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This lesson can be used as an introduction to igneous rocks. Students
should have familiarity with the rock cycle and the three types of rocks
before doing this lesson. It is assumed that students have studied and
know the definition of rocks and minerals. Students should have studied
what the common rock forming minerals look like. Through selected Web
sites and video, students will learn the relationship between the rate
of cooling and formation of igneous rocks and the other factors that
can determine the type of igneous rock formed. Students will use building
blocks to simulate how igneous crystals are formed. Students will experiment
with salts on microscope slides and fake snow on a watch glass to see
the effects simulated. Students will then develop their own controlled
experiment to prove that the rate of cooling does affect the size of
crystals. Students will then classify several igneous rocks based on
the information they learned. You are supplied with variations and choices
of activities to meet the needs of your class.
Students will be able to:
- Describe how igneous rocks are formed
- Design a classification system to group igneous rocks
- Develop a controlled experiment to prove that the rate of cooling
affects the size of the crystals
- Use the Internet to research information from primary sources
- Classify the types of igneous rocks
- Describe how the length of cooling time changes igneous rocks
- Classify simple igneous rocks based on crystal structure
National
Science Education Standards
http://www.nap.edu/readingroom/books/nses/html/6d.html
Content Standard A
As a result of activities in grades 5-8, all students should develop abilities
necessary to do scientific inquiry and understandings about scientific
inquiry.
Content Standard B
As a result of their activities in grades 5-8, all students should develop
an understanding of properties and changes of properties in matter, motions
and forces, transfer of energy.
Content Standard D
As a result of their activities in grades 5-8, all students should develop
an understanding of structure of the earth system.
Content Standard G
As a result of activities in grades 5-8, all students should develop understanding
of science as a human endeavor, the nature of science, the history of
science.
Technology Foundation Standards for Students
http://cnets.iste.org/index3.html
1. Basic operations and concepts. Students are proficient in the use of
technology.
5. Technology research tools. Students use technology to locate, evaluate,
and collect information from a variety of sources.
6. Technology problem-solving and decision-making tools. Students use
technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving
problems in the real world.
New York State Standards in Science – Intermediate
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering
design, as appropriate to pose questions, seek answers, and develop solutions.
(Scientific Inquiry)
Standard 2: Information Systems
Students will access, generate, process, and transfer information using
appropriate technologies.
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationship and common themes that connect
mathematics, science, and technology and apply the themes to these and
other areas of learning. (Models)
Plug-Ins
Shockwave for the extension activity
Video:
Earth Revealed Introductory Geology Episode 6
Web Sites:
Igneous
Rocks
http://duke.usask.ca/~reeves/prog/geoe118/geoe118.012.html
This is the University of Saskatchewan Department of Geological Sciences
Igneous Rock Web Site. It covers how igneous rocks are formed, how they
occur, how they are classified and the minerals they contain. Excellent
pictures.
Igneous
Rocks and Self-Test
http://seis.natsci.csulb.edu/basicgeo/IGNEOUS_TOUR.html
This is the California State University at Long Beach Igneous Rock Web
Site. It gives an overview, and talks about the types of igneous rocks.
It gives rock pictures and has a quiz at the end.
Rock
Cycle
http://www.science.ubc.ca/~geol202/rock_cycle/igneousrx.html
This is the University of British Columbia Introduction to Petrology
Web Site. Brief. Nice coverage of the rock cycle and how igneous rocks
are classified.
Igneous
Rocks
http://www.dc.peachnet.edu/~pgore/geology/geo101/igneous.htm
This is the Georgia Perimeter College Igneous Rocks Web Site. Good coverage
of all aspects of Igneous rocks with pictures.
Igneous
Rock Notes
http://www.geolab.unc.edu/classes/Geo11L_Caleb/igneous.html
This is the University of North Carolina at Chapel Hill Web Site on
igneous rocks. Good coverage of all aspects of Igneous rocks with no
pictures.
Self-Test
for Igneous Rocks
http://geollab.jmu.edu/Fichter/IgnRx/selftest.html
This is the James Madison University Department of Geology and Environmental
Science Web Site. Too much information, but there is a nice Igneous
Rock Self Test with pictures. This site is for the student who wants
more.
The
Rock Hound Page for Igneous Rocks
http://sln.fi.edu/fellows/payton/rocks/create/igneous.htm
This site is simpler than the rest. Use this for students who may have
a difficulty reading or for lower grade classes. The site has good information
with pictures and a good animation showing how igneous rocks are formed.
Per class:
- 400 ml beaker with 300 ml saturated salt solution with 5 eyedroppers
– NaCl
- Ten 250 ml beakers with 100 ml saturated salt solution – CuSO4,
10 strings, 10 pencils, 10 thermometers, 10 copper sulfate crystals,
5 eyedroppers
- 1 can snow or Christmas spray (to produce artificial snow – not
puffy snow)
Per group of 2-4
(in a basket or lab area):
- Set of Common Igneous Rocks and Minerals in a paper bag (Igneous Rocks:
Granite, Rhyolite, Basalt, Obsidian, Gabbro; Minerals: Quartz, Feldspar,
Biotite Mica (black). Include other igneous rocks you can find.
- Paper bag for above
- 4 magnifying glasses (1 per student)
- 1 watch glass
- 6 microscope slides
- Wax Marking Pencil
- Metric ruler
- Bag with 50-100 building blocks and two sheets of paper
- Microscope or good magnifying lens
- 1 Web Task sheet per group
Per student:
- 1 pair safety goggles
- 1 Student Sheet #1: Rocks
- 1 Student Sheet #2: Rocks
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