a metamorphic rock. Rocks are classified by
the way they are formed. Any rock (sedimentary, igneous, or metamorphic) that changes
due to heat, pressure, and/or chemical reactions becomes a new rock known as
metamorphic rock. Gneiss is an example of a metamorphic rock. Observe the marble
sample or picture. How does your rock model compare to the Gneiss?
ANSWERS WILL VARY
http://www.bing.com/images/search?q=Metamorphic+Rock&Form=R5FD
14#view=detail&id=8602295B4F64815CB74411A407B2BC92191F25A6
&selectedIndex=8
3. Is this activity (Part 1 and 2) an example of a model or an experiment? Explain by using
the appropriate definition of each word with an example from this activity.
A model is what you think will happen, the experiment is what actually does happen.
Conclusion:
4. Using the same supply list what process would the crayon shaving have to go through
to simulate an igneous rock? The crayon shaving would melt then cool to produce an
igneous rock.
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17
5. Complete the chart using the following words: Bold words are the title for each
column.
 Basalt
 Erosion
 Marble
 Sandstone
 Cementation
 Gneiss
 Melting
 Schist
 Compaction
 Granite
 METAMORPHIC
 SEDIMENTARY
 Conglomerate
 Heat
 Obsidian
 Shale
 Cooling
 IGNEOUS
 Pressure
 Slate
 Deposition
 Limestone
 Pumice
 Weathering
IGNEOUS
SEDIMENTARY
METAMORPHIC
Granite
Conglomerate Limestone
Schist
Basalt
Sandstone
Shale
Gneiss
Obsidian
Weathering
Erosion
Slate
Pumice
Deposition
Marble
Melting
Compaction
Heat
Cooling
Cementation
Pressure
End of Answer Key
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Curriculum Leadership and Development
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Name: ______________________________________Date__________________________Period_______
Metamorphic Rock Essay Questions
Explain what metamorphic rocks are and how they form. Your explanation must include:
1) a general explanation of what metamorphic rocks are
2) a description of the general conditions under which metamorphic rocks form
3) a summary of the two general types of changes that transform parent rocks to
metamorphic rocks
4) an explanation of what parent rocks are, as well as give an example of one and
what it changes to.
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Name: ______________________________________Date__________________________Period_______
Metamorphic Rock Wanted Poster
Create a wanted poster for a metamorphic rock.
1. The metamorphic rock should include places around the world where they were
created.
2. Identify if the metamorphic rock has any noticeable markings, as well as is it foliated or
nonfoliated.
3. Identify their Parent (Parent Rock - the rock before they changed).
4. Known accomplices - other metamorphic rocks.
5. Creativity and color is required.
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Metamorphic Rock Essay Questions
Scoring Rubric
Description
4
3
2
General
Explanation of
metamorphic
rocks.
Student explains that
metamorphic rocks
are rocks that have
morphed or changed
into another kind or
rock from
sedimentary and
igneous rock and
gives other details
about the rocks.
Student explains that
metamorphic rocks
are rocks that have
morphed or changed
into another kind or
rock from
sedimentary or
igneous rock.
Student explains that
metamorphic rocks
are rocks that have
morphed or changed
into another kind or
rock.
Student explains that
metamorphic rocks
are rocks that have
morphed or
changed.
A description of the
general conditions
under which
metamorphic rocks
form.
Student explains that
the change is due to
immense heat and
pressure found in the
Earth’s interior, which
causes rock to melt
and change its form
and chemical
structure.
Student explains that
the change is due to
immense heat and
pressure.
Student explains that
the change is due to
immense heat or
pressure.
Student explains that
rocks change.
Student identifies that
metamorphism
happens in two
different ways
contact and
Regional. Student
also explains what
contact
metamorphism is or
what is regional
metamorphism is.
Student identifies that
metamorphism
happens in two
different ways
contact and
Regional.
Or
Student identifies and
explains contact or
regional
metamorphism.
Contact
metamorphism is
when rock undergoes
changes right next to
the heat source. This is
quick and associated
with higher
temperatures. –ORRegional
metamorphism
happens when rock is
farther away from the
heat source. This
process is slower and
is associated with
higher pressures.
Student explains that
parent rock refers to
the original rock and
gives an example of
a parent rock. (shale)
Student explains that
parent rock refers to
the original rock from
which something else
was formed.
A summary of the
two general types
of changes that
transform parent
rocks to
metamorphic
rocks.
Explains parent
rocks.
Student explains that
metamorphism
happens in two
different ways.
1) Contact
metamorphism is
when rock undergoes
changes right next to
the heat source. This is
quick and associated
with higher
temperatures.
2) Regional
metamorphism
happens when rock is
farther away from the
heat source. This
process is slower and
is associated with
higher pressures.
Student explains that
parent rock refers to
the original rock and
gives an example of
a parent rock and
what it changes to.
(shale changes to
slate)
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1
Student identifies
contact or regional
metamorphosis.
Students explains that
rocks can change
into another rock.
21
Metamorphic Rock Wanted Poster
Scoring Rubric
Category
3
2
1
Title can be read
from 6 ft. away, is
creative, and
describes content
well.
Title can be read
from 6 ft. away and
describes content
well.
Title can be read
from 4 ft. away and
describes the
content well.
The title is too small
and/or does not
describe the
content of the
poster well.
Content
Accuracy
6 or more Accurate
facts are displayed
on the poster.
4-5 Accurate facts
are displayed on
the poster.
2-3 Accurate facts
are displayed on
the poster.
1 Accurate facts
are displayed on
the poster
Graphics
All graphics are
related to the topic
and make it easier
to understand. All
borrowed graphics
have a source
citation.
All graphics are
related to the topic
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.
All graphics relate
to the topic. Most
borrowed graphics
have a source
citation.
Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a
source citation.
Required
Elements
The poster includes
all required
elements as well as
additional
information.
All required
elements are
included on the
poster.
All but one of the
required elements is
included on the
poster.
Several required
elements were
missing.
Student can
accurately answer
all questions related
to facts in the
poster and
processes used to
create the poster.
Student can
accurately answer
most questions
related to facts in
the poster and
processes used to
create the poster.
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is
attractive in terms
of design, layout
and neatness.
Student can
accurately answer
about 75% of
questions related to
facts in the poster
and processes used
to create the
poster.
The poster is
acceptably
attractive though it
may be a bit messy.
Title
Knowledge
Gained
Attractiveness
Color
4
Student uses color
well, and has a
color illustration of
the wanted rock
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Student uses color
and has a color
illustration of the
wanted rock.
Student uses color
and has a color
illustration of the
wanted rock, but it
is difficult to
differentiate from
other metamorphic
rocks.
Student appears to
have insufficient
knowledge about
the facts or
processes used in
the poster.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Student Uses color
or has a color
illustration of the
wanted rock, but it
is difficult to identify
the metamorphic
rock
22
Name:
Date
Period
Alternate Lesson
Metamorphic Rocks Worksheet
Internet research
1) The word metamorphic is made up of what two Greek words?
2) What do the Greek words meta and morphe mean?
3) What are metamorphic rocks, then?
4) Would metamorphic rocks melt while changing?
5) Would metamorphic rocks weather while changing?
6) Examine the four metamorphic rock specimens in the box. List at least three physical
properties per metamorphic rock specimen below.
Slate:
Quartzite:
a)
a)
b)
b)
c)
c)
d)
d)
Marble:
a)
b)
c)
d)
Gneiss:
a)
b)
c)
d)
7) Compare the granite specimen to the gneiss specimen.
a) Which rock is the parent rock?
b) Which rock is the metamorphic rock?
c) What physical characteristic distinguishes the gneiss from the granite?
d) Explain how the banding of light and dark minerals formed in the gneiss.
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8) Compare the sandstone specimen to the quartzite specimen.
a) Which rock is the parent rock?
b) Which rock is the metamorphic rock?
c) How can you distinguish the sandstone specimen from the quartzite specimen?
d) Explain how the sandstone changed into quartzite.
9) Compare the limestone specimen to the marble specimen.
a) Which rock is the parent rock?
b) Which rock is the metamorphic rock?
c) How can you distinguish the limestone specimen from the marble specimen?
d) Explain how the limestone changed into marble.
10) Compare the shale specimen to the slate specimen.
a) Which rock is the parent rock?
b) Which rock is the metamorphic rock?
c) How can you distinguish the shale specimen from the slate specimen?
d) Explain how the shale changed into slate.
11) Complete the following table. Place an X below the properties that characterize the
change of the parent rock to the metamorphic rock.
New Minerals
Crystallize
Yes
Parent
Rock
Metamorp
hic Rock
Granite
Gneiss
Sandstone
Quartzite
Limestone
Marble
Shale
Slate
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No
Original Minerals Recrystallize
Larger
Crystals
Interlocking
Crystals
Parallel
Crystals
24
Answer Key: Metamorphic Rocks
1) The word metamorphic comes from what two Greek words?
meta and morphe
2) What do the Greek words meta and morphe mean?
Meta means change. Morphe means form.
3) What are metamorphic rocks, then?
Metamorphic rocks are rocks that have changed form.
4) Would metamorphic rocks melt while changing?
No, not even partially. Melting is an igneous rock process.
5) Would metamorphic rocks weather while changing?
No. Weathering is a sedimentary rock process, and it occurs at the surface of the Earth.
6) Examine the 4 metamorphic rock specimens in the box. List at least three physical
properties per metamorphic rock specimen below. Answers will vary.
Slate:
Quartzite:
a)
a)
b)
b)
c)
c)
d)
d)
Marble:
a)
b)
c)
d)
Gneiss:
a)
b)
c)
d)
7) Compare the granite specimen to the gneiss specimen.
a) Which rock is the parent rock? granite
b) Which rock is the metamorphic rock? gneiss
c) What physical characteristic distinguishes the gneiss from the granite?
The banding of light and dark minerals
d) Explain how the banding of light and dark minerals formed in the gneiss.
Since metamorphic rocks form deep within the Earth’s crust, they form under high
temperature/high pressure conditions. The parent rock granite did not melt when
changing into gneiss, but its minerals did recrystallize to adjust to the high temperature
and high pressure the rock was subjected to. The banding is due to this
recrystallization. The crystals grew perpendicular to the direction of pressure, with the
light and dark minerals separating out. So, in case of the granite changing to gneiss,
the granite crystals regrew parallel to each other, creating the banding characteristic
of the gneiss.
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8) Compare the sandstone specimen to the quartzite specimen.
a) Which rock is the parent rock? sandstone
b) Which rock is the metamorphic rock? quartzite
c) How can you distinguish the sandstone specimen from the quartzite specimen?
The grains in the sandstone can be rubbed or scratched off. The quartzite still looks
granular, but sand grains can’t be scratched off. The quartzite breaks across the
interlocking crystals.
d) Explain how the sandstone changed into quartzite.
The crystals in the sand grains of the sandstone recrystallized into interlocking crystals
in response to increased temperature and pressure. No melting occurred. The
changes took place in the solid state.
9) Compare the limestone specimen to the marble specimen.
a) Which rock is the parent rock? limestone
b) Which rock is the metamorphic rock? marble
c) How can you distinguish the limestone specimen from the marble specimen?
The crystals in the limestone are not visible. The crystals in the marble are much larger
and interlock.
d) Explain how the limestone changed into marble.
The calcite in the limestone recrystallized into much larger, interlocking crystals in
response to increased temperature and pressure. No melting occurred. The changes
took place in the solid state.
10) Compare the shale specimen to the slate specimen.
a) Which rock is the parent rock? shale
b) Which rock is the metamorphic rock? slate
c) How can you distinguish the shale specimen from the slate specimen?
Depending on the quality of the specimens, this can be difficult. Both are too finegrained to see a difference in crystal growth. The slate should show more clearly
defined planes along which it split.
d) Explain how the shale changed into slate.
The clay minerals in the shale change. The new clays crystallize and the original
minerals recrystallize in larger crystals that are parallel, in response to increased
temperature and pressure.
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11) Complete the following table. Place an X below the properties that characterize the
change of the parent rock to the metamorphic rock.
New Minerals
Crystallize
Yes
No
Parent
Rock
Metamorphic
Rock
Granite
Gneiss
X
Sandstone
Quartzite
X
Limestone
Marble
X
Shale
Slate
Original Minerals Recrystallize
Larger
Crystals
X
Interlocking
Crystals
Parallel
Crystals
X
X
X
X
X
X
Key: Lesson 3 Evaluate/Express
Instruct students to respond to this question in complete sentences and in paragraph
form. They may refer to their notes and worksheet when composing their paragraphs.
Student paragraphs need not go into specific detail for the rock samples.
Explain what metamorphic rocks are and how they form. Your explanation must include:
1) a general explanation of what of metamorphic rocks are; 2) a description of the
general conditions under which metamorphic rocks form; 3) a summary of the two
general types of changes that transform parent rocks to metamorphic rocks; 4) an
explanation of what parent rocks are.
Metamorphic rocks are preexisting rocks (igneous, sedimentary, or metamorphic) that
have been changed by Earth processes. Metamorphic rocks form under high
temperature (with no melting) and pressure conditions deep in the Earth’s crust. The high
temperature and pressure cause the preexisting rocks, called parent rocks, to change
while remaining in the solid state. Parent rocks tend to change into metamorphic rocks in
one or more of these ways: 1) new minerals crystallize; 2) original minerals recrystallize into
larger crystals, interlocking crystals, and/or parallel crystals.
http://www.nvcc.edu/home/cbentley/shenandoah/
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METAMORPHIC ROCKS
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Foliated Metamorphic Rock
NonFoliated Metamorphic Rock
Definition/Formation:
Definition/Formation:
Mineral Present in Foliated Metamorphic
Rock
Mineral Present in Nonfoliated
Metamorphic Rock
EXAMPLE
EXAMPLE
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ANSWERS
Foliated Metamorphic Rock
NonFoliated Metamorphic Rock
Definition/Formation:
Definition/Formation:
Have their grains arranged in parallel
layers or bands
Mineral Present in Foliated Metamorphic
Rock
Slate: quartz and muscovite (a mica)
Schist: Quartz, micas, and amphiboles
Gneiss: feldspars, quartz, micas, and
amphiboles
The mineral grains in these rocks are
arranged randomly, they do NOT split
into layers.
Mineral Present in Nonfoliated
Metamorphic Rock
Marble: calcite or calcium
carbonate, CaCO3, magnesium
Quartzite: quartz, silica
Many formed in the environment of
Plutons: Magma rises up but stops
before it reaches the surface and
cools slowly, forming mineral crystals)
Calcite forms when it crystallizes on the
bottom of lakes and seas.
EXAMPLE
Slate
Schist
Gneiss
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EXAMPLE
Marble
Quartzite
30
Name:
Date:
Period:
Metamorphic Rocks Test
1. Which of the following best defines metamorphism?
a. compaction and cementation of rock fragments
b. precipitation of minerals dissolved in water
c. solidification of magma by cooling
d. changing of a rock by heat and pressure
2. Where does metamorphic rock form?
a. deep below the earth’s surface
b. on the earth’s surface
c. within volcanoes
d. on lake beds
3. Which of the following is classified as a metamorphic rock?
a. Basalt
b. Diorite
c. Limestone
d. Schist
4. What type of metamorphism results from magma and heat?
a. foliation
b. the rock cycle
c. contact metamorphism
d. extrusion
5. Slate is formed when great pressure acts on it, and causes changes in which
sedimentary rock?
a. Granite
b. Obsidian
c. Limestone
d. Shale
http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html
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6. Which of the following describes the processes by which sedimentary rock becomes
metamorphic rock?
a. weathering
b. erosion
c. intense heat and pressure
d. cooling and solidifying
7. What type of metamorphic rock contains mineral crystals arranged in parallel layers or
bands?
a. clastic
b. porphyritic
c. intrusive
d. foliated
8. Which is an example of a foliated metamorphic rock?
a. granite
b. gneiss
c. marble
d. quartzite
9. What geologic event are some metamorphic rocks formed?
a. volcanic eruptions
b. earthquakes
c. mountain building
d. weathering and erosion
10. What is the meaning of “metamorphic”?
a. fire-formed
b. to change
c. sedimentation
d. permanent
http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html
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Metamorphic Rocks ANSWERS
1. Which of the following best defines metamorphism?
a. compaction and cementation of rock fragments
b. precipitation of minerals dissolved in water
c. solidification of magma by cooling
d. changing of a rock by heat and pressure **
2. Where does metamorphic rock form?
a. deep below the earth’s surface **
b. on the earth’s surface
c. within volcanoes
d. on lake beds
3. Which of the following is classified as a metamorphic rock?
a. Basalt
b. Diorite
c. Limestone
d. Schist **
4. What type of metamorphism results from magma and heat?
a. foliation
b. the rock cycle
c. contact metamorphism **
d. extrusion
5. Slate is formed when great pressure acts on, and causes changes in what sedimentary
rock?
a. Granite
b. Obsidian
c. Limestone
d. Shale **
http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html
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Metamorphic Rocks ANSWERS Cont’d
6. Which of the following describes the processes by which sedimentary rock becomes
metamorphic rock?
a. weathering
b. erosion
c. intense heat and pressure **
d. cooling and solidifying
7. What type of metamorphic rock contains mineral crystals arranged in parallel layers or
bands?
a. clastic
b. porphyritic
c. intrusive
d. foliated **
8. Which is an example of a foliated metamorphic rock?
a. granite
b. gneiss **
c. marble
d. quartzite
9. What geological event are some metamorphic rocks formed?
a. volcanic eruptions
b. earthquakes
c. mountain building **
d. weathering and erosion
10. What is the meaning of “metamorphic”?
a. fire-formed
b. to change **
c. sedimentation
d. permanent
http://hs-staffserver.stjames.k12.mn.us/~fraken/Earth%20Science%20Files/Grade%208%20Practice%20Quizzes/metamorphicrockq.html
Columbus City Schools
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Science Department June 2013
34