Grade 8, Unit 2 Assessment

Standard: 8.E.1.1 Students are able to identify and classify minerals and rocks.

Objective: I know the difference between a rock and a mineral.

1.  How are rocks and minerals different?

Objective: I can describe physical and chemical properties of minerals.

1.  Look at the sample mineral. Describe one chemical property of the mineral and three physical properties of the mineral.

  1. Chemical property ______
  2. Physical properties ______

2.  What are two properties that can be used to help describe a mineral?

  1. ______
  2. ______

Objective: I can determine the identity of a mineral when given a sample or description.

1.  Take one of the minerals. Use the physical and chemical properties and your mineral identification chart to figure out what mineral you have.

  1. Mineral sample # ______
  2. Mineral name ______

Name the mineral

2.  ______Hardness of 9, brown color, and white streak.

3.  ______Hardness of 2, black color, grayish black streak.

4.  ______Hardness of 4, bright green color, and a light green streak.

Objective : I know the three types of rocks.

1.  What are the three types of rocks?

  1. ______
  2. ______
  3. ______

Objective: I can explain how igneous rocks are created.

1.  Igneous rocks are formed when…

  1. layers of sediment have been cemented together.
  2. heat and pressure have changed the rock.
  3. rocks have melted into magma and then cooled.

2.  How are igneous rocks created? Write at least two sentences to explain your answer.

______

Objective: I can explain how metamorphic rocks are created.

1.  Metamorphic rocks are formed when…

  1. layers of sediment have been cemented together.
  2. heat and pressure have changed the rock.
  3. rocks have melted into magma and then cooled.

2.  How are metamorphic rocks created? Write at least two sentences to explain your answer.

______

Objective: I can explain how sedimentary rocks are created.

1.  Sedimentary rocks are formed when…

  1. layers of sediment have been cemented together.
  2. heat and pressure have changed the rock.
  3. rocks have melted into magma and then cooled.

2.  How are sedimentary rocks created? Write at least two sentences to explain your answer.

______

Objective: I can determine the identity of a rock when given a sample.

1.  Pick three rock samples. Use your knowledge of the rock types and your observations of the rocks to identify all three samples you have chosen.

  1. Rock # ______Rock name ______
  2. Rock # ______Rock name ______
  3. Rock # ______Rock name ______

Objective: I can explain and draw a diagram to show the entire rock cycle.

1.  Granite and sandstone are two different kinds of rock. Something has to happen in order for one type of rock to turn into another type. Use your knowledge of the rock cycle to explain how granite might change into sandstone.

2.  Draw a diagram to show the rock cycle.

Objective: I can explain how geologist know the age of rocks

1.  Geologists have just found a new layer of rocks. What are two ways that they could try to find out the age of these newly found rocks?

  1. ______
  2. ______

Standard: 8.E.1.5 Students are able to explain the impact of weathering and

erosion on the Earth.

Objective: SWBAT explain that earth processes operate on extremely long time scales (geologic time)

1.  Why don’t geologists measure geological time in units of days or months?

______

______

2.  Geologic time extends from

  1. 500 million years ago to the beginning of human history
  2. Earth’s origins to the present day
  3. The beginning of human history to the present day
  4. Earth’s origin to the beginning of human history

Objective: I know what weathering is and what causes it to happen.

1.  Weathering is a process that rocks go through when they are exposed to their environment. What happens during weathering?

Objective: I can explain the difference between physical and chemical weathering.

1.  What is the difference between physical and chemical weathering? Write at least two sentences to explain your answer.

Objective: I can give examples of physical and chemical weathering

1.  Give one example of physical weathering and one example of chemical weathering.

  1. Physical weathering: ______
  2. Chemical weathering: ______

Objective: I know what erosion is and can explain what causes it to happen.

1.  Erosion does a lot to shape and change our Earth. What happens to small rock pieces during erosion?

Objective: I know what deposition is and can explain what causes it to happen.

1.  Deposition is an important part of the rock cycle. Explain what deposition is and what causes it happen.

Objective: I can determine the environment where a rock was created.

Rock Formation Name / Type of Rock / Other Features
1. Cedar Mountain Formation / Sandstone and shale / Petrified wood, ferms, water-lillies, palm tree leaves
2. Entrada Sandstone / Sandstone / Crossbedding, frosted sand grains, reptile tracks
3. Callville Limestone / Limestone / Coral, brachiopod and bivalve shells.

Use the chart above to answer the following questions

1.  What ancient environment do you think produced the Entrada Sandstone?

  1. Swamp or floodplain
  2. Sand dunes or desert
  3. Marine or ocean

2.  What evidence from the chart proves that your answer is correct?

  1. Crossbedding and frosted sand grains.
  2. This rock forms in water, and the fossils are all sea organisms
  3. This type of rock indicates a basin with standing or slow-moving water
  4. The fossils indicate a swamp or forested, wet area

Standard: 8.E.1.2 Students are able to explain the role of plate tectonics in

shaping Earth.

Objective: I know the layers of the Earth and what they are made up of.

1.  Label the four layers of the earth.

2.  Match the name of each layer of Earth with its description.

Layer Description

______Mantle a. outermost layer and is made up of solid rock

______Crust b. is made super-heated magma that is made up of iron and nickel

______Inner core c. is made up of solid iron and nickel

______Outer core d. is made up of hot viscous fluid that flows very, very slowly

Objective: I can explain continental drift and the evidence for this theory

1.  Coal deposits have been found beneath the ice of Antarctica. The problem is that coal only forms in warm swamps in tropical environments. Use the theory of Continental Drift to explain this situation.

2.  Dr. Alfred Wegener proposed the theory of continental drift. Explain one piece of evidence for this theory.

Objective: I can explain sea floor spreading and I can explain the theory of plate tectonics.

_____ Seafloor Spreading

_____ Plate Tectonics

_____ Continental Drift

Objective: I can describe how tectonic plates move.

1. Geologists think that the movement of the Earth’s tectonic plates is cause by

A. some unknown force

B. ocean currents

C. convection currents in the Earth’s mantle

D. heat from the sun

Objective: I can use words and pictures to describe the three ways that tectonic plates interact.

Match a plate boundary name with a picture

1.  ______Transform

2.  ______Divergent

3.  ______Convergent

4.  The San Andreas Fault is a transform plate boundary. Draw arrows to show the direction of movement of the two plates there.

5.  The Australian Plate and the Pacific Plate are convergent plates. Draw arrows on both plates to show the direction they are moving in.

6.  The South American plate and the African plate meet at a divergent plate boundary. Draw arrows on both plates to show the direction of movement at the spreading center.

Objective: I can describe the Earth features that are created when tectonic plates converge.

Objective: I can describe the Earth features that are created when tectonic plates diverge.

Objective: I can describe the Earth features created by transform tectonic plates.

1.  Match up the boundary types with the correct descriptions of how Earth might react.

Convergent Earthquakes

Divergent Mountain ranges like the Himalayas

Transform Volcanoes formed from cracks where magma can reach

the surface

2.  Think about one of the boundary types we talked about in class (either convergent, divergent, or transform). Write at least three sentences about how that type of boundary types changes the land that sits on top of it.

3.  The collision of two continental plates at a plate boundary will most likely produce-

A. a rift valley

B. mountain ranges

C. volcanic islands

D. mid-ocean ridges