Chomolungma:means: mother
goddess of the universe in Tibet
Everest
Rocks
8844 m 29,000 feet
Sagarmatha (means: goddess of the sky)
in Nepal
Lesson 1 – Rock Groups!
BATs
• Work collaboratively to
collect facts about
Everest (3) (TW, IQ)
• Identify different types of
rocks using a key (4) (IQ)
• Describe rocks as
containing different grains
which fit together. (L4)
What do you
know about
Mount
Everest?
How Science Works -Describe and record observations and evidence
systematically.
Everest
http://uk.youtube.com/watch?v=Q9dHML7oa
dU panorama from summit of Everest
Base Camp: 17,000ft — ABC: 21,300ft — Camp 1: 23,000ft — Camp 2:
24,750ft — Camp 3: 25,600ft — Camp 4: 27,400ft
Everest Fact Finding Mission!
• Outside are facts about Everest
• In your team one person goes outside to
find one fact and comes back in with the
answer to one of the questions on the
sheet.
• The first team to collect, and fill in, all the
answers will win!
• Good Luck!!
Can you identify rocks?
Use the following tests to sort rocks in to
groups…
1. Use a hand lens to see if the rock is
made of crystals or grains
2. Prod the rock to see if it is hard or soft
(can be scratched/broken up easily)
Sharp object – take care
3. Put the rock in a small beaker and add a
few drops of acid – does it fizz?
GOGGLES
Use the key to identify which rock
is which
grains
Is the rock made of grains or
crystals? Use the hand lens
to find out
Does the rock fizz in acid?
Add a few drops of acid
onto rock in a dish
Doesn’t fizz
sandstone
Yes = chalk
Is it made of different
types of crystal?
yes
fizzes
granite
Is the rock very
soft? Use the knife
No = limestone
crystals
fizzes
marble
no
Does it fizz in
acid?
Doesn’t fizz
slate
Are you a Rock Detective?
A = granite
D = marble
B = sandstone
E = slate
C= chalk
F = Limestone
Can you sort the rocks into groups?
• Look carefully at your rocks
• Do any of them have similar
characteristics?
• Can they be placed into groups?
• Why did you choose those groups?
Rock Groups
• There are 3 Types of Rock
• Each type was formed differently
• Sedimentary – sandstone, chalk,
limestone
• Igneous – granite, basalt, obsidian,
pumice
• Metamorphic – slate, marble
Plenary
• Place the rock samples into the 3 rock
types
• Have you achieved your BAT’s today?
• Fill in your BELT sheet!!
Lesson 2 – Growing and Shrinking
Mountains
BATs
Describe what effect
weathering has on rocks.
(L4)
Make a risk assessment for
an experiment (SM)
Relate expansion and
contraction to the particle
theory. (6) (CT – making
links, modelling)
Starter
Match the rock to the
rock type
A. Sedimentary
B. Igneous
C. Metamorphic
How Science Works -Explain how approaches to practical work were adapted
to control risk
How did Everest get so big?
• http://www.youtube.com/watch?v=paVslJS
ktyM&feature=related
• Describe how Everest got so big…
• Write a few sentences
• Or Bullet points
• Or cartoon/diagram
5 minutes
Mountains are also shrinking!
In your group discuss ways in which
mountains might get smaller. (2 mins)
• Erosion – wearing away, rivers, wind, rain,
sea
• Weathering – changes in temperature,
acid rain
Changes in temperature
Experiment 1:
Aim – to see how extreme changes in
temperature affect rocks.
Method: Heat a small piece of granite in a
roaring flame, then put the rock in some
iced water. Repeat
Write a risk assessment for this experiment
What safety precautions will you take?
Weathering - expansion of rock
Freeze thaw is the not the only
cause of weathering.
In places with large daily
changes in temperature (e.g.
deserts) expansion and
contraction of the rock itself
occurs. The surface gets the
hottest and so expands the most.
This may cause it to “peel off.”
Additionally, some rocks contain
crystals that expand by very
different amounts. This too can
cause cracks. In Geography they call this
‘the Onion Skin effect’
Expansion and Contraction
• Role play or draw a diagram of what is
happening to the rock particles when the
rock expands and contracts
• 2 minutes
What happened to the bottle?
• The water expanded in the bottle. The
bottle could not stretch, so huge forces
were exerted on the glass and it cracked!
Weathering – freeze-thaw
You may have heard of the
saying,
“Hard as rocks”.
Most
are hard,
but
Thisthis
As
isrocks
because
freeze–thaw
as water
process
is
despite
they
can spread
be broken
freezes this
repeated
it and
expands.
cracks
by
just athe
small
amount
of water
through
rock.
Eventually
This
creates
powerful
forces
getting
into
cracks
in
the
rock.
small pieces of rock (called
that can enlarge the cracks.
scree) break off altogether.
Why does Water expand when it
freezes!!!
Hydrogen atoms in
a water molecule
are strongly
attracted to other
Hydrogen atoms.
When water cools the
hydrogen atoms join
together to form a crystal
lattice in a hexagonal
shape.
The molecules are held
apart, so there is lots of
space between them,
and so the ice takes up
more room!
GCSE
stuff!
Chemical Weathering
•
•
•
•
•
P189 of the
Collins Book
shows how to
do this
Experiment 2: Making Acid rain
This experiment will be set up today and
checked next lesson
Method: Pour some DISTILLED WATER
into a dish
Test the pH (is it acid or not) of the water
(it should be green = not acid)
Leave on a window sill in the open air
The pH will be tested again next lesson
Chemical Weathering
• Take a tour of the school to observe
examples of chemical weathering!
Can you spot stalagmites and
stalactites!!
Plenary
• Describe freeze/thaw action.
• Have you achieved your BAT’s today?
• Fill in your BELT sheet!!
BATs
Describe what effect weathering has
on rocks. (L4)
Make a risk assessment for an
experiment (SM)
Relate expansion and contraction to
the particle theory. (6) (CT – making
links, modelling)
Lesson 3 – Erosion
BATs
• Describe what happens
to rocks during erosion
(L4)
• Explain the difference
between erosion and
weathering (L6)
• Make a link between how
porous a rock is and how
grains fit together. (L6)
(CT)
Starter
How did these pebbles
become so smooth?
How Science Works -Use and apply independent and dependent variables in
an investigation by choosing an appropriate range, number and value for each
one
Chemical Weathering
• Re-test the water in the dish you left last lesson
with indicator paper
• Is it still NEUTRAL (green) or has it changed?
• If it has gone greeny/yellow, orange or red the
water has become ACIDIC.
• The Carbon Dioxide in the air has dissolved in
the water to make it more acidic
• Acid rain can react with rocks to wear
them away
Weathering or Erosion?
• Weathering is when weather conditions
like changes in temperature and chemicals
in rain affect the rock
• Erosion is when there is a physical
wearing away of rocks by the KINETIC
energy of wind, rain, sand, rivers, glaciers
and the sea
Porosity of Rocks
• Weigh either a piece of chalk, sandstone,
granite, slate, limestone or marble
• Place the rock in a small bag or baker of
water
• Leave for the rest of the lesson
Which rocks are most resistant to
erosion?
You will need:
Glass jar or bottle
Small rocks and/or sugar
cubes
Marker pen
Balance
tray
Method:
1. Write a number on your
rocks or cubes
2. Weigh each cube on the
balance (record these)
3. Put the rocks in the jar
and shake 10 times
4. Tip rocks on tray, note
any changes and weigh
again
5. Repeat steps 3 an 4.
Record results in a table
Results
‘Rock’
Sugar
Mass at start
……g
Granite
Mass at start
……g
Sandstone
Mass at start
……..g
Mass
after 10
shakes
(g)
Mass
after 20
shakes
(g)
Mass
after 40
shakes
(g)
Mass
after 80
Shakes
(g)
Overall
change in
mass
(g)
Which rock eroded most?
PLENARY
1
1. What happened to the shape of the
cubes?
2. How did the mass change?
3. What new material did you see at the
bottom of the jar?
4. What is the likely shape of the
rocks if you continue shaking?
If time draw a line graph to show which
rock eroded the most, with line of best fit
(level 6)
PLENARY
2
•
•
•
•
•
Which rocks are POROUS?
Take the rock out of the water.
Find its mass
Has it changed?
If it has got heavier, why is that?
What does it tell us about how close together the
rock particles are?
Rocks that soak up water are POROUS – this is
because they have space between each other.
Lesson 4 – Keeping Warm on
Everest
BATs
• Design an experiment to
see which material keeps
you warmest. (4) CT
• Negotiate which variables
to control (4/5) IQ/TW/EP
• Evaluate how planning
and implementation could
be improved (5) RL, IQ
Starter
What is frostbite? What
effects can it have on
the body?
http://www.projecthimalaya.com/galleryeverest-frostbite.html
How Science Works -Explain how approaches to practical work were adapted
to control risk
Why is it so cold on Everest?
What is the temperature high on Everest?
At the summit, the temperature can be -73°C
below zero. But on a good summit day, a climber
can expect around -26°C
Sea level
=14.7
PSI
9,000m =
4.3 PSI
As air rises, the pressure decreases.
It is this lower pressure at higher altitudes that
causes the temperature to be colder on top
of a mountain than at sea level.
(When you pressurize air (or any gas), it gets hotter, and
when you release the pressure on air it gets colder. )
Which material keeps you
thinsulate
warmest?
Look at the samples of material
• Which would keep you warmest on
Everest?
Discuss this in your group.
• Give a reason for your answer
cotton
wool
Insulation!
• Air is a good INSULATOR – that means it
cuts down the amount of heat that can be
CONDUCTED/CONVECTED (moved)
away from a material.
Air particles get
trapped in between
the very small fibres
in wool, cotton wool
and Thinsulate.
It’s difficult for the
heat to ‘escape’.
Design an experiment to find out
which is best at keeping heat in!
You can use any of the
following..
• Small beakers
• Kettle
• Thinsulate, wool,
cotton
• Thermometer
• stopwatch
RISK ASSESSMENT?!
What variables will you
need to test?
• The Independent
variable is ………..
material
• The Dependent
variable is
………………………
Temperature change
Now plan your
experiment
Results (data)
Material
Thinsulate
Cotton
wool
Temp
at start
0C
Temp
2 mins
0C
Temp
4 mins
0C
Temp
Temp at Temp
10
6 mins 8 mins
0C
mins
0C
0C
Change
in Temp
0C
Analysing data
• Draw a line graph for each material
• What does the graph show – which was
the best material at keeping heat in?
• Why do you think that is? A drawing may
help you to explain it!
Plenary
Did you achieve
your BATs
Evaluating
• In your group – discuss what went well in
your experiment
• Were your results reliable?
• How could you improve reliability and
accuracy?
Lesson 5 – Oxygen on Everest
BATs
• Describe the test for
oxygen. (L4) IQ
• Use data from secondary
sources to plot a graph
(scale on axes given L5 ),
(no axes given (L6) IQ
• Link altitude to oxygen
levels (6) CT/IQ
Starter
Why do mountaineers have
to wear oxygen masks on
Everest?
http://www.youtube.com/watch?v=paVslJSktyM&feature=related
How Science Works -Recognise the range of variables involved in an
investigation and decide which to control
Describe and suggest how planning and implementation could be improved
Altitude
Lake Titicaca - Peru
= 4, 300m
• Is the air very thin on Everest?
As the altitude increases, the oxygen
content of the air decreases dramatically.
• At 2,900m, for example, there's about 2/3
of the oxygen in the air than at sea level.
• At 6,100m, there is roughly half the
oxygen content in the air.
• At 8,850m, the summit of Everest, there is
only a third of the oxygen in the air.
Use the worksheet to plot a line graph
Maccu Picchu
Peru = 2,700m
Which ‘oxygen tank’ contains
oxygen?
Test for Oxygen – If you light a splint
then blow it out it glows.
If you place the glowing splint into a tube of
oxygen it will relight!!
Use this test to find out which ‘tanks’ are
empty and which have oxygen in.
Risk assess this test first!!
How does your body get used to
high Altitude?
• Read the fact sheet and answer the
questions
• Or Create a leaflet for climbers to give
them tips on how to prevent Altitude
Sickness.
Plenary
• Have you achieved your BATs?
Describe the test for oxygen. (L4) IQ
Use data from secondary sources to plot a graph
(scale on axes given L5 ), (no axes given (L6) IQ
Link altitude to oxygen levels (6) CT/IQ
• Judge which leaflet is best and say why!
Lesson 6 – Fossils on Everest!
BATs
• Name some
sedimentary rocks
(L4)
• Describe how
sedimentary rocks are
formed (L5)
• Explain how a fossil
can end up on top of
Everest (L7)
Starter
Look at the samples of
rock
What is special about
them?
What are these called?
How Science Works - Describe and record observations and evidence
systematically
How are sedimentary rocks
formed?
You will need:
A jar with a lid
Gravel
Stones
sand
Method:
• Mix all the gravel,
sand and stones in a
jar
• Add water to about
half way up the jar
• Put on the lid
• Shake thoroughly –
but carefully
• Leave to settle Draw what
you see
Which rocks are oldest?
A
B
C
D
E
How were fossils formed?
• Why are Fossils often found in
Sedimentary rocks?
• Act out how you think fossils were made
(think about how sedimentary rocks, coal
and oil were formed)
Lets make a fossil!!
You will need:
A bench mat or tray
A fossil
Plasticine
Strip of card and sellotape
Plaster of Paris
Cup and stirrer
water
1. Make a mould, by
pressing some
plasticine into a fossil.
2. Surround your mould
with the strip of card and
secure with sellotape
3. Mix up the plaster of
Paris until it is runny
4. Pour into the mould
5. Leave overnight to
harden
Plenary
• Have you achieved your BATs? Level?
Name some sedimentary rocks (L4)
Describe how sedimentary rocks are
formed (L5)
Explain how a fossil can end up on top of
Everest (L7)
• How is it possible for a fossil to appear on
Everest 8850m above sea level?
Lesson 7 - Volcanoes
BATs
Starter
Watch the video
(4) Describe how igneous
rocks are formed
Where does the lava
(6) Make links between the
come from?
speed lava cools to the http://uk.youtube.com/watch?v=488BkTUsMa4
http://uk.youtube.com/watch?v=OowFvnlWI90
size of crystals (CT)
(6) Identify whether an
igneous rock was formed
intrusively or
extrusively by observing
its crystal structure
(IQ,RL)
Hot Rocks!
obsidian
gabbro
• Look at the samples of rocks with a hand
lens
• What differences can you see? Jot down
your observations in writing or drawings
with labels.
basalt
granite
Structure of the Earth
the crust
mantle
inner core
outer core
Where do volcanoes happen?
A river of fast flowing lava (pahoehoe) – the rock is a
liquid because it is so hot. How will the particles be
arranged?
Assess risks!!
Cooling Lava
Wear goggles!!
To model what is happening when lava cools do
the following experiment:
1. Place a drop of molten SALOL onto a warm
slide (keep it warm by standing it over a
beaker of hot water).
2. Place another drop of SALOL on a cold slide
water.
3. With a hand lens watch as the salol solidifies
Is there a difference in the size of the
crystals formed?
Can you explain why this happens? (CT)
Igneous Rocks
Intrusive
Extrusive
• Lava cools
underground
• It cools slowly
because it is hotter
underground
• Forms larger crystals
because they grow
more slowly
• E.g. granite and
gabbro
• Lava comes out of the
ground
• It cools quickly
• Small crystals,
because they are
formed quickly
• E.g basalt and
obsidian
1. vent
2. crater
3. Side vent
4. Lava flow
5. conduit
6. Magma chamber
Fill in the
worksheet or copy
this diagram and
label it
Mark on your diagram where INTRUSIVE and EXTRUSIVE
rocks would form (L6)
Rock Detectives
• Look at the samples of rocks again – can
you name them and say how each was
formed?
Granite
(intrusive)
Gabbro
(intrusive)
Basalt
(extrusive)
Obsidian
(extrusive)
Lesson 8 – The Rock Cycle!
BATs
(L4) – Describe how the
3 types of rocks are
formed
(L5) - Create a poster or
role play to model the
Rock Cycle (CT, EP)
RL – Evaluate how to
improve a
presentation
Starter
Unravel these words
and say what they
mean
vsrxetuie Extrusive
eiurnitsv
intrusive
tnrgaie
granite
taabsl
basalt
Homework – Revise for a test on Rocks for next week
Weathering
• Physical
• Chemical
• Biological
Weathering produces small pieces of rock called SEDIMENT
Sandstone
Formed from material that settles on sea beds and
river bottoms (deposition/sedimentation). As the
thickness of sediment builds up, the layers
underneath become compressed and form
sedimentary rocks. These layers often provide
evidence of how and when they were formed.
Conglomerate
Limestone
Fossils
Sedimentary Rock
This is a picture of limestone
Other examples include:
Chalk
Sandstone
Mudstone
• Sediment is transported to
the sea;
• It settles on the sea bed;
• It gets compressed and
glued together;
• Dead plants and animals
become trapped in the layers
forming fossils;
• Sedimentary rock is formed
over millions of years.
Formed as the rock structure is changed by heat and/or high
pressure deep underground. The heat is usually from nearby
magma.
‘Meta’ means CHANGE
‘Morph’ means SHAPE
Slate
Quartzite
Marble
Metamorphic rocks
can be formed
from contact with
igneous rocks. The
heat from the
cooling magma
bakes the
surrounding rocks.
Formed when magma cools and solidifies. Intrusive igneous rock is
formed under the surface, extrusive rock forms on the surface. Slow
cooling causes larger crystals in the rock. Intrusive rocks cool
slower than extrusive rocks.
Pumice
Granite
Basalt
These 3 rock types can be
put together to show
how their formation is
linked. This is called …
The Rock Cycle
SEDIMENTATION
Be Creative!! Get Involved!!
Explain The Rock Cycle by any means your
team chooses!
Some ideas …
- Role play
- Large poster
- Poem
- Storyboard
You must use the key words shown on this diagram (and the one you have just
labelled)
Questions
Copy the following sentences into you exercise book in the correct order,
starting with A. Use your diagram of the rock cycle to help you.
A. Rock is weathered from mountains and forms sediment in seas.
B. If they are forced deep enough they will be drawn into the magma, melt and
re-emerge as igneous rocks.
C. Their weight squeezes out the water and the particles become cemented
together.
D. This often takes millions of years.
E. Alternatively they may be forced deep underground, here they will be
exposed to heat and pressure to form metamorphic rocks.
F. The magma could cool slowly underground to form intrusive igneous rock,
or the lava could cool quickly above ground to form extrusive igneous rock.
G. The sedimentary rocks can be uplifted to the surface where once again they
will be exposed to the effects of weathering.
H. Both igneous and metamorphic rocks can eventually be forced to the
surface where as with sedimentary rocks the weathering process begins
again.
I Sedimentary rock is formed from layers of this sediment being deposited,
one on top of the other.
Plenary
• Share each other’s creations!!
• Decide on one good point about each and
one area for improvement.
• How could you improve your presentation?
• Which PLTS have you achieved today?