Rock On!

A Hands-On Geology Unit

Developed by:

Robin Satnick

Overview:

This 10 session series encompasses a wide variety of hands-on lab

experiments that explore and investigate rocks and minerals. This unit

was written for 4th and 5th grade students who participate in an 1 ½

hour lab time once a week. This unit may easily be modified for older

students. All units include background information, objectives, purpose, materials, worksheets for results and conclusions. Also included are excellent interactive websites to support lessons, reading book ideas and bibliography. The Ten Units are as follows:

  • The Earth’s Layers
  • Sedimentary Rock
  • Igneous Rock
  • Metamorphic Rock
  • Rock Cycle
  • Minerals
  • Mystery Minerals
  • Minerals for Health
  • Volcanoes
  • Earthquakes

The California State Standards in Science was taken into consideration when developing these lessons. The following Standards are met for the 4th grade.

Earth Science

4a. Students know how to differentiate among igneous, sedimentary and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

4b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.

5a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

5b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.

5c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

6a. Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observation.

6b. Measure and estimate the weight, length, or volume of object.

6c. Formulate and justify predications based on cause-and-effect relationships.

6d. Conduct multiple trials to test a predication and draw conclusions about the relationship between predications and results.

6f. Follow a set of written instructions for a scientific investigation.

The following standards are met for the 5th grade.

6a. Classify objects (e.g. rock) in accordance with appropriate criteria.

6b. Develop a testable question.

6c. Plan and conduct a simple investigation based on a student-developed question.

6g. Record data by using appropriate graphic representation (including charts, graphs and labeled diagrams.)

6h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

The Earth’s Layers

Lesson I

We walk on it, swim in its waters, and live on it. Planet Earth is an

amazing composition of rocks, minerals, liquids and gasses! Today we will start our exploration of the rocks and minerals that make up the ground we walk on. Geology is the scientific study of the nature, formation, origin and development of the Earth’s crust and its layers.

The Earth is made of four different layers. The crust of the Earth is like the skin of an apple. It is very thin in comparison to the other three layers. On top of the crust is the biosphere and this is where all living things dwell. The Earth’s crust is only about 3-5 miles thick under the oceans (oceanic crust) and about 25 miles thick under the continents (continental crust). The crust of the Earth is broken into manypieces called plates. The plates “float” on the layer below called the mantle.

The mantle is composed of very hot, dense rock approximately 1800 miles thick making it the largest layer in the composition of the Earth. The mantle is made mainly of silicon, oxygen, aluminum and iron. The core makes up about 30% of the Earth’s mass. The outer core is made of liquid nickel and iron. The inner core is also made of nickel and iron and is under such great temperatures and pressures that the metals are in a solid state of motion.

CLASSROOM DEMONSTRATION

Apple of the Earth

Objectives:

  1. Students will be able to name and identify the four layers of the Earth.
  2. Students will learn the size and composition of each layer.

Materials:

Apples

Knife

Procedure:

  1. Cut enough apples into fourths so each student gets ¼ of an apple.
  2. Have the students make observations of the apple. Tell the students that an apple is like the layers of the Earth.
  3. The skin of the apple represents the crust of the earth. The skin of the apple is very thin compared to the fleshy fruit. This is a good comparison to the earth’s crust mass compared to the mantle and core.
  4. The fleshy fruit or “meat” of the apple represents the mantle. The mantle is the largest layer of the Earth. The mantle is composed of molten rock that is in a semi-plastic state. The composition is similar to very hot asphalt.
  5. The core of the apple represents the outer and inner core of the earth. The core is like a round ball in the middle of the Earth. The outer core is actually composed of very hot liquid nickel and iron and the inner core is made of the same elements but is in a solid state because of the intense pressure.

Core Earth Samples- Cupcake Geology

**It’s best to make these cupcakes ahead to save class time.

Objectives:

  1. To give students a visual and tactile experience of what the Earth’s interior is like.
  2. Students will understand that geologist take core samples of the Earth in a similar fashion to our cupcake core samples.

Materials:

Chocolate cake mixwhite cake mix

Chocolate pudding toffee pieces

Hard candiesgreen icing

Paper platesclear thick straws

Cupcake linerssprinkles (optional)

Procedure:

  1. Make the chocolate and white cake mixes.
  2. Make chocolate pudding.
  3. Place 24 liners in cupcake molds.
  4. Layer the cupcakes – chocolate cake mix (core), pudding (outer core), white cake mix with candy pieces (mantle), green icing (crust), sprinkles (biosphere)

Classroom Procedure with cooked cupcakes:

  1. Have students use their straws to take “core samples of their cupcakes. Students need to gently push the straw through the cupcake.
  2. Hold finger over the straw and gently pull up.
  3. Blow through open end of the straw to remove cupcake from the straw.
  4. Observe the different layers.

LESSON II

Sedimentary Rock

Sedimentary rock makes up about three-quarters of the rocks on the earth’s surface. Sedimentary Rockis made up of materials that were once a part of another rock. These parts, called sediments, were transported by water, wind or glaciers and formed in layers. They form at the surface in environments such as beaches, rivers, oceans and any where there is sand, mud, and other types of sediments that collect. Over time, these loose sediments compress and form larger rock formations. Sedimentary rocks preserve a record of the environments that existed when they form. By looking at sedimentary rocks of different ages, scientists can figure out how climate and environments have changed through time. Fossils of ancient living things are preserved in sedimentary rocks too!

Sedimentary rocks are classified into 3 groups based on how they originated. Sandstone, shale and conglomerates are examples of clastic sedimentary rocks. These rocks form from sediments that were under pressure which caused water around the sediments to be squeezed out and the sediments become cemented together.

Rock salt and gypsum are examples of chemical sedimentary rocks. These rocks formed when rocks dissolved in water and then the water evaporated and the minerals that were in the rocks crystallized into large deposits.

Limestone and coals are examples of organic sedimentary rocks. These rocks formed from the sedimentary remains of shells, skeletons and other plant and animal parts.

Taken from:

OBSERVING HOW SEDIMENTARY ROCK FORMS

Objectives:

  1. Students will have a clear understanding how sedimentary rock forms.
  2. Students will understand that sedimentary rock is made from other rocks by erosion.
  3. Students will understand how water plays a big role in making sedimentary rock.

Materials:

Pebblessandbigger rocks

Waterclear jar with lidspoon

Procedure:

  1. Place rocks and sand in glass jar and place lid on tightly.
  2. Shake jar and observe. Have the rocks shifted? What rocks are on top? What rocks have dropped to the bottom?
  3. Add water to jar so that the water covers all the rocks.
  4. Shake and observe. Is there a change? Did the rocks move faster or slower in the water?

Results:

  1. How many seconds did you shake the jar with rocks until you saw a shift in where the rocks rested in the jar?

No water______seconds water______seconds

  1. Did the sand stay on top or did it sink? Did you notice a difference when the water was added? ______

______

______

  1. What form of weathering do you think shaking might mimic on Earth?______

Peanut Butter and Crackers

Sedimentary Rock

Problem: What is a delicious way we can demonstrate a sedimentary rock formation?

Hypothesis (intelligent guess):______

Materials:

2 crackerscrunchy peanut butter

Jellysliced bananas

Chocolate chipsplate

Plastic knife

Procedure:

  1. Lay one cracker on a plate
  2. Use the knife to spread a layer of peanut butter on the cracker.
  3. Add a layer of jelly on top.
  4. Add a banana and a couple of chocolate chips.
  5. Place the second cracker on top.
  6. Eat the sedimentary rock sandwich!

Results and Conclusion:

Sedimentary rocks are formed from loose particles that have been carried from one place to another and redeposited. These sediments form layers similar to the layers in the sandwich. Each layer can be distinguished by differences in color, texture, and composition. The oldest layers are on the bottom and each new layer forms on the old one. The layer become compacted and cemented together over time to form solid rock. The chocolate chips show that sedimentary rock does not always have the same consistency throughout each layer. There could be fossils, shells, or other rocks in the layers.

Lesson III

Igneous Rock

The oldest type of all rocks is the igneous rock. The word igneouscomes from the Greek word for “fire.” Igneous rocks are formed from molten lava or magma. The hardening and crystallizing of magma formed igneous rock. Magma is hot liquid rock that stays inside the earth, but once this hot liquid reaches the Earth’s surface through a volcano, it is called lava.

The different kinds of igneous rocks form depending on how fast the lava or magma cooled. Extrusive igneous rocks form when magma reaches the surface of the Earth’s or ocean’s floor. Extrusive igneous rocks cooled quickly creating rocks with small crystals. Basalt is the most common type of rock that is formed from lava. Basalt makes up most of the ocean floor. The crystals in basalt are so small that, even with a magnifying glass, they are hard to see.

Obsidian is an example of extrusive igneous rock that has a shiny, glassy texture. It forms by very rapid cooling of lava. These rocks are very hard, and when they break they will have very sharp edges. Obsidian has been popular since the stone-age for making spear and arrow heads for cutting and hunting.

Pumice is a very light porous igneous rock that formed during volcanic eruptions. The rock looks a little like foam that has hardened. In fact, it forms from frothy lava that is full of gas bubbles that cools quickly not giving the gas bubble time to escape. Pumice can be as a beauty aid to remove dead skin and calluses from feet and hands.

Intrusive igneous rocks form under the earth’s surface. The hot magma cool underground and hardens into solid rock. Granite is an example of intrusive igneous rock. Granite is made up mostly from a mixture of quartz, mica, and feldspar crystals that can be seen very easily.

Lab #3

Igneous Rock

Question: How can I tell the difference between extrusive and intrusive igneous rock?

Objectives:

1. Students will be able to distinguish the difference between intrusive and extrusive igneous rock and name 3 distinguishing features of each.

2. Students will understand the difference between lava and magma and explain how each is formed.

3. Students will name 2 igneous rocks and their consumer use.

Materials:

Pumicegranite

Obsidianbasalt

Magnifying lensworksheet

Labeled pictures of different kinds of igneous rocks

Procedure:

  1. Set up 4 workstations with 3 different rocks at each station for a total of 12 rocks and 4-5 magnifying lens.
  2. Students are to make observations of each rock sample and list characteristics of each.
  3. Students are to infer and hypothesize the name of each igneous rock.
  4. After all data is charted, play Igneous Tic-Tac-Toe.
  5. Make a tic-tac-toe board on the white board. Divide the class into 2 teams. Decide how team captains will be picked.
  6. The team captain must work with the rest of the team to come up with the answers, but only the team captain can give the answers and make the mark on the white board. Below are some ideas for questions.

Questions for Tic-Tac-Toe

  1. When magma comes out of a volcano it is called___? (lava)
  2. Lava cools and forms____? (igneous rock)
  3. The oldest type of rock is called___? (igneous rock)
  4. Igneous rock that cools slowly is called__? (intrusive)
  5. Lava that cools rapidly is called___? Extrusive rock)
  6. Granite is a type of ____ igneous rock. (intrusive)
  7. Obsidian is a type of ____ igneous rock (extrusive)
  8. How do igneous rocks get large crystals? (they cool slowly)
  9. Igneous come from the Greek word___? (fire)
  10. This type of igneous rock has large pores. (pumice)
  11. An igneous rock that can be found on countertops. (granite)
  12. The black specs in granite are what type of crystal? (mica)
  13. What is he most common type of rock formed from lava? (basalt)
  14. This kind of rock was used to make spears and arrows. (obsidian)
  15. This rock is used to get rid of calluses on feet. (pumice)

NAME______

Igneous Rock

Student Worksheet

TYPE OF IGNEOUS ROCK ROCK CHARACTERISTICS

BASALT
PUMICE
GRANITE
OBSIDIAN

LESSON IV

METAMORPHIC ROCK

Pressure and heat can change many things, including rocks. The name for rocks that have undergone a change is called metamorphic rocks. Metamorphic comes from the Greek words meaning “change” and “form.”

Metamorphic rocks form deep in the Earth where high temperature, great pressure and chemical reactions cause a sedimentary, igneous and even metamorphic rock to change into a new type of metamorphic rock. Metamorphic rocks are usually much harder than the original rocks and they often look like they have stripes. These banded or foliated areas are caused by different minerals in the rock that have been pressed into bands by heat and pressure.

Metamorphic rocks can take a few million years to form. The intense heat comes from magma and the pressure comes from layers of rock piled on top of layers and layers of rock. The thicker the layers, the more pressure there is. These conditions can cause chemical changes on the rock as well as change the mineral structures in the rock. Some metamorphic rocks look like they have layers similar to what you see in sedimentary rocks. The minerals in the rock cause these layers to line up in the same direction when they are put under great pressure. Below are examples of metamorphic rocks

Here are some examples of metamorphic rocks.

Sandstone ------ Quartzite, Shale ------ Slate

Limestone ------ Marble, Granite------ Gneiss

Classroom Demonstration

In order for students to understand how pressure can cause heat have them put their hands together and press hard. Their hands should get warmer. Have students put there hands together and rub them firmly. Are they getting warmer?

Making Metamorphic Play Dough

Objectives:

  1. Students will observe how pressure can directly effect the position and alignment of mineral particles in metamorphic rock.
  2. Students will observe how heat melts rock and minerals causing the texture to change.

Materials:

Gallon size Ziploc freezer bag1c flour

1c saltwarm water

Hard straight candies like good n plenty

Wax paperrolling pin

Procedure:

  1. Add 1 cup of salt to Ziploc bag. Have students feel the sandy, grainy texture.
  2. Add 1 cup of flour.
  3. Add ½ cup of warm water. Get all air out of the bag and zip it up.
  4. Slowly and carefully knead the bag. Add more water if necessary until the mixture creates a round ball. Notice the texture of the dough.
  5. Add a handful of candy to the mixture. Knead again until the candy pieces are mixed in.
  6. Remove the play dough from the bag and divide it so each student has a portion of the dough.
  7. Observe the positions of the candy pieces (up-down, back and forth).
  8. Place the dough on a piece of wax paper. Add more flour if necessary. Using the rolling pin or wooden dowel, roll the dough into a thin pancake. What happened to the candy pieces?

Lesson V

The Rock Cycle

We have learned that igneous, sedimentary and even metamorphic rock can change into a new kind of metamorphic rock. Rocks are constantly being formed, worn down and formed again. The process of rock changing is called the Rock Cycle. The rock cycle mean that rocks are recycled into something new. Some rocks have been around for more than 4 billion years. It can take millions of years for a rock to metamorphisize into a new rock.