LU Title: Rocks	Author(s): Debra A. Bronner
Grade Level: 7-9	School : Owen D. Young Central School
Topic/Subject Area: Earth Science/Intermediate Science	Address: P.O. Box 125 Van Hornesville, NY 13475
Email: dabronner@aol.com	Phone/Fax: (315) 858-0729/(315) 858-2019

OVERVIEW

Students will:

Develop a working knowledge for distinguishing between rock types

Identify rocks based on physical characteristics

Explain how rocks were formed and their environment of formation based on physical characteristics.

CONTENT KNOWLEDGE

Declarative	Procedural
Explain the principle of uniformitarianism and its relationship to rock formation.	Students will use power point to create a presentation without using any words that demonstrates the changes necessary to form different rock types.
Discuss differences between plutonic and volcanic igneous rocks and the causes of the differences between these types of igneous rocks.	Students will use the internet to locate information/diagrams of various rock types.
Define rock texture and list factors that control rock texture.	Students make a classification key that distinguishes between obviously different rocks.
Students will demonstrate the differences in crystal size based upon cooling rate.	Students use scientific reasoning and consensus to test proposed key.
Describe the three major processes by which sedimentary rocks are formed and give examples of rocks formed by each process.	Students will make a slide and view it under the microscope.
Students distinguish between cement, fossils, and grains in sedimentary rocks.	Students use a ruler to make estimates on the size of a crystal under a microscope.
Describe the effects of metamorphism on rocks and give examples of rocks formed by regional and contact metamorphism.	Students use proper safety procedures in handling acids and rock hammers.
Students distinguish between crystals formed by cooling of igneous rock, formed by metamorphic processes, and formed by precipitation.	Students are to make a data table using a spreadsheet program.
Describe the rock cycle and discuss different orders of rock forming events within the cycle.
Students will explain why the rock cycle is does not have a beginning nor an end and how all rocks may form the others.

ESSENTIAL QUESTIONS

How is uniformitarianism related to rock formation?

How do igneous rocks form?

How do sedimentary rocks form?

How do metamorphic rocks form?

How do rocks change?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

Assessed Standards:

MST-Intermediate Science

Standard 4: Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicator 2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.

Major Understandings: 2.1i. Rocks (igneous, sedimentary, and metamorphic) are classified on the basis of their origin.

Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.

Major Understandings: 2.2b Old rocks at Earth’s surface weather, forming sediments that are buried, then compacted, heated, and often re-crystallized into new rock. Eventually, those new rocks may be brought to the surface by internal forces, continuing the rock cycle.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

Performance Indicator: Use various means of representing and organizing observations and insightfully interpret the organized data.

Performance Indicator: based on the results of the test and through public discussion, they revise the explanation and contemplate additional research.

Standard 2: Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Performance Indicator: Use a variety of equipment and software packages to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations.

Performance Indicator: Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries and individuals.

MST – Earth Science

Standard 4: Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

3.1b Minerals are formed inorganically by the process of crystallization as a result of

specific environmental conditions. These include:

cooling and solidification of magma

precipitation from water caused by such processes as evaporation, chemical reactions,

and temperature changes

rearrangement of atoms in existing minerals subjected to conditions of high

temperature and pressure.

3.1c Rocks are usually composed of one or more minerals.

Rocks are classified by their origin, mineral content, and texture.

Conditions that existed when a rock formed can be inferred from the rock’s mineral

content and texture.

The properties of rocks determine how they are used and also influence land usage

by humans.

ELA

Standard 1: Language for Information and Understanding: Students will read, write, listen, and speak for information and understanding.

Key Idea 1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Performance indicators: interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interview, graphs, charts, diagrams, and electronic data bases intended for a general audience.

Performance indicators: compare and synthesize information from different sources.

Performance indicator: relate new information to prior knowledge and experience.

Key Idea 2: Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, and applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Performance Indicator:organize information according to an identifiable structure, such as compare/contrast or general to specific.

Develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous material.

Performance Indicator: Use standard English for formal presentation of information, selecting appropriate grammatical constructions and vocabulary, using a variety of sentence structures, and observing the rules of punctuation, capitalization, and spelling.

Standards Addressed but not assessed.

MST-Intermediate Science

Standard 4: Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Major Understandings: 2.1b. Rock is composed of different combinations of minerals, which are naturally occurring pure substances with specific properties. Smaller rocks come from the breakage and weathering of bedrock and larger rocks.

Performance Indicator 3.1: Observe and describe properties of materials, such as density, conductivity, and solubility.

Major Understandings: 3.1a: Substances have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and electrical conductivity, hardness, and boiling and freezing point.

MST – Earth Science

Standard 4: Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

Performance Indicator 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.

Major Understandings:

3.1a Minerals have physical properties determined by their chemical composition and

crystal structure.

Minerals can be identified by well-defined physical and chemical properties, such as

cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction

with acid.

Chemical composition and physical properties determine how minerals are used by

humans.

STANDARD 7: Interdisciplinary Problem Solving

Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

ELA

Standard 4: Language for Social Interaction: Students will read, write, listen, and speak for social interaction.

Key Idea 1: Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Performance Indicator: Listen attentively to others and build on others’ ideas in conversations with peers and adults.

Performance Indicator: Express ideas and concerns clearly and respectfully in conversations and group discussions.

Key Idea 2: Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Performance Indicator: Use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person receiving the message.

INITIATING ACTIVITY

(to be done over 3 to 4 class periods of 42 minutes that are not consecutive)

Step 1: Students are given a shoebox of rocks of various compositions and of obviously different rock types. None of the rock types should have a monopoly on a specific mineral composition (igneous rocks contain quartz, but neither of the other types do). Several of the samples should be indigenous to the area (shales, gneisses, limestones, etc.) No less than 10 nor more than 15 rocks should be in the shoebox.

Step 2: Students, in teams of two or three, are to classify the rocks into 3 types and give a rationale for the differences between the types. Descriptions of the rocks must be in terms of mineral content, color, and other physical/chemical properties that the students tested through a student determined protocol. Descriptions must be straightforward and not include descriptions that are non-scientific (rocks have wavy bands is acceptable, but rocks have stripes like Suzy’s shirt are not).

Step 3: Students create a dichotomous key that will identify a rock into one of three rock types. The key must be clear enough that every rock can be identified into one of the three rock types.

Step 4: Students write specific descriptions of each rock type based on similarity of properties. Descriptions must be specific enough so that there is no confusion as to each rock’s classification.

Step 5: Students return rocks to their shoeboxes.

Step 6: Students then tape the descriptions onto the outside of the shoebox. Inside the cover of the shoebox, the dichotomous key must be written.

Step 7: The box is then handed to another student team. With descriptions in hand, new team tries to divide the rocks into the original team’s classifications.

Step 8: Team testing classifications is to write a reflective entry as to what elements of the description were useful, what was not, and how to improve the project. Students return shoebox with reflection to original team for correction and rewrite.

Step 9: Repeat steps 6 through 8.

Step 10: Students evaluate their own work-using rubric enclosed.

Step 11: Using information learned, during follow-up discussion, working definitions of rock formation and uniformitarianism are to be made.

LEARNING EXPERIENCES.

(In chronological order including acquisition experiences and extending/refining

experiences for all stated declarative and procedural knowledge. Due to misinformation and confusion, the lessons for each of these activities are in more detail than required.)

LE 2: Igneous rocks – 6 periods

PROCEDURE Periods are 42 minutes in length and are non-consecutive. Period 1: In class prior to lab, lecture in which terms are introduced and defined, concepts introduced, and visual examples are given of igneous rock types. Period 2: As students enter lab, their first lab experience is the formation of crystals to see effects of rapid cooling on crystal formation. See addendum 1. Period 3: Wrap up discussion includes two samples of fudge (any recipe works as long as the fudge is heated) one of which is allowed to cool normally but the other is placed on snow or crushed ice to cool more quickly. One piece of each fudge type is given to each student, but are not distinguished in any way. Students must identify which was cooled on ice and relate this to their work with the micro-crystals. Current events may be discussed in form of Mauna Loa, Pinatubo, and other active volcanoes and relating these events to the Palisade sill, the Columbia plateau and other igneous formations and the grain size of the rocks in each of these formations. Period 4: Students are given a box (shoe box or smaller box works fine) of igneous rock specimens including basalt, gabbro, granite, obsidian, pumice, rhyolite, and scoria. Using the understanding developed in conjunction with the micro-crystal formation, students are asked to identify the rocks by the size of their crystals. Using stereomicroscopes, magnifying lenses and rulers, rough estimates of crystal size and mineral composition, students are to label their samples on the basis of their Earth Science Reference tables and labeled samples, which are placed around the room. Others may or may not be added. They must design a data table for this exercise, which shows the sample number, identifying characteristics, and the name of the igneous rock. Lack of familiarity with the microscopes and measuring tools may result in a need for an additional period. Period 5: Review formal write-up requirements (my students need guidance more with the data section than any where else by this point in the year) for the lab including graphs for micro-crystal size (use bar graphs), data table of micro-crystal size, table for igneous rock identification, and substitution for checking correctness of rock sample identification for calculations in data section. A reflective piece must be turned in with the lab. Period 6: Show excerpts of the Nova video In the Path of the Killer Volcano.

LE 3: Sedimentary Rocks – 5 periods

PROCEDURE Periods are 42 minutes in length and are non-consecutive. Period 1: In class prior to lab, lecture in which terms are introduced and defined, concepts introduced, and several examples are given of sedimentary rock types. Period 2: As students enter lab, their first lab experience is examination of sand grains. See addendum 2 – Sand, Sand Everywhere. Follow-up discussion should include questions as to possible causes of differences in surface appearance of sand. Desert sand and beach sands are necessary for students to pick up on differences due to wind and water erosion. Period 3: Students are given a box (shoe box or smaller box works fine) of sedimentary rock specimens including conglomerate, sandstone’s, shale, limestones, rock salt, rock gypsum, breccias and other examples that are local in origin. Using the understanding developed in conjunction with the micro-crystal formation, students are asked to identify the rocks by the size of their sediment grains. Using stereomicroscopes, magnifying lenses and rulers, rough estimates of grain size and mineral composition, students are to label their samples on the basis of their Earth Science Reference tables and labeled classroom samples, which are placed around the room. Others may or may not be added. They must design a data table for this exercise, which shows the sample number, identifying characteristics, and the name of the sedimentary rock. Lack of familiarity with the microscopes and measuring tools may result in a need for an additional period. Period 4: Wrap up discussion includes two cookies, chocolate chip cookies with and without the chips. Students need to associate the cookies with clastic and non-clastic rocks. Period 5: Review formal write-up requirements (my students need guidance more with the data section than any where else by this point in the year) for the lab. Include graphs for grain size (use bar graphs), data table of grain size, table for sedimentary rock identification, and substitution for checking correctness of rock sample identification for calculations in data section. A reflective piece must be turned in with the lab.

LE 4: Metamorphic Rocks – 4 periods

PROCEDURE Periods are 42 minutes in length and are non-consecutive. Period 1: In class prior to lab, lecture in which terms are introduced and defined, concepts introduced, and visual examples are given of metamorphic rock types.   Period 2: Students are given a box (shoe box or smaller box works fine) of metamorphic rock specimens slate, phyllite, schist, gneiss, and, hornfels. Using the understanding developed in conjunction with the micro-crystal formation, students are asked to identify the rocks by the size of their crystals. Using stereomicroscopes, magnifying lenses and rulers, rough estimates of crystal size and mineral composition, students are to label their samples on the basis of their Earth Science Reference tables and labeled samples, which are placed around the room. Upon looking at the crystals, students should notice that these crystals look different than those in the igneous rocks. Others may or may not be added. They must design a data table for this exercise, which shows the sample number, identifying characteristics, and the name of the metamorphic rock. Lack of familiarity with the microscopes and measuring tools may result in a need for an additional period. Period 3: Wrap up discussion includes two samples of brownies (any recipe works as long as the brownies are cooked). Through one brownie sample should be marbled with melted marshmallow (FluffÒ works) before the fudge has solidified. One piece of each fudge type is given to each student, but are not distinguished in any way (any food that has a marbled texture works). Students need to identify possible metamorphic rock formation and how the fudge rock would be formed. Candies that have been changed (i.e. chocolate covered cherries) also work as an example of metamorphic rocks. Simply use edible rocks that distinguish between foliated and non-foliated metamorphic rocks. Period 4: Review formal write-up requirements (my students need guidance more with the data section than any where else by this point in the year) for the lab including graphs for crystal size (use bar graphs), data table of crystal size, table for metamorphic rock identification, and substitution for checking correctness of rock sample identification for calculations in data section. A reflective piece must be turned in with the lab.

LE 5: Rock Cycle Project – 8 to 12 periods

CULMINATING PERFORMANCE

Earth Materials Classification Rubric

Task Component	4 points each	3 points each	2 points each	1 point each
Identifies Rocks Most = 75% or more of sample Some = 25% -60% of sample Few = less than 25% of sample	Every rock has list of 5 specific characteristics that are readily identifiable and easily distinguished from all other rocks. All descriptions are scientific in origin and experimentally based.	Most rocks have list of 4 specific characteristics that are readily identifiable and easily distinguished from all other rocks. Most descriptions are scientific in origin and experimentally based.	Some rocks have list of 2-3 specific characteristics that are readily identifiable and easily distinguished from all other rocks. Some descriptions are scientific in origin and experimentally based.	Few rocks have list of 2-3 specific characteristics that are readily identifiable and easily distinguished from all other rocks. Few descriptions are scientific in origin and experimentally based.
Identifies Categories	Rock types are based solely on similarities and are based upon properties determined by experimentation.	Rock types are based on similarities and descriptions of individual rocks with few tests or clues as to divisions.	Gives description of rock category but no other clues as to rock identification.	Few accurate similarities and descriptions are used to identify rock types.
Specifies Category Rules	Gives 4-5 criteria for being classified in a particular rock type.	Gives 3 criteria for being classified in a particular rock type.	Gives 2 criteria for being classified in a particular rock type.	Gives 1 criteria for being classified in a particular rock type.
Sorts Items	Gives accurate key as to how to sort rocks.	Gives written description of rock types and gives number of rocks in each group.	Gives abbreviated description but few cues as to how to break up rocks into types.	Brief description of rock properties with no other information as to how to sort rocks.

Lab Write-up Rubric

Scoring Rubric:   Formal Lab Write-up Form

Name_________________                                               Lab______________

Section/Description                                                           Points            Points

                                                                                                Possible        Received

Heading:                                                                                                          _________

            Name                                                                                        1                  (4)

            Class                                                                                        1                     

            Lab Period                                                                                 1         

            Date                                                                                         1

Title                                                                                                                 _________

            Appropriate                                                                                2                  (4)

            Clear and Concise                                                                      1         

            Spelled Correctly                                                                       1

Introduction:                                                                                                    _________

            Summarizes Purpose                                                                 3                 (18)

            Introduces Terms                                                                       2

            Defines Terms                                                                           3

            Paragraph Form                                                             2

            Concise and Clear                                                                      2

            Proper Grammar                                                                        4

            Spelling                                                                                     2

Hypothesis:                                                                                                      _________       

            Answers Problem                                                                       2                   (5)

            Sentence Form                                                                          2

            Concise and Clear                                                                      1

Materials:                                                                                                         _________

            All materials used are listed                                                        4                   (4)

Procedure:                                                                                                       _________

            Methodical                                                                                2                   (5)

            Clear and Concise                                                                      1

            Correctly Outlined                                                                      2

Data/Results                                                                                                     _________

            Data table present or data organized in some manner                   4                  (15)

            Data table has a title                                                                  1

            Graph with axis labeled including units                                         2

            Graph has proper scale                                                              2

            Points are correctly labeled on graph                                           2

            Title for Graph                                                                            1

            All calculations are shown                                                          2

            All equations used are listed                                                       1

Conclusions                                                                                                     _________

            States if supports hypothesis                                                      2                (35)

            Supports argument with data/calculations                                    5

            Answers any questions associated with lab                                  5

            Discusses sources of error                                                         5

            Applies what was learned to other areas                                      5

            Paragraph form                                                                          3

            Proper grammar                                                             5

            Correct spelling                                                                          5

Misc.                                                                                                                _________

            All sections labeled                                                                    2                 (5)

            Sections in correct order                                                 3

                                                                                    Total Points for Lab     _________

                                                                                                                                                                       (95)

  Rock Project Rubric

Daily Group Rubric

Scoring Rubric: Rock Cycle

On a 5-point scale evaluate the work of the 3 group members. One member may be making every effort to get everyone to work together and is being met with a lack of cooperation. To counteract this, individuals are marked on their interactions with the group. If one member is not contributing, as long as the other members include the non-contributing member and make an effort to work with this person, they get credit for working in a group. This also means the individual that makes comments that are hurtful or prevents the group from working well together loses points.

5 points: Student is encouraging to other group members, asks questions and listens to others in group to ensure project cohesiveness, gives assistance without giving answers, is positive in attitude, helps keep everyone focused on task.

4 points: Student cooperates with other group members, asks questions and listens to others in group to ensure project cohesiveness, gives assistance without giving answers, is positive in attitude, Needs to be reminded to stay on task.

3 points: Student cooperates with other group members, asks questions or listens to others in group to ensure project cohesiveness, gives assistance but gives answers, is neutral in attitude, Needs to be reminded to stay on task.

2 points: Student cooperates with other group members, asks questions or listens to others in group, gives assistance but gives answers, is negative in attitude (put downs), Needs to be reminded to stay on task.

1 point: Student cooperates with other group members, asks for answers, is negative in attitude (put-downs), and Needs to be reminded to stay on task.

0 points: Student does not assist in any way to group as whole.

Oral Presentation Rubric

Name ___________________ Date______________

Subject__________________ Final Grade________

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Area Point Value

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Subject _____

Content is clear and completely addressed [5]

Content is addressed adequately [4]

Content is weak and confused [3]

Content needs more explanation [2]

Content is not on topic [1]

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Voice _____

Inflective voice with good volume, easy to understand [5]

Good volume and easy to understand [4]

Volume is erratic but understandable [3]

Difficult to understand [2]

Cannot be heard [1]

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Eye Contact/Demeanor ____

Eye contact with all parts of the room, confident appearance [5]

Eye contact with only parts of the room, slight nervousness [4]

Intermittent eye contact, obvious nervousness [3]

Reads notes, but looks up occasionally [2]

No eye contact [1]

----------------------------------------------------------------------- ------------------------------------

Visual Aid ____

Integral to report, colorful, easy to read [5]

Helps presentation, colorful OR easy to read [4]

Does not enhance speech, no color OR small [3]

Poorly made and used [2]

No visual aid [1]

Organization ____

Excellent, no slips [5]

Good, no more than 3 slips [4]

Off track at times [3]

Little organization [2]

No organization [1]

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Total _____

Scale:

25 = A+, 23 = A, 20 = B+, 17 = B, 15 = C+, 13 = C, 10 = D+, 7 = D, 5 = F

PRE-REQUISITE SKILLS

Students must be able to identify minerals on the basis of chemical and physical properties.

Students must have prior experience with the scientific method and its application to determining experimental procedure.

Students must have prior experience with protocols concerning acids, hardness determination, and other tests for physical/chemical properties.

Students have experience with Power Point presentations.

Students have experience in performing searches on the Internet.

Experience with the concept of modeling.

Writing reflective logs using format indicating aspects of activities that were done well, those done poorly, and how to improve activities. These must be constructive. It is appropriate to criticize only if a suggestion for improving the activity/project is made.

MODIFICATIONS

Strong interaction with special education staff is a must. Prior to the unit make time to sit down with special education staff. Teachers/aides who will be working with students in your classes and make sure that they understand all facets of the project and what the student(s) should be learning so that assistance is established to guide students to those goals. Just stating the project parameters is not enough! Clear establishment of goals is needed for later projects and to create a basis for work throughout this unit. Over the years, the resource room people in our school have sat in my classes and gone through the review materials and regents’ exams so that they are familiar with where the students should be in June. They are familiar with the course and are therefore well versed in the goals of most projects in this course.

UNIT SCHEDULE/TIME PLAN

3-4 weeks

TECHNOLOGY USE

Computers – power point

Computers – Lab activities- word processing, spreadsheet data tables and graphs

Microscopes – measuring and observing of rock particles

Video – video tape of volcanic events

Bibliography

Spaulding, Nancy and Samuel Namowitz. Heath Earth Science Eleventh Edition, McDougal, New York, NY, 1999.

De Vito, Alfred. Rocks and Minerals: Earth Science, Creative Ventures, Inc. P.O. Box 2286, West Lafayette, Indiana. 1986

Judson, Sheldon and Marvin E. Kauffman. Physical Geology Eighth Edition, Prentice Hall, Englewood Cliffs, NJ.1990

Briggs, Geoffrey A. Earth Science Laboratory Manual, Prentice Hall, Englewood Cliffs, New Jersey, 1993. P. 263-294

Hoehn, Robert G. Earth Science Curriculum Activities Kit, The Center For Applied Research In Education, West Nyack, NY,1991. P. 59-78

Deer, W.A., R.A. Howie, J. Zussman. An Introduction to the Rock-Forming Minerals, Longman Scientific & Technical division of Longman Group UK, Copublished with John Wiley & Sons, Inc. New York, NY, 1993

Van Diver, Bradford B. Roadside Geology, Mountain Press Publishing Company, Missoula, MT, 1985

Cvancara, Alan M. A Field Manual for the Amateur Geologist, John Wiley & Sons, Inc. New York, NY, 1995.

Tucker, Maurice. The Field Description of Sedimentary Rocks, Open University Press, Buckingham, UK. 1990.

Fry, Norman. The Field Description of Metamorphic Rocks, Open University Press, Buckingham, UK. 1989

Thorpe, Richard and Geoff Brown. The Field Description of Igneous Rocks, Open University Press, Buckingham, UK. 1990

These are a short list of resources that I have used over the years. I no longer remember or inherited from others sources that have no written acknowledgement. If you know the source of some of the content – let me know, I would like to give credit where credit is due.

REFLECTION

This year was the first year that I taught Regents’ Earth Science to eighth graders’. I have used parts of this activity as parts of other activities that were rather redundant to the students but were useful for remedial purposes. In working with this age group, I found that there is a world of difference between ninth and eighth grade as far as emotional and intellectual development. Though the concepts involved were very easy to grasp, the method of presentation needed to be changed to something a bit more palatable to the younger mind. As a result, I took a long look at several methods I had found useful in remediation of weak/learning disabled students and combined them into one activity. As a result, this is a method for students to apply techniques learned in the previous mineral unit and evaluate the student’s understanding of the protocols and applications learned in identifying minerals. Students also get to review the skills involved in making a dichotomous key. From previous work, this has been extremely valuable in determining the ability of students to view common materials and apply scientific inquiry in analyzing a problem. Students in general are more than willing to apply the techniques for mineral identification, but have more difficulty deciding which protocol to begin with, requiring some guided discovery as to what procedures would be a good place to begin. This is also very helpful in preparing them for the Earth Science Performance Test. Distinguishing between crystals and grains is also difficult for those who have not thought of concrete as being a rock and that grains cemented together are different to crystals that interlock. Since many students have little experience using the scientific method with out a cookbook guide, they may need some guidance initially. Once they figure out how to begin, most easily can continue from there. Demonstrate a general guide for developing a protocol by doing one rock together with the students giving ideas and writing down protocols.

Addendum 1:

Igneous rocks are identified on the basis of two easily observable features: color and texture. In this lab, one aspect of identification, crystal size will be addressed. Through examining the effects of cooling time on the formation of crystals, one can determine the environment in which the rock crystal formed which assists in its identification and a general idea of how the rock formed.

Objectives: Students will:

Relate how cooling rate affects crystal size.

Relate crystal size to environment of formation.

Practice using a light microscope.

Materials: (per group of 2 or 3)

Light microscope

Glass slides

Clear plastic ruler

Tongs

Test tubes

Graduated cylinder

Test tube rack

Dropping pipettes

3-5 Saturated Solutions (salt water, alum, potassium dichromate, calcium carbonate, iron chlorides, or any compounds that will result in different crystal shapes. Transition metal solutions produce colored crystals and allow for discussion about the presence of different colors in one mineral type.)

ice or snow

stopwatch

Optional:   large room fan (for all)

Hypothesis (in form of if-then statement):_____________________________

________________________________________________________________

  Procedure:

Put on aprons, goggles, and gloves and get materials needed for lab.

Organize materials into order needed for experiment. Label all tubes and slides with corresponding numbers. (Solution #1 is placed in a test tube labeled #1 and two corresponding slides marked #1. Thus, the test tube with solution #1 will be placed on slides marked #1 later.)

Place three drops of solution #1 on each slide marked #1. Tilt the slide so the solution is spread over most of the slide. Place one slide on counter to dry. Place second slide on ice.  A fan in the room that blows over the slide will speed up the process. Record the amount of time required for the slides to dry.

When water is evaporated, place the slide on a microscope. Starting with low power, view the slide, then increase magnification.

Draw diagrams of what is seen. Using a marker, outline the shape of one crystal. If possible, give the crystal shape name (cubic, orthorhombic, etc.)

When finished, wash and dry slide.

Repeat steps 3 through 6 with solution #2.

Repeat steps 3 through 6 with solution #3.

Put everything away and with group members, begin write-up. Answer the following questions in your conclusion.

Questions:

How did cooling rate affect crystal size?

What does crystal size tell you about the environment of formation?

Does composition alter the effects of cooling rate?

Relate the information gleaned from this exercise to rock formation around Mt. Pinatubo.

Addendum 2:

Sedimentary rocks are identified on the basis of two easily observable features: color and texture. In this lab, one aspect of identification, grain size will be addressed. Through examining the effects of grain size on sedimentary rock formation, one can determine the environment in which the rock sediments formed which assists in its identification and a general idea of how the rock formed.

Objectives: Students will:

Relate how grain size affects rock formation.

Relate grain size to environment of formation.

Practice using a stereo and light microscope.

Materials: (per group of 2 or 3)

Stereo and light microscopes

Glass slides

Samples of sand from various places (including road sand)

Clear plastic ruler

Hypothesis (in form of if-then statement): _____________________________

________________________________________________________________

  Procedure:

Put on aprons and get materials needed for lab.

Organize materials into order needed for experiment. Label all with symbols or numbers that match the original sample (example: road sand sample is placed on slide with letters RS on it).

Place the slide on a microscope (either light or stereo microscope). Starting with low power, view the slide then increase magnification. Place a ruler near the sand sample on the stage.  Make sure the ruler can be viewed in the same field with the sand. 

Draw diagrams of what is seen.

When finished, wash and dry slide.

Repeat steps 3 through 6 with sample #2.

Repeat steps 3 through 6 with sample #3.

Put everything away and with group members, begin write-up. Answer the following questions in your conclusion.

Questions:

Were sand grains all the same size?

What does crystal size and surface detail tell you about the environment of formation?

Does composition alter the effects of the environment?

Relate the information gleaned from this exercise to rock formation on a glacial lake beach.

Addendum 3:

Student Hand-out

Purpose: Explain the events of the rock cycle through symbols or pictures.

Background: The rock cycle can explain the fate of any given rock through its lifecycle. For example, an igneous rock may be broken into fragments and cemented together to form a sedimentary rock. It may be metamorphosed by heat and pressure into a metamorphic rock, or melted to form a new igneous rock. Any rock may go through any transformation.

The project: This project proposes to see if you can describe these processes without words, either spoken or written. You may only use the terms sedimentary rock, igneous rock, metamorphic rock and the rock cycle. No other words may be used. You must also show how each rock type can " cycle" to any other rock type, including itself. Each member of your group will be responsible for creating one section of the cycle – igneous rocks, sedimentary rocks, or metamorphic rocks. You must work together to ensure that each portion will fit with the other members of your group. You may help each other as far as how to use the program, but you may not do the project for anyone else. In addition, if you can easily demonstrate that everyone was contributing equally, there is a 30-point bonus for each member of the group. Therefore the assignment can be worth 130 points total.

Responsibility of each student on the project:

Title slide has The Rock Cycle with the names of your group and the particular assignment that they have done (Mary Alice – Igneous Rocks, Drew – Sedimentary Rocks, Sally Ann – Metamorphic Rocks). This is a group effort. Notice the rubric attached to this sheet. This is to be presented daily to your teacher for a score. It is your responsibility to get a score daily on your contribution to the group.

Individual First Slide: describes how the process for forming the rock begins. (Igneous rocks melt, Sedimentary rocks are broken into fragments, Metamorphic Rocks are put under heat and pressure)

Individual Second Slide: states what happens as a result of first slide. (Igneous – lava or magma, sedimentary rocks – sediments, metamorphic –metamorphism)

Individual Third Slide: states what happens to the rock next. (Igneous – becomes hard, sedimentary – is cemented and compacted, metamorphic – is warped)

5. Individual Fourth Slide: states the end result in words and or pictures (igneous rock, sedimentary rock, and metamorphic rock). This slide will have 3 buttons. The first button goes back to your first slide. The second button goes to partner 1’s first slide, and the third button goes to partner 2’s first slide. All of the slide backgrounds and fonts should be the same and the buttons to each type of rock should be the same. Otherwise, everything is up to you.

Grading: You will need to represent every term that is found on the Rock Cycle diagram found on the Earth Science Reference Tables. For each that is missing, expect a 10-point deduction. If the connection is not easily seen between the term and symbol used, a 5-point deduction will be made. If there is no connection visible, a 10-point deduction is made. Each day, notations will be made for each group as to the amount of cooperation that is being demonstrated. If full cooperation is obvious, then full bonus will be given. It is up to you to make sure that your sheet is filled out for each period that you work on the project. This must be turned in with the assessment sheet when your project is ready to be graded. These are due on Wednesday, unless you work a deal with your teacher (not a substitute).

Member 1: Sedimentary Rocks _____________________ _____

1. Includes following terms in easily understood pictures/symbols (50 points):

Erosion/Weathering/Deposition

Sediments

Burial/compaction

Dewatering/Compaction

Cementation

2. Shows that rocks are part of cycle (15 points)

3. Aesthetically pleasing (5 points)

4. Easy to understand (15 points)

5. Group contribution Period 1: _____, Period 2: _____, Period 3: ____ , Period 4: ___, Period 5: ______ Period 6: ______ (15 points)

Member 2: Igneous Rocks ______________________ _____

1. Includes the following terms in easily understood pictures/symbols (50 points):

Melting

Magma

Lava

Solidification

Crystal formation

2. Shows that rocks are part of cycle (15 points)

3. Aesthetically pleasing (5 points)

4. Easy to understand (15 points)

5. Group contribution Period 1: _____, Period 2: _____, Period 3: ____ , Period 4: ___, Period 5: ______ Period 6: ______ (15 points)

Member 3: Metamorphic Rocks ______________________ _____

1. Includes the following terms in easily understood pictures/symbols (50 points):

Heat

Pressure

Metamorphism

Deformation of rock

Recrystallization

2. Shows that rocks are part of cycle (15 points)

3. Aesthetically pleasing (5 points)

4. Easy to understand (15 points)

Group contribution Period 1: _____, Period 2: _____, Period 3: ____ , Period 4: ___, Period 5: ______ Period 6: ______ (15 points)

Scoring Rubric: Rock Cycle

On a 5-point scale evaluate the work of the 3 group members. One member may be making every effort to get everyone to work together and is being met with a lack of cooperation. To counteract this, individuals are marked on their interactions with the group. If one member is not contributing, as long as the other members include the non-contributing member and make an effort to work with this person, they get credit for working in a group. This also means the individual that makes comments that are hurtful or prevents the group from working well together loses points.

5 points: Student is encouraging to other group members, asks questions and listens to others in group to ensure project cohesiveness, gives assistance without giving answers, is positive in attitude, helps keep everyone focused on task.

4 points: Student cooperates with other group members, asks questions and listens to others in group to ensure project cohesiveness, gives assistance without giving answers, is positive in attitude, Needs to be reminded to stay on task.

3 points: Student cooperates with other group members, asks questions or listens to others in group to ensure project cohesiveness, gives assistance but gives answers, is neutral in attitude, Needs to be reminded to stay on task.

2 points: Student cooperates with other group members, asks questions or listens to others in group, gives assistance but gives answers, is negative in attitude (put downs), Needs to be reminded to stay on task.

1 point: Student cooperates with other group members, asks for answers, is negative in attitude (put-downs), and Needs to be reminded to stay on task.

0 points: Student does not assist in any way to group as whole.