Download lesson plan 3

Kaitlyn Ruvel
Lesson Plan 3
Virginia Standards:
ES.6 The student will investigate and understand the rock cycle as it relates to the origin
and transformation of rock types and how to identify common rock types based on
mineral composition and textures. Key concepts include
c) metamorphic (foliated and unfoliated) rocks.
National Science Standards:
Earth and Space Science:
 Some 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 re-crystallized 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.
All students should develop abilities necessary to do scientific inquiry:
 Identify questions that can be answered through scientific investigations
 Use appropriate tools and techniques to gather, analyze, and interpret data
 Develop descriptions, explanations, predictions, and models using evidence
 Think critically and logically to make the relationships between evidence and
explanations
Resources: Computers, reference books
Lesson Plan Outline
Topic: Metamorphic Rocks
Instructional Objectives:
Students will understand:

Rocks can be identified on the basis of mineral content and texture.

The processes by which rocks are formed define the three major groups of rocks.

The rock cycle is the process by which all rocks are formed and how basic Earth
materials are recycled through time.
Students will know that:
 Metamorphic rocks form when any rock is changed by the effects of heat, pressure,
or chemical action.
 Metamorphic rocks can be foliated or unfoliated (non-foliated).
 Foliated metamorphic rocks have bands of different minerals. Slate, schist, and
gneiss are foliated metamorphic rocks.
 Unfoliated metamorphic rocks have little or no banding and are relatively
homogenous throughout. Marble and quartzite are unfoliated metamorphic rocks.

Rocks can be identified by analyzing mineral composition, physical features, size of
crystals, etc.

Even though two rocks may look the same, they can have two completely different
histories.

All rocks are unique.

Where and how a rock forms has a great impact on what type of rock the specimen
will become.
Students will be able to:
 Classify the following rock types as igneous, metamorphic, or sedimentary: pumice,
obsidian, basalt, granite, sandstone, conglomerate, shale, limestone, slate, schist,
gneiss, marble, and quartzite.
 Create a set of rules/guidelines for each of the three main types of rocks (based on
characteristics/formation features).
 Analyze the unique features of different rocks in order to make conclusions and to
identify them.
 Form conclusions about an environment’s history based on data from rocks.
 Explain different grades and types of metamorphism.
 Classify simple metamorphic rocks based on grade of metamorphism.
 Design a classification system to group metamorphic rocks.
Materials & Resources: Computers, reference books, rock samples, testing tools (glass,
streak plates, HCl, etc.), index cards with igneous rock terms, poster board to present map
activity.
Engage:
To start off this lesson, I will have students work in small groups to put a set of
metamorphic rocks in order from the lowest grade to the highest grade of metamorphism.
Students will be given shale (sedimentary rock), slate, phyllite, schist, and gneiss. The
students will to write down why they chose that particular order. After the activity, I will
show them the correct sequence of the rocks form the activity , and explain the features in
each rock which explains why it’s a certain grade of metamorphism (for example, gneiss
is the highest grade and you can tell because of the mineral banding which is due to high
pressure).
Explore:
After the initial rock sequence activity involving grades of metamorphism, the
students will be asked to work in groups for an activity involving pairing up nonmetamorphic rocks with their metamorphosed pair. Students will use their knowledge on
minerals and other rock types to come up with pairs such as sandstone and quartzite. The
students will record their answers on a worksheet which will be collected.
Explain:
When the engage and explore activities end, there will be a group discussion
talking about the students’ answers to the activities. I will discuss types and grades of
metamorphism (again, touching upon how you can tell what grade of metamorphism a
rock has). I will also go into further detail about the rocks from the pairing activity
(powerpoint pictures will be available and rock samples will be passed around). Mineral
content, foliation, and the mechanics of metamorphism will all be talked about.
Extend:
This lesson connects with other Earth science lessons in the fact that it involves
minerals, the rock cycle, heat and pressure, and the scientific method. Students will have
to use their past knowledge about minerals and non-metamorphic rocks to figure out the
pairs in the matching activity. They will also have to examine characteristics of each rock
to determine what type and grade of metamorphism is has gone through. This lesson will
also link with the rock cycle lesson. Students will see how different rocks change, and to
understand this concept they need to fully understand the formation processes of different
rock types.
Evaluate:
The pairing-activity worksheet will not be collected, however as the students are
working I will walk around the room to see what students are getting correct and
incorrect. If students are getting most of the pairs incorrect, I know that I will to re-teach
some aspects of the lesson. If the students are only getting one or two of the pairs wrong,
then I will know that they might need to review the properties of a specific rock. There
will also be an exit card question asking students to explain what different “grades” of
metamorphism mean, and to give an example of a high-grade and a low-grade
metamorphic rock. These assessments will tell me if the class is ready to move on or if I
need to re-teach any topics.
Plans for Diversity:
ELL students: For the ELL students in the class, the lesson is very hands on. Students
will be able to see all the features discussed (foliation, types of minerals, and charts
explaining grades and types of metamorphism). The new vocabulary words will be
spoken repeatedly and students will be able to see the words are various worksheets and
on the powerpoint.
Advanced students: The advanced learners in this class will do a different activity
involving more specific types of metamorphism (beyond contact and regional). They will
work with a chart which compares temperature and pressure, and involves types of
metamorphism such as Barrovian, Blueschist, and Eclogite. With the chart, I am going to
ask the students to figure out where specific metamorphic rocks fall. When completed,
I’ll check their work. This activity goes deeper than the regular lesson, and should engage
advanced students because it is challenging, but not to the point of frustration.
Connections:
To connect this lesson with the real world, I will talk about special metamorphic
rock minerals, such as corundum (ruby and sapphire), garnet, staurolite, epidote which is
the unofficial mineral of Virginia. These are interesting minerals which students do not
have to know for the state exam, however most students have seen rubies and sapphires,
and will be intrigues by the cross-shaped staurolite. Students should also know about the
geology of Virginia, which would include discussing epidote.
Reflections:
Metamorphic rocks look very unique and students will be curious about their
formation (under such high temperatures and pressures) and unique properties (how a
rock can become foliated). By this point, the students should have enough knowledge on
the three types of rocks to start to understand the basics of the rock cycle and see how
everything is connected.
Safety Considerations:
As long as the students do not eat, throw, or cut themselves with the rock samples,
this lesson should be safe.