Aldridge SHS Year 8 Science

Diary of a Rock

Name: ______Teacher: ______

Task descriptor: From the rocks you have learned about so far, choose one (except for the granite example) that you would like to write about. There are two parts to this assessment: a diary and a timeline.

Part 1: A Diary

Write a series of diary entries that describe the history of your rock, its description, formation and place in the rock cycle. Make predictions about its future as a rock. Your diary entries should be written in first-person perspective (e.g. I saw a rock …).

Your diary entries should include the full rock cycle, indicating the processes of formation for each rock type, regardless of where your specific rock is placed. The information in your diary should include:

• the type of rock

• what part of the rock cycle it is in now

• a description of its physical appearance and all the physical properties it has now

• where it formed in the Earth’s crust

• what minerals it is made up of now

• the crystalline structure it has now

• a description of the physical and chemical weathering changes it may be exposed to in the future

• a description of the processes involved in the formation and destruction of your rock

• a description of the processes involved in the formation and destruction of all rock types

• how humans have used your rock in the past, present and future.

Your diary entries should finish with a prediction about what will happen to your rock next, where in the rock cycle it is likely to end up and of what type of rock.

This task should be written in a narrative style, telling a story. It can be as creative as you wish; as long as you include the key information mentioned that is scientifically correct.

A planner has been included on the following page to assist you in turning scientific facts into a diary entry. The first diary entry for granite has been included as a guide for you.

Part 2: A timeline

Reflecting on the above information, construct a timeline of your chosen rock, highlighting any significant events on the timeline. There is a template of a timeline attached. You can either reproduce this timeline or design your own.

DO NOT LOSE THIS BOOKLET. IT MUST BE HANDED IN WITH YOUR DIARY AND TIMELINE

Dimensions of Learning

Dimension / Element of Dimension
Dimension 2 – Acquire and integrate knowledge /
  1. Declarative knowledge – knowing and understanding content. Students should know and understand:
  2. Common Rock types
  3. Features of metamorphic, sedimentary and igneous
  4. The Rock Cycle
  5. The physical and chemical properties of rocks, minerals, compounds and elements
  6. Geological timescales
  7. Procedural knowledge – applying knowledge. Students should be able to:
  8. Read and interpret flow charts, concept maps, and timescales
  9. Create a geological timescale

Dimension 3 – Extend and refine knowledge /
  1. Comparing: compare and contrast the physical and chemical properties of different rocks, minerals, compounds, and elements.
  2. Classifying: classify different rocks, minerals, compounds and elements according to their physical and chemical properties.
  3. Abstracting: identify the role of the Rock cycle in the creation of different types of rocks.
  4. Deductive reasoning: Use information from the rock cycle and geological timescales to predict the future of different rocks.

Dimension 4 – Use knowledge meaningfully /
  1. Investigation: utilise knowledge gleaned from research and experimentation to identify and differences in the life cycles of different rocks.
  2. Systems Analysis: Identify and interpret the stages of the Rock cycle and the geological timescale, and relate them to the life cycle of rocks.

Dimension 5 – Habits of Mind /
  1. Clarity and precision: Students will be capable of expressing their ideas accurately in clear and concise language.
  2. Gathering data through all senses: Students will learn about the structure and life cycle of rocks by visually examining, feeling, and performing tests on different rocks and minerals.
  3. Applying past knowledge to new situations: Students will be able to integrate and apply previously learnt declarative and procedural knowledge to new and novel situations, in order to reach conclusions (deductive reasoning).

Diary of a Rock planner (Example)

Scientific information (correct and accurate scientific terminology) / Diary context:
  • Orientation
  • Series of events
  • Personal comments

First Entry / Points 1–5
o Granite.
  • Currently in the igneous part of the rock cycle as it is formed from cooling magma trapped underground.
  • Intrusive rock with medium to large crystals of mainly 20% quartz and 35% feldspar that is usually pink to grey in colour. It is a member of the silicate group of rocks.
  • Usually massive rocks that form in batholiths that are hard and tough, making it suitable for use in construction.
  • Introduced to the Earth’s crust during the Precambrian eon, but has existed during all geological periods on the Earth since then.
  • Usually formed in the continental plates of the Earth’s crust.
/ Today was a breathtaking day! I went bushwalking at Girraween National Park and was in awe of the huge granite rock formations surrounding me.
I was lucky enough to hear one of the park rangers talking about the rock formations and was really interested to hear what she had to say about granite.
She told us that granite is an igneous rock and is formed deep down inside the Earth from cooling magma. Sometimes, under a volcano, magma gets trapped which causes it to cool very slowly into granite. It can form massive underground mounds called batholiths. When rocks cool from magma underground, it is classified as an intrusive igneous rock. During this process, large crystals form which are usually pink to grey in colour. It is a member of the silicate group of rocks.
The granite I saw at Girraween had crystals coloured mainly white, light grey, clear and light brown-pink. Granite is an aggregate of silicate materials and contains five main minerals including quartz and feldspar. The granite found in Girraween contains about 60% feldspar and 30% quartz.
Scientific information (correct and accurate scientific terminology) / Diary context:
  • Orientation
  • Series of events
  • Personal comments

Scientific information (correct and accurate scientific terminology) / Diary context:
  • Orientation
  • Series of events
  • Personal comments

Scientific information (correct and accurate scientific terminology) / Diary context:
  • Orientation
  • Series of events
  • Personal comments

Scientific information (correct and accurate scientific terminology) / Diary context:
  • Orientation
  • Series of events
  • Personal comments

Part 2: A timeline

Timeline Template

Research and Bibliography

Website title:
URL:
Date Accessed:
Original Information
(cut information from the website and paste below) / Summary of Information
(identify the important information that you will use and put into dot points below) / In my own words
(write your dot points in sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
(cut information from the website and paste below) / Summary of Information
(identify the important information that you will use and put into dot points below) / In my own words
(write your dot points in sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
(cut information from the website and paste below) / Summary of Information
(identify the important information that you will use and put into dot points below) / In my own words
(write your dot points in sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
(cut information from the website and paste below) / Summary of Information
(identify the important information that you will use and put into dot points below) / In my own words
(write your dot points in sentences using your own words)
Website title:
URL:
Date Accessed:
Original Information
(cut information from the website and paste below) / Summary of Information
(identify the important information that you will use and put into dot points below) / In my own words
(write your dot points in sentences using your own words)
Criteria / A / B / C / D / E
Knowledge / Comprehensive knowledge and understanding of the rock selected, facts and information demonstrated in the diary and timeline / Thorough knowledge and understanding of the rock selected, facts and information demonstrated in the diary and timeline / Satisfactory knowledge and understanding of rock selected, facts and information demonstrated in the diary and timeline / Variable knowledge and understanding of the rock selected, facts and information demonstrated in the diary and timeline / Rudimentary knowledge and understanding of the rock selected, facts and information demonstrated in the diary and timeline
Ways of Working / Genre / Information presented using appropriate genre – all areas of the diary entries and timeline requirements evident
following the correct setting out and use of scientific language / Information presented using appropriate genre – all areas of the diary entries and timeline requirements evident / Information presented using appropriate genre – most areas of the diary entries and timeline requirements evident / Information presented using appropriate genre but some areas of the diary entries and timeline requirements not evident / Information not presented in the appropriate genre
Investigation / gathered and integrated information and data from a large variety of valid and reliable sources to make justified decisions about the investigation topic. / gathered and integrated information and data from a variety and reliable sources to make decisions about the investigation topic. / gathered information and data from a variety of sources to make some decisions about the investigation topic. / gathered information to make some statements about the investigation topic. / used supplied information to make some statements about the investigation topic.
Literacy / Language / Minor errors in punctuation, spelling and grammar / Few errors in punctuation, spelling and grammar. / Some errors in punctuation, spelling and grammar. / A number of errors in punctuation, spelling and grammar / Many errors in punctuation, spelling and grammar.