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Unit Overview
Grade: 8
Critical Concepts: Rock Cycle
Science/ Math Skills: classification, identification, data interpretation,
observation
State Standards:
6-8 Earth and Space Science/ Benchmark D
1. Describe the rock cycle and explain that there are sedimentary,
igneous, and metamorphic rocks that have distinct properties (e.g. color,
texture) and are formed different ways.
2. Explain that rocks are made of one or more minerals.
3. Identify minerals by their characteristic properties.
6-8 Earth and Space Science/ Benchmark E
12. Explain that some processes involved in the rock cycle are directly
related to thermal energy and forces in the mantel that drive plate
motions.
13. Describe how landforms are created through a combination of
destructive (e.g. weathering and erosion) and constructive processes (e.g.
crustal defamation, volcanic eruptions and deposition of sediment).
Instructional Sequence:
1.
2.
3.
4.
5.
6.
7.
8.
Pre-test: Teacher Created Pre/Post-test
Vocabulary and note review
Crystal Shape Lab
Moh’s Hardness Scale Lab
Mineral Kit Lab
Rock Seating Chart
Peanut Butter Geology Lab
Post-test: Teacher Created Pre/Post-test
Assessments:
PretestTeacher Created Pre/Post-test
Formative Assessments:
Written Assessments (extension
questions & lab observation)
Data Table Interpretation
Teacher Observation of Lab
Manipulatives
Summative Assessment:
Teacher Created Pre/Post-test
Required Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Mineral Kit
Moh’s Lab Instruction Paper
Moh’s Hardness Scale
Mineral Identification Key
Rock Seating Chart
Scissors
Adhesive
Crystal Pattern Lab Instruction Papers
Crystal Pattern handouts
Mineral ID Clues
White, Wheat, and Rye Bread
Crunchy Peanut Butter
Jelly
Knife
Spoon
Paper Towels
Peanut Butter Geology Table
Peanut Butter Geology Lab Instructions
Activity #1
Vocabulary/ Note Review
Grade Level: 8
Critical Concepts: Rock Cycle
State Standards:
6-8 Earth and Space Science/ Benchmark D
1. Describe the rock cycle and explain that there are sedimentary,
igneous, and metamorphic rocks that have distinct properties (e.g. color,
texture) and are formed different ways.
2. Explain that rocks are made of one or more minerals.
3. Identify minerals by their characteristic properties.
6-8 Earth and Space Science/ Benchmark E
12. Explain that some processes involved in the rock cycle are directly
related to thermal energy and forces in the mantel that drive plate
motions.
13. Describe how landforms are created through a combination of
destructive (e.g. weathering and erosion) and constructive processes (e.g.
crustal defamation, volcanic eruptions and deposition of sediment).
Time Needed:
Two 50-minute class periods
Chronological Description of Lesson Activities:
1. Students independently identify vocabulary for unit.
2. Class discussion to clarify and modify length of definitions.
3. Teacher led discussion including short demonstrations and examples of concepts
while students take notes.
Assessment Plan:
Student vocabulary and definitions are graded on their completion
prior to teacher clarification. Reinforcement activities and graphic organizers are
completed for grading after teacher finishes presenting notes.
Adaptations:
Lower level students are given a scaffolded assignment where definitions
are completed with teacher in class and students are required to draw an appropriate
sketch of their understanding of each term. In addition, guided notes are supplied to
students who help focusing on discussion rather than writing.
DYNAMIC EARTH CH04 RKT P109
4-1 WHAT IS A MINERAL
MINERAL = NATURALLY OCCURRING, INORGANIC, SOLID,
DEFINITE CHEMICAL COMPOSITION, CRYSTAL STRUCTURE
INORGANIC = NOT FORMED FROM LIVING THINGS OR THE REMAINS OF LIVING THINGS
CRYSTAL = SOLID HAVING INTERNAL REPEATING PATTERN
LUSTER = SHINYNESS
HARDNESS = ABILITY TO RESIST SCRATCHING
STREAK = COLOR OF SCRAPED OFF POWDER
DENSITY = MASS/VOLUME
CLEAVAGE = SPLIT ALONG SMOOTH SURFACE
FRACTURE = BREAK ALONG ROUGH SURFACE
4-3 WHAT IS A ROCK?
ROCK = COMPOSED OF 2 OR MINERALS
IGNEOUS = ROCK MADE FROM MAGMA
SEDIMENTARY = ROCK MADE FROM COMPACTED AND CEMENTED PARTICLES
SEDIMENT = PARTICLES MOVED AND DEPOSITED
METAMORPHIC = CHANGED FROM CHEMICAL REACTIONS, HEAT, AND/OR PRESSURE
ROCK CYCLE = CONTINUOUS CHANGE OF ROCK TYPE
4-4 FLUID AND FIRE: IGNEOUS ROCKS
EXTRUSIVE ROCK = FORMED FROM LAVA
INTRUSIVE ROCK = FORMED FROM MAGMA
4-6 CHANGES IN FORM: METAMORPHIC ROCKS
METAMORPHISM = PROCESS OF CHANGING 1 ROCK INTO ANOTHER
ROCKS AND MINERALS CH04
¶DIAMONDS, RUBIES, EMERALDS, AND SAPPHIRES
ARE MINERALS
ELEMENTS ARE THE BUILDING BLOCKS OF MINERALS
MINERALS ARE BUILDING BLOCKS OF ROCKS
ROCKS ARE BUILDING BLOCKS OF THE EARTH
I. 4-1 WHAT IS A MINERAL?
MINERALS HAVE 5 CHARACTERISTICS:
1. NATURALLY OCCURRING =
NOT MAN MADE
2. INORGANIC =
NOT FORMED FROM LIVING THINGS
OR THE REMAINS OF LIVING THINGS
3. SOLID =
DEFINITE SHAPE AND DEFINITE VOLUME
4. DEFINITE CHEMICAL COMPOSITION =
CC & PB COOKIES
5. CRYSTAL STRUCTURE =
P86
A. FORMATION AND COMPOSITION OF MINERALS
MINERALS CAN BE FORMED BY:
COOLING MAGMA
EVAPORATING LIQUIDS
B. IDENTIFYING MINERALS
MINERALS CAN BE IDENTIFIED USING CERTAIN
PHYSICAL PROPERTIES:
COLOR = SOME MINERALS COME IN MORE THAN 1
COLOR, SO COLOR IS NOT VERY USEFUL
LUSTER = LIGHT REFLECTED FROM SURFACE
SHINY, DULL, METALLIC, NONMETALLIC
HARDNESS = RESISTANCE TO BEING SCRATCHED
SCALE DEVELOPED BY FRIEDRICH MOHS,
A GERMAN MINERALOGIST, IN 1812
STREAK = THE COLOR OF THE POWDER WHEN THE
MINERAL IS RUBBED AGAINST STREAK PLATE
THE STREAK COLOR IS THE SAME REGARDLESS
OF MINERAL COLOR, SO STREAK IS VERY USEFUL
DENSITY = AMOUNT OF MATTER IN A GIVEN SPACE
DENSITY = MASS__
VOLUME
CRYSTAL SHAPE = INTERNAL REPEATING PATTERN
DEVELOPS INTO 1 OF 6 BASIC SHAPES
CLEAVAGE AND FRACTURE = DESCRIBES BREAKING
CLEAVAGE = SPLITS WITH SMOOTH DEFINITE
SURFACES
FRACTURE = BREAKS WITH ROUGH OR JAGGED
SURFACES
SPECIAL PROPERTIES = MAGNETIC, GLOWS, TASTE,
SMELL, REACTS, AND RADIOACTIVE
II. 4-2 USES OF MINERALS
MINERALS ARE RAW MATERIALS FOR PRODUCTS
A. ORES
MINERALS FROM WHICH METALS AND NONMETALS
CAN REMOVED
METALS = SHINY, CONDUCT, MALLEABLE,
DUCTILE
NONMETALS = DULL, POOR CONDUCTORS, NOT
EASILY SHAPED
B. GEMSTONES
HARD, BEAUTIFUL, AND DURABLE SUBSTANCES
III. 4-3 WHAT IS A ROCK?
ROCK = HARD SUBSTANCE COMPOSED OF 2 OR MORE
MINERALS
RELATIVE AGING = DETERMINING HOW OLD ROCKS ARE
COMPARED TO OTHER ROCKS
A. TYPES OF ROCKS
ROCKS ARE CLASSIFIED ACCORDING TO HOW THEY
FORM
IGNEOUS ROCKS
IGNEOUS = FORMED FROM MAGMA
IGNEOUS ROCK TYPES:
GLASSY = SHINY GLASSLIKE APPEARANCE
NO CRYSTALS
COOLS INSTANTLY
FINE GRAINED = MICROSCOPIC CRYSTALS
COOLS QUICKLY
COARSE GRAINED = VISIBLE CRYSTALS
COOLS SLOWLY
PORPHYRITIC = LARGE CRYSTALS SCATTERED IN
BACKGROUND OF SMALL CRYSTALS
COOLS SLOWLY, REMELTED, COOLS QUICKLY
SEDIMENTARY ROCKS
SEDIMENTARY = PARTICLES MOVED AND THEN
PRESSED AND CEMENTED TOGETHER
FORMED FROM:
FRAGMENTS OF EXISTING ROCKS
MATERIAL THAT WAS LIVING OR DEAD
LIQUID EVAPORATING
METAMORPHIC ROCKS
METAMORPHIC = CHEMICAL REACTIONS OR HEAT OR
PRESSURE CHANGE EXISTING ROCK INTO
NEW ROCK
METAMORPHIC ROCK TYPES:
FOLIATED = MINERAL CRYSTALS ARE LAYERED IN
PARALLEL BANDS THAT BREAK BETWEEN BANDS
UNFOLIATED = MINERAL CRYSTALS ARE NOT BANDED
AND DO NOT BREAK INTO LAYERS
B. THE ROCK CYCLE
ROCK CYCLE = CONTINUOS CHANGING OF ROCKS
FROM 1 TYPE TO ANOTHER
ROCK CYCLE OCCURS IN ANY SEQUENCE
CHANGES IGNEOUS, METAMORPHIC, AND
SEDIMENTARY INTO EACH OTHER
ROCKS AND MINERALS CH04
______________, _________, __________, AND
_____________
ARE MINERALS
___________ ARE BUILDING BLOCKS OF _____________
___________ ARE BUILDING BLOCKS OF __________
___________ ARE BUILDING BLOCKS OF THE ____________
I. 4-1 WHAT IS A MINERAL?
MINERALS HAVE ______ CHARACTERISTICS:
1. _________________________________ =
NOT MAN MADE
2. ______________________ =
NOT FORMED FROM LIVING THINGS
OR THE REMAINS OF LIVING THINGS
3. ___________________ =
DEFINITE SHAPE AND DEFINITE VOLUME
4. _________________________________________ =
CC & PB COOKIES
5. _________________________ =
P86
A. FORMATION AND COMPOSITION OF MINERALS
MINERALS CAN BE FORMED BY:
COOLING _______________
EVAPORATING _______________
B. IDENTIFYING MINERALS
_____________ CAN BE ______________ USING
CERTAIN
PHYSICAL ________________:
___________ = SOME MINERALS COME IN MORE THAN
__
COLOR, SO COLOR IS ________ VERY USEFUL
__________ = LIGHT ________________ FROM
__________
SHINY, DULL, METALLIC, NONMETALLIC
_______________ = RESISTANCE TO BEING
___________
SCALE DEVELOPED BY FRIEDRICH __________,
A GERMAN ____________________, IN __________
_________ = THE ________ OF THE _________ WHEN
THE
MINERAL IS RUBBED AGAINST __________ PLATE
THE ________ COLOR IS THE _____ REGARDLESS
OF MINERAL COLOR, SO STREAK IS ________
USEFUL
____________ = AMOUNT OF ________ IN A GIVEN
______
DENSITY = MASS__
VOLUME
___________________ = INTERNAL ___________
PATTERN
DEVELOPS INTO ___ OF _____ BASIC SHAPES
___________ AND __________ = DESCRIBES
___________
_____________ = _________ WITH _______
DEFINITE
SURFACES
___________ = _________ WITH _________ OR JAGGED
SURFACES
________________ = _____________, GLOWS, TASTE,
SMELL, ______________, AND RADIOACTIVE
II. 4-2 USES OF MINERALS
MINERALS ARE RAW MATERIALS FOR PRODUCTS
A. ORES
MINERALS FROM WHICH METALS AND NONMETALS
CAN REMOVED
METALS = SHINY, CONDUCT, MALLEABLE,
DUCTILE
NONMETALS = DULL, POOR CONDUCTORS, NOT
EASILY SHAPED
B. GEMSTONES
HARD, BEAUTIFUL, AND DURABLE SUBSTANCES
III. 4-3 WHAT IS A ROCK?
_______ = ______ SUBSTANCE COMPOSED OF ___ OR
MORE MINERALS
_________________ = ____________ HOW ______ ROCKS
ARE
_____________ TO OTHER ROCKS
A. TYPES OF ROCKS
_________ ARE _________ ACCORDING TO HOW THEY
_________
IGNEOUS ROCKS
__________ = FORMED FROM _________
IGNEOUS ROCK TYPES:
__________ = SHINY GLASSLIKE APPEARANCE
______ CRYSTALS
COOLS ____________
______________ = _____________ CRYSTALS
COOLS ______________
__________________ = ___________ CRYSTALS
COOLS ___________
______________ = _________ CRYSTALS SCATTERED
IN
BACKGROUND OF _________ CRYSTALS
COOLS ________, REMELTED, COOLS __________
SEDIMENTARY ROCKS
_______________ = PARTICLES __________ AND THEN
__________ AND ____________ TOGETHER
FORMED FROM:
_____________ OF EXISTING ROCKS
MATERIAL THAT WAS _________ OR _________
LIQUID _________________
METAMORPHIC ROCKS
_____________ = CHEMICAL ___________ OR _______
OR
____________ CHANGE ___________ ROCK INTO
___________ ROCK
METAMORPHIC ROCK TYPES:
___________ = MINERAL ___________ ARE __________
IN
PARALLEL _________ THAT BREAK BETWEEN
BANDS
____________ = MINERAL ___________ ARE ____
BANDED
AND DO ______ BREAK INTO LAYERS
B. THE ROCK CYCLE
_____________ = CONTINUOS ___________ OF ROCKS
FROM ____ TYPE TO ____________
ROCK CYCLE ________ IN ________ SEQUENCE
CHANGES ____________, _____________, AND
________________ INTO EACH OTHER
Activity #2
Crystal Shape Lab
Critical Concept: Rock Cycle
State Standards:
6-8 Earth and Space Science/ Benchmark D
2. Explain that rocks are made of one or more minerals.
3. Identify minerals by their characteristic properties.
Time Needed:
25 –50 minutes
Chronological Description of Lesson Activities:
1. Hand out Lab Papers.
2. Students grouped in pairs at their discression.
3. Student retrieve needed supplies from location around classroom, following
procedures listed on lab papers.
Assessment Plan:
Students will be graded on the completion of their data table
based lab activity and follow up questions.
Adaptations:
Lower level students work in teacher selected pairs working together to
complete activities essentially cutting the tasks in half.
CRYSTAL SHAPE LAB
I. PURPOSE
TO BETTER UNDERSTAND THE BASIC MINERAL CRYSTAL SHAPES
II. MATERIALS
2-D CRYSTAL PLANS
SCISSORS
ADHESIVE
III. PROCEDURE
1. SELECT 1 OF THE 2-D CRYSTAL PLANS
2. CUT OUT THE PERIMETER OF THE 2-D CRYSTAL PLAN
3. FOLD THE 2-D CRYSTAL PLAN ON EACH LINES
4. MATCH UP FOLDED EDGES OF THE 2-D CRYSTAL PLAN
5. SECURE THE FOLDED EDGES OF THE 2-D CRYSTAL PLAN
6. REPEAT STEPS 1 – 5 FOR REMAINING 2-D CRYSTAL PLANS
7. COMPLETE DATA TABLE
IV. RESULTS
CRYSTAL SHAPE
MINERAL CRYSTAL SHAPES
MINERAL NAME
V. CONCLUSION
1. DESCRIBE MINERAL.
2. WHAT ARE THE BUILDING BLOCKS OF MINERALS?
3.. WHAT AE THE BUILDING BLOCKS OF ROCKS?
4. WHAT ARE THE BUILDING BLOCKS OF THE EARTH?
5. NAME AND DESCRIBE THE CHARACTERISTICS OF MINERALS.
6. HOW CAN MINERALS BE FORMED?
3-D MODEL COLOR
Activity #3
Moh’s Hardness Scale
Critical Concept: Rock Cycle
State Standards:
6-8 Earth and Space Science/ Benchmark D
3. Identify minerals by their characteristic properties.
Time Needed:
20 minutes
Chronological Description of Lesson Activities:
1.
2.
3.
4.
Pass out student lab papers.
Students grouped in self selected pairs
Clarify student questions as they follow lab instructions.
Assessment questions evaluated on the following day.
Assessment Plan:
Teacher monitor understanding during activity focusing on
students displaying difficulty with concepts. Completion of assessment questions will be
evaluated the following day.
Adaptations:
Imbedded in lesson and grouping strategies. Increased teacher support
for lower level student.
USING THE MOHS HARDNESS SCALE
R5
I. PURPOSE
TO BETTER UNDERSTAND THE MOHS HARDNESS SCALE
BACKGROUND
HARDNESS CAN BE USED TO HELP IDENTIFY MINERALS. THE MOHS HARDNESS SCALE TELLS HOW
HARD 10 MINERALS ARE. TALC HAS A HARDNESS OF 1. TALC IS THE SOFTEST MINERAL. DIAMOND HAS
A HARDNESS OF 10. DIAMOND IS THE HARDEST MINERAL. A MINERAL ON THE SCALE CAN SCRATCH
ANY MINERAL WITH A LOWER # AND IT CAN BE SCRATCHED BY ANY MINERAL WITH A HIGHER #.
YOU WERE GIVEN THE 10 MINERAL SAMPLES ON THE MOHS HARDNESS SCALE.
THE SAMPLES WERE LABELED WITH CODE LETTERS.
II. MATERIALS
MOHS HARDNESS SCALE
CLUES
III. PROCEDURE
1. USE THE CLUES AND THE MOHS HARDNESS SCALE TO DETERMINE THE IDENTITY OF EACH MINERAL
2. RECORD RESULTS ON THE DATA TABLE
MOHS HARDNESS SCALE
MINERAL
HARDNESS
DIAMOND
10
CORUNDUM
9
TOPAZ
8
QUARTS
7
FELDSPAR
6
APATITE
5
FLUORITE
4
CALCITE
3
GYPSUM
2
TALC
1
DATA TABLE
CODE LETTER
MINERAL NAME
A
B
C
D
E
F
G
H
I
J
1. MINERAL C CAN BE SCRATCHED BY ALL OTHER MINERALS
2. MINERAL F CAN SCRATCH MINERAL C, BUT IT CAN BE SCRATCHED BY ALL OTHER MINERALS
3. MINERAL B CAN SCRATCH MINERAL F, BUT IT CAN BE SCRATCHED BY ALL OTHER MINERALS
4. MINERAL H CAN SCRATCH ALL OTHER MINERALS
5. MINERAL D CAN ONLY BE SCRATCHED BY MINERAL H
6. MINERAL I CAN SCRATCH MINERAL C, F, AND B
7. MINERAL E CAN SCRATCH MINERAL I AND MINERAL E IS 1 HARDER THAN MINERAL I
8. MINERAL G CAN SCRATCH ALL OTHER MINERALS BUT MINERAL D AND H
9. MINERAL J CAN SCRATCH MINERAL A, AND CAN BE SCRATCHED BY MINERAL G
10. MINERAL A CAN SCRATCH MINERAL E, AND MINERAL E CAN BE SCRATCHED BY MINERAL J
Activity #4
Mineral Kit Lab
Grade Level: 8
State Standards:
6-8 Earth and Space Science/ Benchmark D
3. Identify minerals by their characteristic properties.
Time Needed: One 50-minute class period
Chronological list of lesson Activities:
1.
2.
3.
4.
Hand out student lab papers
Group students in pairs.
Hand out student mineral kits.
Students follow instructions as outlined on lab paper.
Assessment:
Student responses to lab questions. Monitoring student responses while
work continues.
Adaptations:
Lower level students participate in a teacher led demonstration and
receive fewer minerals to identify and response questions.
MINERAL KIT LAB
R4
I. PURPOSE
TO BE BETTER ABLE TO IDENTIFY MINERALS
II. MATERIALS
MINERAL KIT
MOHS HARDNESS SCALE
MINERAL IDENTIFICATION KEY
III. PROCEDURE
1. REMOVE 1 MINERAL FROM THE KIT
2. RECORD OBSERVATIONS OF THE MINERAL ON THE DATA TABLE
3. REPEAT STEPS 1 - 2 FOR REMAINING MINERALS
IV. RESULTS
HARDNESS
10
9
8
7
6
5
4
3
2.5
1
COLOR
MOHS HARDNESS SCALE
FIELD TEST
SCRATCHES STEEL FILE
SCRATCHES GLASS
SCRATCHES IRON NAIL
SCRATCHES COPPER PENNY
SCRATCHES FINGERNAIL
SCRATCHED WITH FINGERNAIL
STREAK
LUSTER
MINERAL DATA TABLE
CLEAVAGE
FRACTURE
<2.5
HARDNESS
3.0 - 5.0
>6.0
SPECIAL
PROPERTY
NAME
V. CONCLUSION
1. ACCORDING TO THE MINERAL IDENTIFICATION KEY, WHAT PHYSICAL PROPERTY CAN BE USED TO DISTINGUISH
PYRITE AND CHALCOPYRITE?
2. WHAT ARE THE 2 SOFTEST MINERALS LISTED ON THE MINERAL IDENTIFICATION KEY?
3. WHAT IS THE HARDEST MINERAL LISTED IN THE MINERAL IDENTIFICATION KEY? WHAT MUST THEN BE TRUE ABOUT THIS MINERAL?
4. DESCRIBE THE PROPERTIES OF BIOTITE.
5. WHICH PHYSICAL PROPERTY IS THE LEAST USEFUL IN IDENTIFYING MINERALS?
6. WHICH PHYSICAL PROPERTY IS THE MOST USEFUL IN IDENTIFYING MINERALS?
7. EXPLAIN THE FOLLOWING STATEMENT: YOU CAN DETERMINE THE IDENTITY OF A MINERAL BY SHOWING WHAT IT CANNOT BE.
Activity #5
Rock Cycle
Grade Level: 8
Critical Concepts:
State Standards:
Rock Cycle
6-8 Earth and Space Science/ Benchmark D
1. Describe the rock cycle and explain that there are sedimentary,
igneous, and metamorphic rocks that have distinct properties (e.g. color,
texture) and are formed different ways.
6-8 Earth and Space Science/ Benchmark E
12. Explain that some processes involved in the rock cycle are directly
related to thermal energy and forces in the mantel that drive plate
motions.
Time Needed:
20 minutes
Chronological List of Lesson Activities:
1. Hand out Rock Cycle Diagrams
2. Use overhead copy of diagram to lead discussion and demonstrate coloring.
Assessment:
Formative (During)- Throughout the course of the lesson I will be walking around and
conferencing with students as they make predictions and observations about their unknown
mineral. I will also be helping them to be on task during the assignment. During the whole
group discussion and collaborative activity I will be able to assess students’ ability to
identify a mineral's characteristics.
Summative (After)- In order to ensure that the indicators were met, the students will
complete a note card that displays their ability or inability to write a description and an
explanation. Also students’ ability to understand the characteristics of minerals will be
assessed through their data sheets as well as the collaborative discussion.
Adaptations:
Instructional Modifications: In order to accommodate for the other types of learners
in this classroom the following adaptations will be made to reach Visual, Auditory,
Kinesthetic and Naturalistic learners. (Referencing: Howard Gardener's Theory of
Multiple Intelligence's)
Visual- In this lesson, visual learners will benefit from the guided questions and actual
mineral sample. Having the questions available on the board will guide students
through their observation. Also having student look and touch the mineral sample will
help them to construct their own example of how the characteristics of minerals exist
in nature.
Kinesthetic- Allowing students to touch and observe an actual mineral sample will help
kinesthetic learners grasp their own concept of a mineral and its characteristics.
Having a number of mineral samples in class will show students through concrete
means what a mineral feels like, instead of just having them look at pictures from the
book.
Auditory- Directions will be repeated and rephrased a number of times to ensure that
students understand the principles of observation and are clear on how to reach their
learning objectives.
Naturalistic- Allowing students to interact with a part of the natural world will help
to engage naturalistic learners. Offering students concrete and real life examples of
these minerals will keep students interested and motivated to learn.
Gifted Students: The application and written form of inferences and descriptions will
help gifted students enhance their understanding of scientific inquiry and method.
Struggling Students: The explore portion of this lesson will help special needs
students to find answers on their on about characteristics of minerals. These mineral
manipulates will give these students a concrete example and explanation of the
content.
Activity #6
Peanut Butter Geology
Grade Level: 8
Critical Concepts: Rock Cycle
State Standards:
6-8 Earth and Space Science/ Benchmark D
1. Describe the rock cycle and explain that there are sedimentary,
igneous, and metamorphic rocks that have distinct properties (e.g. color,
texture) and are formed different ways.
2. Explain that rocks are made of one or more minerals.
6-8 Earth and Space Science/ Benchmark E
13. Describe how landforms are created through a combination of
destructive (e.g. weathering and erosion) and constructive processes (e.g.
crustal defamation, volcanic eruptions and deposition of sediment).
Time Needed: 1 hour ( 50 minutes is really pushing it)
Chronological List of Lesson Activities:
1.
2.
3.
4.
Hand out lab papers.
Teacher needs to position self with “supplies” to prevent contamination.
Students follow all instructions as outlined in procedure section of lab paper.
When all students complete, allow students to eat their lab.
Assessment:
Adaptations:
Student completion, sketching and labeling on data table.
An extra pair of hands and question answering ability makes all the
difference in an “essentials” classroom.
PEANUT BUTTER GEOLOGY
R4
I. PURPOSE
TO BETTER UNDERSTAND SEDIMENTARY ROCK FORMATION AND RELATIVE
DATING
II. MATERIALS
BREAD: WHITE WHEAT
CRUNCHY PEANUT BUTTER
RYE
JELLY KNIFE SPOON
PAPER TOWELS
III. PROCEDURE
1. TAKE PAPER TOWEL TO ME TO OBTAIN 1 SLICE OF WHITE BREAD
2. OBTAIN WHITE BREAD DESCRIPTION
3. WRITE DESCRIPTION FOR THE WHITE BREAD ON THE DATA TABLE
4. TAKE TOWEL AND WHITE BREAD TO ME TO OBTAIN CRUNCHY PEANUT BUTTER
5. OBTAIN CRUNCHY PEANUT BUTTER DESCRIPTION
6. WRITE DESCRIPTION FOR THE CRUNCHY PEANUT BUTTER ON THE DATA TABLE
7. TAKE TOWEL, WHITE BREAD, AND CRUNCHY PEANUT BUTTER TO ME TO
OBTAIN 1 SLICE OF WHEAT BREAD
8. OBTAIN WHEAT BREAD DESCRIPTION
9. WRITE DESCRIPTION FOR THE WHEAT BREAD ON THE DATA TABLE
10. TAKE TOWEL, WHITE BREAD, CRUNCHY PEANUT BUTTER, AND WHEAT BREAD TO
ME TO
OBTAIN JELLY
11. OBTAIN JELLY DESCRIPTION
12. WRITE DESCRIPTION FOR THE JELLY ON THE DATA TABLE
13. TAKE TOWEL, WHITE BREAD, CRUNCHY PEANUT BUTTER, WHEAT BREAD, AND
JELLY TO ME TO OBTAIN 1 SLICE OF RYE BREAD
14. OBTAIN RYE BREAD DESCRIPTION
15. WRITE DESCRIPTION FOR THE RYE BREAD ON THE DATA TABLE
16. SKETCH AND LABLE APPARATUS ON DATA TABLE
17. PREPARE FOR VERBAL INSTRUCTIONS
IV. OBSERVATIONS
ON PEANUT BUTTER DATA TABLE
V. CONCLUSION
1. WHAT IS THE OLDEST LAYER?
2. HOW IS #1 KNOWN?
3. WHAT IS THE YOUNGEST LAYER?
4. HOW IS #3 KNOWN?
5. WHAT IS THE AGE OF THE WHEAT BREAD?
6. WHAT IS THE AGE OF THE JELLY?
7. WHAT IS THE AGE OF THE CRUNCHY PEANUT BUTTER?
8. WHAT IS THE BEST WAY TO DESCRIBE THE AGES OF EACH LAYER?
9. DESCRIBE RELATIVE AGING.
PEANUT BUTTER GEOLOGY DATA TABLE
SKETCH
WHITE BREAD
CRUNCHY PEANUT BUTTER
WHEAT BREAD
JELLY
RYE