Download GEOLOGIST`S NOTEBOOK THREE ROCKS Produced by Maslowski

GEOLOGIST'S NOTEBOOK
THREE ROCKS
Produced by
Maslowski Wildlife Productions
Teacher’s Guide by
Lauren LaComb
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© 2003 Maslowski Wildlife Productions
Table of Contents
Introduction to the Series . . . . . . . . . . . . . .1
Introduction to the Program . . . . . . . . . . . .1
Links to Curriculum Standards . . . . . . . . . .2
Summary of the Program . . . . . . . . . . . . . .2
Instructional Notes . . . . . . . . . . . . . . . . . . .4
Pre-Test/Anticipation Guide and Post-Test . .4
Student/Audience Preparation . . . . . . . . . .5
Vocabulary . . . . . . . . . . . . . . . . . . . . . .5
Student Objectives . . . . . . . . . . . . . . . . . .6
View the Program . . . . . . . . . . . . . . . . . . .6
Discussion Questions . . . . . . . . . . . . . . . .6
Description of Blackline Masters . . . . . . . .7
Extended Learning Activities . . . . . . . . . . .9
Answer Key . . . . . . . . . . . . . . . . . . . . . . . .9
Internet Sites . . . . . . . . . . . . . . . . . . . . . . .14
Reference Materials . . . . . . . . . . . . . . . . . .15
Script of Narration . . . . . . . . . . . . . . . . . . .16
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4
Geologist's Notebook
Three Rocks
Grades 2-6
Viewing Time: 10.5 minutes with a
five-question Video Quiz
INTRODUCTION TO THE SERIES
Three Rocks is part of the Geologist's Notebook, which
is intended to help elementary students dig into a variety
of important topics in geology and earth science. This sixpart series of 10.5 minute programs uses 3-D animation
and live-action footage to address uplifting and erosion,
the rock cycle, soil formation, minerals and crystals,
Earth's interior structure, natural resources, fossils, and
landforms. A light-hearted touch often lightens the heavy
"lode" of information each show offers.
INTRODUCTION TO THE PROGRAM
Three Rocks is an excellent springboard for a unit on
geology. This program looks at three rocks - a piece of
igneous, a piece of sedimentary, and a piece of metamorphic rock - and investigates how they formed, and
how they relate to one another through the rock cycle.
The show begins billions of years in the past when Earth
was a burning-hot gooey ball of melted minerals and metals called magma, and explains how a crust of rock
cooled on the surface. The show then follows the process
of weathering including mechanical, chemical, and biological weathering, and explains how heat and pressure
can metamorphose rock into yet another form. A touch of
light-heartedness helps animate what otherwise is a
heavy subject.
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LINKS TO CURRICULUM STANDARDS
According to the National Science Education Standards:
• Content Standard B (K-4): Properties of objects and
materials.
ŠObjects are made of one or more materials, such as
paper, wood, and metal. Objects can be described by the
properties of the materials from which they are made, and
those properties can be used to separate or sort a group
of objects or materials.
• Content Standard D (K-4): Changes in Earth and sky
ŠThe surface of the earth changes. Some changes
are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such
as landslides, volcanic eruptions, and earthquakes.
• Content Standard D (5-8): Structure of the Earth System
ŠSome changes in the solid Earth can be described as
the "rock cycle." Old rocks at the Earth's surface weather, forming sediments that are buried, then compacted,
heated, and often recrystallized into new rock. Eventually,
those new rocks may be brought to the surface by the
forces that drive plate motions, and the rock cycle continues.
SUMMARY OF PROGRAM
Igneous rocks are made from fire. When Earth was
formed billions of years ago there were no rocks, only hot
magma made of minerals and metals. As Earth cooled, a
rocky crust was formed. These igneous rocks have been
around for more than three billion years and can be found
today. There is also newly formed igneous rock on Earth.
As magma shoots out of volcanoes, it slowly cools on
Earth's surface. This magma, also known as lava, turns
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into igneous rock. Rocks are identified by the different
minerals and metals, of which they are made, as well as
by how fast they cool. Therefore, there are many different
types of igneous rocks. Examples of granite, obsidian,
and pumice are provided in the program.
Sedimentary rocks are created through weathering.
Weathering breaks down rocks mechanically, chemically,
and biologically. When mechanical weathering occurs,
rocks are slowly worn down by heat, cold, ice, and windblown sand. Through chemical weathering, rocks dissolve
in rainwater. Through biological weathering, plant roots
crack and dissolve rock. Weathering is a slow process.
Erosion helps carry away bits of rock to rivers and out to
sea. These transported pieces of rock are called sediment. Sediment accumulate in layers. Upper sediment
layers press down on lower layers, pressing the sediment
into new rocks. This process is called lithification, the
process that turns sediment into stone.
The layers of newly formed sedimentary rocks can be
uplifted to Earth's surface when plates collide and form
mountains. When this occurs, these rocks will then go
through another cycle of weathering. Rocks that are
pushed down, or subducted, may go deep enough into
Earth that they may melt and become igneous rock. This
is also part of the rock cycle.
Metamorphic rock means changed. This type of rock is
affected by weathering and heat.
These rocks form a rock cycle in which they change
forms, shapes, and places. New minerals and resources
are unlocked with each new cycle.
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INSTRUCTIONAL NOTES
Before presenting these lessons to your students, we
suggest that you preview the program, review the guide,
and the accompanying Blackline Master activities in order
to familiarize yourself with their content.
As you review the materials presented in this guide, you
may find it necessary to make some changes, additions,
or deletions to meet the specific needs of your class. We
encourage you to do so; for only by tailoring this program
to your class will they obtain the maximum instructional
benefits afforded by the materials.
PRE-TEST/ANTICIPATION GUIDE AND POST-TEST
Blackline Master #1, Pre-Test/Anticipation Guide, is
an assessment tool intended to gauge student comprehension of the objectives prior to viewing the program,
excite students about the topic they are studying, and prepare students to learn the information surrounding the
topic of the program. Explain that they are not expected
to get all answers correct, but they are expected to try
their best. Remind the students that these are key concepts that they should focus on while watching the program. The Pre-Test/Anticipation Guide should be
administered prior to viewing the program. Answers
should be reviewed immediately after the program. Hint:
It is helpful when the students use different colored pens
for the before and after work on the PreTest/Anticipation Guide.
Blackline Master #7, Post-Test, is an assessment tool to
be administered after viewing the program and completing additional activities. The results of this assessment
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can be compared to the results of the PreTest/Anticipation Guide to determine the change in student comprehension before and after participation in this
lesson.
STUDENT/AUDIENCE PREPARATION
The wonderful thing about teaching geology to students is
that there are so many examples to share with your students. Start the lesson by placing five to ten very different
rocks (teacher or students can provide these examples)
throughout the classroom. Have students write down their
observations they have about these rocks on Blackline
Master #2, Rock Observation.
Geology has vocabulary words that students need to
experience and practice. Blackline Master #3,
Vocabulary Knowledge Chart, is a great way to familiarize your students with vocabulary presented in the program, as well as a pre/post assessment of their vocabulary knowledge. It is suggested that this is done before the
program presentation and after the lesson in order to
assess student comprehension.
Listed below are vocabulary words presented in the program. These words have been identified to help students
understand the content of the program better. These
words can be worked on at any time during this lesson.
VOCABULARY
rocks
lava
sedimentary rock
uplift
chemical weathering
biological weathering
mechanical weathering
metamorphic rock
igneous rock
minerals
weathering
sediments
uplifted
rock cycle
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magma
metals
lithification
plates
subducted
erosion
STUDENT OBJECTIVES
After viewing the program and completing the follow-up
activities, students should be able to:
• Name the three different types of rocks: igneous, sedimentary, and metamorphic.
• Identify how igneous, sedimentary, and metamorphic
rocks are formed.
• Explain the rock cycle.
• Identify the meaning of key vocabulary words in relation
to how rocks are formed: sediment, weathering, magma,
plates, and erosion.
VIEW THE PROGRAM
Running Time: 10.5 minutes
If possible, have examples of igneous, sedimentary, and
metamorphic rocks in your classroom. The following
rocks are introduced in the program: granite, obsidian,
pumice, limestone, and marble.
DISCUSSION QUESTIONS
Blackline Master #5 Discussion Questions, are useful
both before or after the program has been viewed by the
students. By viewing prior to viewing the program, you
may assess the students' comprehension and misgivings
before beginning the lesson. Discussion Questions can
be presented to the whole class or to small groups, ask
them to research and report back to the class. Students
should be encouraged to creatively present the information they have learned. For example, they could create a
game, do a dramatization, a news show, PowerPoint®
presentation with visuals, design a timeline, or write a
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story and read it to the class. By providing creative solutions that encourage teamwork, research skills, and
options for presentations, the more excited and interested
the students will become. Answers can be found in the
Answer Key section of this guide.
DESCRIPTION OF BLACKLINE MASTERS
Blackline Master #1, Pre-Test/Anticipation Guide, is a
pre-assessment tool intended to gauge student comprehension of the objectives prior to viewing the program.
Blackline Master #2, Rock Observation. Make copies
to place by each rock example on display in your classroom. Use these observations to start a discussion on the
different characteristics of rocks. This could lead into a
KWL, K stands for what students already know about the
topic, W stands for what they want to learn, and L stands
for what they learned at the end of this lesson, which can
help to clarify a student's knowledge and interest of rocks.
Blackline Master #3, Vocabulary Knowledge Chart,
encourages students to identify words they know that pertain to the program, as well as words that they need to
learn. This is a good pre/post assessment. The top righthand corner of the Blackline Master has a "pre/post" written on it. Circle the appropriate one in coordination to
when the students are completing it in relation to your lesson.
Blackline Master #4, Video Quiz, is intended to reinforce
the key concepts of the program immediately following
the presentation of the program. The Video Quiz can be
used as a tool to outline salient points before viewing the
program.
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Blackline Master #5, Discussion Questions, are useful
both before and after the program has been viewed by the
students. By viewing prior to viewing the program, you
may assess the students' comprehension and misgivings
before beginning the lesson. Discussion Questions can
be presented to the whole class or to small groups, ask
them to research and report back to the class. Students
should be encouraged to creatively present the information they have learned. For example, they could create a
game, do a dramatization, a news show, PowerPoint®
presentation with visuals, design a timeline, or write a
story and read it to the class.
Blackine Master #6, Graphic Organizer, is an activity
that can be completed after the program is viewed, discussion questions are answered, and the Video Quiz has
been completed and discussed. Students are asked to fill
the graphic organizer with information they learned from
the program. Once they have put forth their best effort,
encourage your students to ask two students for their
input or to use other classroom resources.
Blackline Master #7, Post-Test, is an assessment tool to
be administered after viewing the program and completing additional activities. The results of this assessment
can be compared to the results of the PreTest/Anticipation Guide to determine the change in student comprehension before and after participation in this
lesson.
Blackline Master #8, Making Lava!, is a fun experiment
that assimilates two types of lava flowing and hardening.
Both types of lava can be broken with a hammer when
set, forming the similar patterns of cracks you find in rocks
after earthquakes. Material needed include: one cup of
sugar, one half cup of liquid glucose, one tablespoon butter, cold foil lined pan (approximately nine by nine inches),
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and one teaspoon pumice (grated from a pumice stone).
Check your local grocery store or science supplier for liquid glucose and pumice.
EXTENDED LEARNING ACTIVITIES
SCIENCE EXTENSIONS: Make lava! See Blackline
Master #8, Making Lava!
ART CONNECTIONS: Have students act out how the different types of rocks are made. Provide specific vocabulary that you they should include in their performance.
They could also do this through a drawing, painting, or
sculpture. Another idea is to have students create a 3-D
poster about different rocks. Have students include the
type of rock, its name, where it can be found, a picture of
each rock, a story, or any other ideas they create.
MATH CONNECTION: This topic can be connected with
weight and volume. Provide students with a variety of
rocks (size and shape). Have students weigh each one in
class and find out the volume of each rock.
CREATIVE WRITING CONNECTION: Have students personify the life cycle of a specific type of rock. Have them
write a short story or poem about the rock.
SOCIAL STUDIES CONNECTION: Have students
research the profession of a geologist and give a short
presentation to the class. Another possibility is to have
students create a timeline for how a specific rock is made,
such as coal, shale, or obsidian.
TECHNOLOGY CONNECTION: Create a scavenger hunt
for students to find answers on the web.
ANSWER KEY
Blackline Master #1, Pre-Test/Anticipation Guide
1. True
2. True
3. False, igneous rocks are made from heat.
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4. True
5. False, sedimentary rocks are worn down by weathering.
6. True
7. False, mountains are formed when plates collide.
8. True
9. True
10. False, the rock cycle is an ongoing process.
Blackline Master #2, Rock Observations
Answers will vary according to each rock.
Blackline Master #3, Vocabulary Knowledge Chart
Please note: Students should put definitions in their own
words. Prior to this activity brainstorm ways students can
"Show They Know." For example, use the word in a sentence, give an example, give a non-example, or a give a
comparison to something with which they are familiar.
erosion: Erosion occurs when weathered materials are
carried away. This is a slow process.
igneous rock: These rocks form when melted rock cools
and hardens.
lithification: The process that turns sediments into stone.
magma: Also known as lava. This is the hot molten rock
inside the Earth that spews out of volcanoes.
metamorphic rock: This is a rock that has changed form
through squeezing and heating.
minerals: A substance found in nature that is not a plant
or an animal. They are the building blocks of rocks.
plates: Earth's crust is broken into sections called plates.
These plates move very slowly. When plates collide, a
mountain is formed.
rock cycle: The rock cycle is made up of the three principal types of rocks (sedimentary, metamorphic, and
igneous). They can evolve into either of the two other
types of rock, or even into other rocks of their own type.
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sedimentary rock: Rocks formed by sediment layers
pressing together and cement into solid rocks.
weathering: The process that crumbles, cracks, and
breaks rocks. This program discusses three types of
weathering. Biological weathering occurs when plant
roots grow inside rocks and breaks them apart. Chemical
weathering occurs when rain hits rocks and breaks them
apart. Mechanical weathering occurs when heat, cold,
wind, and windblown sand wear down rocks.
Blackline Master #4, Video Quiz
1. True
2. False, weathering makes them deteriorate.
3. True
4. True
5) True
Blackline Master #5, Discussion Questions
1. From where do rocks come?
A: Answers will vary. This is a good discussion starter.
2. Why would it be helpful to find a rock that is a million
years old?
A: It can reveal information about minerals and metals
that existed many years ago.
3. How is an igneous rock made?
A: These rocks are created directly from magma. When
they cool, they harden into a rock.
4. What is in magma that makes up a rock?
A: Metals and minerals.
5. How are sedimentary rocks made?
A: Sedimentary rocks are created through weathering.
Weathering breaks down rocks mechanically, chemically,
and biologically. Mechanically, heat, cold, ice, and windblown sand slowly wear down rocks. Chemically, rocks
dissolve in rainwater. Biologically, plant roots crack and
dissolve rock. Weathering is a slow process. This process
creates sediments that settle in layers. As the layers are
pushed down, new types of rocks are formed.
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6. What happens in Earth that creates mountains?
A: The Earth's crust is broken into approximately 20 sections called plates. When these plates collide they form
mountains.
7. How does the formation of mountains help more rocks
to be formed?
A: Uplifted rocks go through another process of weathering. Rocks that are pushed down deep into Earth will melt
and become igneous rocks.
8. What does the word metamorphosis mean?
A: To change.
9. Can you think of other examples of metamorphosis?
A: Answers will vary. Butterflies are one example.
10. As what kind of rock does a metamorphic rock start?
A: It can start as a sedimentary, igneous, or metamorphic
rock.
11. Do rocks change over time? Explain.
A: Answers will vary. It is important that students discuss
the effects weathering and volcanoes have on the formation and deterioration of rocks.
12. Do you think rocks will be formed for many years to
come? Explain.
A: Answers will vary. It is important that the students identify that the rock cycle will continue on throughout time,
which is the reason there are new rocks formed.
13. What is an example of a rock cycle?
A: Answers will vary. Students should discuss the effect of
plates colliding and creating mountains. Another point
that should be discussed is the effects of weathering and
lithification.
Blackline Master #6, Graphic Organizer
Following are examples of what the sections in the organizer should include:
igneous: rock formed from heat, comes from lava, made
inside of Earth
metamorphic: rock that begins as an igneous or sedim12
mentary rock, rock changes from one form to another
sedimentary: rock that develops through a long process
that starts with weathering and ends in lithification, other
contributing factors include erosion and uplifting
sedimentary and igneous: both rock forms turn into one
another
sedimentary, igneous, and metamorphic: all three are
rocks, are part of the rock cycle, and change over time
Blackline Master #7, Post-Test
1. Answers should include the process of magma erupting from a volcano. When the magma cools, igneous
rocks are formed.
2. three billion years ago
3. False
4. These rocks are formed through the process of weathering. Rocks are broken into sediments and layered. The
compression from the layers create new rocks.
5. Plants growing inside of a rock and breaking it apart.
6. Carrying away sediments.
7. When plates move they collide into one another.
When these two plates collide, their edges can uplift and
create mountains. Once the sedimentary rock is uplifted it
undergoes another cycle of weathering. Some rocks can
also be pushed down, bringing rock deep into Earth. If the
rocks melt, they will form new igneous rocks.
8. True
9. True
10. The process that turns sediment into stone.
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INTERNET SITES
For Teachers:
US Geological Survey, Education
http://interactive2.usgs.gov/learningweb/explorer/topic_ro
cks.htm
K-12 website, dedicated to lifelong learning about the
Earth. This site has specific examples of the three types
of rocks presented in the program. There are sections for
teachers, students, and explorers.
Exploring the Environment
www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
Exploring the Environment™ (ETE). The ETE online
series, which features an integrated approach to environmental earth science through modules and activities, is
developed at the NASA Classroom of the Future™.
For Students:
US Geological Survey, Education
http://interactive2.usgs.gov/learningweb/explorer/topic_ro
cks.htm
K-12 website, dedicated to lifelong learning about the
earth. This site has specific examples of the three types
of rocks presented in the program. There are sections for
teachers, students, and explorers.
Children's Museum of Indianapolis
http://www.childrensmuseum.org/geomysteries/floatingrock/a1.html
Great site for students to view animations of how different
types of rocks are formed.
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REFERENCE MATERIALS
Rocks and Minerals, Challoner, J., & Walshaw, R. New
York: Anness Publishing Limited, 2000. ISBN 0-7548
0457-7.
This book covers the three different rocks discussed in
the program and much more. It also provides easy to follow science experiments with rocks and minerals.
Excellent visual presentations.
Rocks & Minerals, Eyewitness Books, London: Dorling
Kingdersley, 1988. ISBN 0-394-89621-1.
This book covers all types of rocks, including those presented in this program. This book has interesting pictures
of each type of rock and easy-to-understand text as well.
Geology Crafts for Kids, Anderson, A., Diehn, G., and
Krautwurst, T, New York: Sterling Publishing Company,
1996. ISBN 0-8069-8156-3.
This is a fun book that can enhance any study of geology.
The crafts are clearly explained, visual cues, and interesting information presented with each craft.
I Can Be a Geologist, Sipiera, Paul, Chicago: Childrens
Press, 1986. ISBN 0-516-01897-3.
This is easy-to-read book discusses the different types of
geologists and what their specific jobs are.
Exploring Soil and Rocks, Catherall, Ed. Austin, Texas:
Steck-Vaughn Co., 1990. ISBN 0-8114-2595-9.
This book covers the concepts presented in this program,
each followed by an experiment.
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Rocks and Minerals, Shaffer, Paul & Zim, Herbert,
Racine, Wisconsin: Western Publishing Co, INC., 1957.
ISBN 0-307-63502-3.
This is an old book but is a valuable resource for the
classroom. The book provides pictures of different rocks
along with detailed descriptions. It is a good resource that
can help students identify rocks and minerals.
Make it Work! Earth, Baker, Wendy & Haslam, Andrew,
New York: Thomas Learning, 1992. ISBN 1-56847-468-7.
This hands-on text has experiments that are easy to follow with excellent pictures. There are great lessons on
Earth's layers, shifting plates, and how to make a volcano.
Atlas of Earth, by Stace, Alexa, Milwaukee, Wisconsin:
AND Cartographic Publishers Ltd., 1999. ISBN 0-83682505-5.
This is a good resource to have handy in the classroom.
It is an oversized book with excellent graphics and photos
of Earth. Earth movements, building mountains, and volcanoes are discussed.
SCRIPT OF NARRATION
Three rocks. Each is different, but all are related. This is
their story. It starts long ago and continues today with lots
of fire and ice, mountain peaks and ocean waves, and
more time than we can imagine.
IGNEOUS ROCK
The story begins with igneous rock, like this piece of granite. Igneous means fire. This granite was created in a
fiery place, perhaps long, long ago.
Billions of years in the past, when Earth was new, there
were no rocks. Earth was a burning-hot gooey, ball of
melted minerals and metals called magma.
16
Eventually as heat drifted into space Earth's surface
cooled. A thin crust of rock formed over it, like ice over a
lake in winter. This crust, made of minerals and metals
cooled from red-hot magma, was igneous rock.
Some of that original rock formed more than three billions
years ago can still be found today. It is among Earth's
oldest objects. If it had eyes, that rock would have seen
the start of life, the making of coal and oil, the rise and fall
of dinosaurs, and the world's first person. That rock would
have seen it all!
Igneous rock is not only some of our oldest rock, it is also
some of our newest. Earth has never stopped making it.
Somewhere, people probably watch it form right now--at
the edge of volcanoes. Lava is magma spewed out by a
volcano. It hardens into igneous rock.
Volcanoes also show us that the inside of Earth is still full
of fiery magma not cooled into solid rock.
Igneous rock occurs in many forms. They vary according
to the kind of minerals and metals they're made of, and
how fast they cooled. Granite cooled slowly underground
over thousands of years. Obsidian, which looks like black
glass, cooled quickly, as did pumice, which floats in water.
Though varied, all igneous rocks hardened directly from
magma.
SEDIMENTARY ROCK
The second rock of our story is sedimentary rock.
Sedimentary rock develops through a long process that
starts with weathering and ends with lithification.
Weathering breaks down rocks on Earth's surface,
through mechanical, chemical, and biological forces. In
mechanical weathering, heat, cold, ice, windblown sand
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and falls, slowly crack and wear down rocks. In chemical
weathering, rock dissolves in rainwater, which is slightly
acid. In biological weathering, plant roots both crack and
dissolve rocks. Weathering occurs slowly, but old gravestones in cemeteries show what can happen to exposed
rock. Over time, even huge mountains weather bit by bit
into sand, dust, clay and minerals dissolved in water - and
disappear. Two hundred million years ago, the Appalachian Mountains were several times their present
height.
Where do the mountains go? They get carried away
through erosion. Wind, and especially water, moves each
bit of mountain rock downhill. Eventually eroded rock fills
up nearby valleys or gets carried away in a river out to
sea. We call the moved material sediment. Wherever they
settle, sediments accumulate in layers. In oceans, sediment layers may grow higher than our tallest mountains.
Upper sediment layers press down on lower ones. This
helps lithification, the process that turns sediments into
stone. Sometime layers get squeezed so hard, sediment
grains get shoved into one another and lock into place.
Other times, water evaporates from a layer and leaves
behind minerals that glue together the tightly packed
grains. Either way, what was once sand, mud, or gravel
becomes sedimentary rock. Depending on how it formed,
sedimentary rock may be quite hard, or rather weak and
crumbly.
Sedimentary rock may not stay forever where it settled.
Strong forces within Earth sometimes push up rock from
the bottom of a valley or an ocean into spectacular peaks
and long mountain chains.
Once sedimentary rock, or any other kind of rock, gets
uplifted, it undergoes another cycle of weathering.
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Those same strong forces that push rock up may instead
push rock down. If the rock gets pushed deep enough, it
melts. Some future day the melted minerals and metals
may harden underground or erupt from a volcano to form
new igneous rock.
METAMORPHIC ROCK
This story's third chapter tells about metamorphic rock.
Metamorphic means changed. Metamorphic rock may
start as igneous, sedimentary, or even another metamorphic rock, but then, somewhere deep underground, gets
changed by heat and pressure. For example, limestone
metamorphoses into marble. Granite metamorphoses
into gneiss. What once were flecks of black minerals are
now stripes or layers of it. The heat and pressure that
metamorphose rock is not enough to melt it, but still
enough to cause changes. We might compare a metamorphic rock to a hard-boiled egg. This is still an egg, but
it has changed a great deal.
Many people consider marble to be the most beautiful of
all rock. However, even the beauty of metamorphic rock
cannot protect it from the forces of weathering. If uncovered, it too will eventually fall as sediments.
ROCK CYCLE AND CONCLUSION
So these are three rocks, igneous, sedimentary, and
metamorphic. Some are as old as can be, others as new
as today. In a way, they are all the same, because they all
started as hardened magma. But still each is different
because rocks can change. In fact, they make a rock
cycle in which they change forms, shapes, and places.
With each turn of the cycle, minerals and resources are
remixed and unlocked, and the Earth, through this
change, remains rich and fresh.
19
Who would have thought three rocks could tell such a
remarkable story?
QUESTIONS: True or False
1. Igneous rock is still forming today in fiery places.
2. Weathering makes rocks harder.
3. Sediments harden into rock through lithification.
4. During metamorphosis, limestone might change to
marble.
5. In the rock cycle, igneous, sedimentary, and metamorphic rock can change into one another.
20
1
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Pre-Test/Anticipation Guide
Directions: Circle the best answer to the following questions before viewing the program. Don't
worry; you may not know all of the answers. The answers will be reviewed following the program.
1. Rocks can be made from the inside of volcanoes.
True
False
2. Rocks can be as old a three billion years.
True
False
3. Igneous rocks are made from pressure.
True
False
4. There are some rocks that can float.
True
False
5. Sedimentary rocks are worn down by humans.
True
False
6. Mountains are carried away by erosion.
True
False
7. When plates in Earth's crust collide, volcanoes erupt.
True
False
8. There are metamorphic rocks.
True
False
9. Limestone can change into marble.
True
False
10.The rock cycle ends every 10 years.
True
False
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
2
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Rock Observations
Name of Rock ___________________
Directions: Observe the rock carefully. What do you notice? Write down any quality of the rock
you observe. (This is a great opportunity to use all of those adjectives you know!) For example,
when I observe my dog, I would write that she is black, soft, medium-sized, and a little smelly.
Now try describing this rock!
Name
Observations
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
3 (pre/post)
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Vocabulary Knowledge Chart
Directions: Next to each word write the definition. If you don't know the meaning check the third
box. After you have completed this knowledge chart, remember the words that you need to learn.
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
4
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Video Quiz
Directions: Now that you have learned so much from viewing Three Rocks, it is now time to test
what you have learned. Answer each question by circling the correct response by circling either
true or false. Do your best!
1) Igneous rock is still forming today in fiery places.
True
False
2) Weathering makes rocks harder.
True
False
3) Sediments harden into rock through lithification.
True
False
4) During metamorphosis, limestone might change to marble.
True
False
5) In the rock cycle, igneous, sedimentary, and metamorphic rock can change into one another.
True
False
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
5
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Discussion Questions
Directions: Research and report back to the class. Creatively present the information you have
learned. For example, you could create a game, do a dramatization, a news show, PowerPoint®
presentation with visuals, design a timeline, or write a story and read it to the class.
1. From where do rocks come?
2. Why would it be helpful to find a rock that is a million years old?
3. How is an igneous rock made?
4. What is in magma that makes up a rock?
5. How are sedimentary rocks made?
6. What happens in Earth that creates mountains?
7. How does the formation of mountains help more rocks to be made?
8. What does the word metamorphosis mean?
9. Can you think of examples of metamorphosis?
10. As what kind of rock does a metamorphic rock start?
11. Do rocks change over time? Explain.
12. Do you think rocks will be formed for many years to come? Explain.
13. What is an example of a rock cycle?
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
6
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Graphic Organizer
rock
s
u
o
e
n
met
sedimen
tar
y
r
k
oc
ig
Directions: Fill in the Venn diagram below with all of the information you know about igneous,
sedimentary, and metamorphic rock. Where circles overlap one another, write in qualities that
both rocks share. Where circle are not overlapped, write in qualities of that rock only.
k
amorphic roc
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
7
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Post-Test
Directions: Answer the following questions.
1. How is an igneous rock created?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Original rock found on Earth's surface formed more than:
A) three hundred years ago
B) three thousand years ago
C) three million years ago
D) three billion years ago
3. All rocks are the same.
A) True
B) False
4. How is a sedimentary rock formed?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. The difference between mechanical weathering and biological weathering is that biological weathering
breaks the rock down by:
A) Rain or water wearing the rock away.
B) Plants growing inside of a rock and breaking it apart.
C) Heat, cold, ice, and windblown sand breaking apart a rock.
6. Erosion is the process of _______________________.
A) carrying away sediments
B) building mountains
C) a volcano erupting
7. Explain how plates moving in Earth's crust can create a new rock.
8. Metamorphic rock can start out as an igneous rock and change into a sedimentary rock.
A) True
B) False
9. The rock cycle is a slow process that does not stop.
A) True
B) False
10. Describe lithification.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.
8
Name ____________________
GEOLOGIST’S NOTEBOOK
THREE ROCKS
Making Lava!
Combine the following ingredients in a heavy saucepan under the supervision of an adult.
1 cup of sugar
1/2 cup of liquid glucose
1/2 cup of water
1 tablespoon of butter
Keep to the side for later use, one teaspoon of bicarbonate of soda.
Heat gently until dissolved and then boil for about six minutes, until it all turns light golden brown.
You can, either pour the mixture straight into a very cold oiled 9"x9" tin and watch it flow and set like
lava, or you can make pumice by adding a teaspoonful of bicarbonate of soda. This releases carbon
dioxide into the mixture in lots of little bubbles - you will need to pour it in a tin quickly before it sets.
Both types of lava can be broken with a hammer when set, forming the similar patterns of cracks you
find in rocks after earthquakes. Any small fragments can be added to the recipe, for example, glitter,
shredded paper, laundry lint, thread, or sand.
© 2003 Maslowski Wildlife Productions
Published and Distributed by United Learning
All rights to print materials cleared for classroom duplication and distribution.