Glencoe Science Chapter Resources - Wikispacesws.pdf · Glencoe Science Chapter Resources Rocks...
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Glencoe Science Chapter Resources Rocks Includes: Reproducible Student Pages ASSESSMENT ✔ Chapter Tests ✔ Chapter Review HANDS-ON ACTIVITIES ✔ Lab Worksheets for each Student Edition Activity ✔ Laboratory Activities ✔ Foldables–Reading and Study Skills activity sheet MEETING INDIVIDUAL NEEDS ✔ Directed Reading for Content Mastery ✔ Directed Reading for Content Mastery in Spanish ✔ Reinforcement ✔ Enrichment ✔ Note-taking Worksheets TRANSPARENCY ACTIVITIES ✔ Section Focus Transparency Activities ✔ Teaching Transparency Activity ✔ Assessment Transparency Activity Teacher Support and Planning ✔ Content Outline for Teaching ✔ Spanish Resources ✔ Teacher Guide and Answers
Transcript of Glencoe Science Chapter Resources - Wikispacesws.pdf · Glencoe Science Chapter Resources Rocks...
Glencoe Science
Chapter Resources
Rocks
Includes:
Reproducible Student Pages
ASSESSMENT
✔ Chapter Tests
✔ Chapter Review
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
✔ Laboratory Activities
✔ Foldables–Reading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
TRANSPARENCY ACTIVITIES
✔ Section Focus Transparency Activities
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
Teacher Support and Planning
✔ Content Outline for Teaching
✔ Spanish Resources
✔ Teacher Guide and Answers
Glencoe Science
Photo CreditsSection Focus Transparency 1: Jonathan Blair/NGS Image Collection; Section Focus Transparency 2:Bettmann/CORBIS; Section Focus Transparency 3: Farrell Grehan/Photo Researchers; Section Focus Trans-parency 4: John M. Roberts/The Stock Market; Teaching Transparency: (l) Martin Miller, (c) Jeff Gnass, (r)Doug Sokell/Tom Stack & Assoc.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theRocks program. Any other reproduction, for use or sale, is prohibited withoutprior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027
ISBN 0-07-866941-3
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
iii
To the Teacher iv
Reproducible Student Pages■ Hands-On Activities
MiniLAB: Try at Home Modeling Rock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Classifying Sediments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Igneous Rock Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Sedimentary Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Concretions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Identifying Metamorphic Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
■ Meeting Individual NeedsExtension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■ Transparency ActivitiesSection Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10
Table of Contents
Additional Assessment Resources available with Glencoe Science:
• ExamView® Pro Testmaker• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at msscience.com• Interactive Chalkboard• The Glencoe Science Web site at: msscience.com• An interactive version of this textbook along with assessment resources are available
online at: mhln.com
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This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:
Reproducible pages for ■ Student Assessment■ Hands-on Activities■ Meeting Individual Needs (Extension and Intervention)■ Transparency Activities
A teacher support and planning section including ■ Content Outline of the chapter■ Spanish Resources■ Answers and teacher notes for the worksheets
Hands-On ActivitiesMiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator, Dinah Zike, that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.
Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.
To the Teacher
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Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who are learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the con-cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher version—Content Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.
AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recall—students will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.
Transparency ActivitiesSection Focus Transparencies: These transparencies are designed to generate interestand focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.
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Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.
Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students’ Note-taking Worksheets.
Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.
Rocks 1
ReproducibleStudent Pages
Reproducible Student Pages■ Hands-On Activities
MiniLAB: Try at Home Modeling Rock . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Classifying Sediments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Igneous Rock Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Sedimentary Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Concretions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Identifying Metamorphic Rocks . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13
■ Meeting Individual NeedsExtension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
2 Rocks
Hands-OnActivities
Hands-On Activities
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Rocks 3
Name Date Class
Modeling RockProcedure 1. Mix about 10 mL of white glue with about 7 g of dirt or sand in a small
paper cup.
2. Stir the mixture and then allow it to harden overnight.
3. Tear away the paper cup carefully from your mixture.
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Analysis1. Which rock type is similar to your hardened mixture?
2. Which part of the rock cycle did you model?
4 Rocks
Name Date Class
Classifying SedimentsProcedure WARNING: Use care when handling sharp objects.1. Collect different samples of sediment.
2. Spread them on a sheet of paper.
3. Use Table 2 in your textbook to determine the size range of gravel-sizedsediment.
4. Use tweezers or a dissecting probe and a magnifying lens to separate thegravel-sized sediments.
5. Separate the gravel into piles—rounded or angular.
Hands-On Activities
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Analysis1. Describe the grains in both piles.
2. Determine what rock could form from each type of sediment you have.
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Rocks 5
Name Date Class
Lab PreviewDirections: Answer these questions before you begin the Lab.
1. Why does this lab have a sharp objects safety symbol?
2. According to what characteristics will you arrange the rocks in this lab?
You’ve learned how color often is used to estimate the composition of anigneous rock. The texture of an igneous rock describes its overall appearance,including mineral grain sizes and the presence or absence of bubble holes, forexample. In most cases, grain size relates to how quickly the magma or lavacooled. Crystals you can see without a magnifying lens indicate slower cooling. Smaller, fine-grained crystals indicate quicker cooling, possibly dueto volcanic activity. Rocks with glassy textures cooled so quickly that therewas no time to form mineral grains.
Real-World QuestionWhat does an igneous rock’s texture and color indicate about its formation history?
Materials
Goals■ Classify different samples of igneous rocks
by color and infer their composition.■ Observe the textures of igneous rocks and
infer how they formed.
Safety Precautions WARNING: Some rock samples might havesharp edges. Always use caution while handlingsamples.
Procedure1. Arrange rocks according to color (light or
dark). Record your observations in the datatable in the Data and Observations section.
2. Arrange rocks according to similar texture.Consider grain sizes and shapes, presenceof holes, etc. Use your magnifying lens tosee small features more clearly. Record yourobservations.
Igneous Rock Clues
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rhyolitebasaltvesicular basalt
pumicegraniteobsidian
gabbromagnifying lens
6 Rocks
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Name Date Class
Conclude and Apply1. Infer which rocks are granitic based on color.
2. Infer which rocks cooled quickly. What observations led you to this inference?
3. Identify any samples that suggest gases were escaping from them as they cooled.
4. Describe Which samples have a glassy appearance? How did these rocks form?
5. Infer which samples are not volcanic. Explain.
Hands-On Activities
Communicating Your Data
Research the compositions of each of your samples. Did the colors of any samples leadyou to infer the wrong compositions? Communicate to your class what you learned.
Data and Observations
Size and Shapeof Crystals Color Texture Rock NameOther
(continued)
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Rocks 7
Name Date Class
Lab PreviewDirections: Answer these questions before you begin the Lab.
1. What warning does the eye safety symbol in this lab give you?
2. How do the materials for classifying sedimentary rocks differ from the materials you used forclassifying igneous rocks?
Sedimentary rocks are formed by compaction and cementation of sediment.Because sediment is found in all shapes and sizes, do you think these charac-teristics could be used to classify detrital sedimentary rocks? Sedimentaryrocks also can be classified as chemical, or organic.
Real-World QuestionHow are rock characteristics used to classifysedimentary rocks as detrital, chemical, ororganic?
Goals■ Observe sedimentary rock characteristics.■ Compare and contrast sedimentary rock
textures.■ Classify sedimentary rocks as detrital,
chemical, or organic.
Materialsunknown sedimentary rock samplesmarking pen5% hydrochloric acid (HCl)dropperpaper towelswatermagnifying lensmetric ruler
Safety Precautions
WARNING: HCl is an acid and can causeburns. Wear goggles and a lab apron. Rinsespills with water and wash hands afterward.
Procedure1. Complete the procedure below and fill in
the Sedimentary Rock Samples table in theData and Observations section.
2. Determine the sizes of sediments in eachsample, using a magnifying lens and a metric ruler. Using Table 2, in your text-book, classify any grains of sediment in the rocks as gravel, sand, silt, or clay. Ingeneral, the sediment is silt if it is grittyand just barely visible, and clay if it issmooth and if individual grains are not visible.
3. Put a few drops of 5% HCl solution oneach rock sample. Bubbling on a rock indi-cates the presence of calcite.
4. Examine each sample for fossils anddescribe any that are present.
5. Determine whether each sample has a granular or nongranular texture.
Analyze Your Data1. Classify your samples as detrital, chemical,
or organic.2. Identify each rock sample.
Sedimentary Rocks
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8 Rocks
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Name Date Class
Data and Observations
Sedimentary Rock Samples
Hands-On Activities
Communicating Your Data
Compare your conclusions with those of other students in your class. For more help,refer to the Science Skill Handbook.
Conclude and Apply1. Explain why you tested the rocks with acid. What minerals react with acid?
2. Compare and contrast sedimentary rocks that have a granular texture with sedimentary rocksthat have a nongranular texture.
Minerals or Sediment Detrital RockSample Observations Fossils Present Size Chemical, Nameor Organic
A
B
C
D
E
(continued)
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Rocks 9
Name Date Class
Concretions
Concretions are features found in sedimentary rocks. They may be spheres or flattened ovals.Concretions are formed when successive layers of cementing material are deposited and precipitatedaround a central core. Concretions may be harder than the surrounding rock. They are found as thesurrounding rock is weathered.
StrategyYou will make a concretion.You will observe the process of precipitation.You will demonstrate the process by which
some sedimentary rocks are formed.
Materials waxed papercardboard (stiff)pie pan (disposable)spoonpatching plasterwaterrock with flat sidedropperfood coloring
Procedure1. Place a piece of waxed paper on a piece of
cardboard.2. In the pie pan, mix some plaster with
water. Add the water drop by drop until theplaster will spread but not run.
3. Place the rock flat side down on the waxedpaper. Spread the plaster over its exposedsides. Record the color of the layer inTable 1.
4. Clean the pie pan thoroughly.5. Place the rock in a location where it can
dry undisturbed.6. On the second day, repeat steps 3 through 5.
Mix a drop of food coloring in the plaster.Record the color of the layer in Table 1.Let dry.
7. On the third day, add another layer using adifferent color. Record the color in the table.
8. On the fourth day, add another layer usinga third color. Record. Contours may bethicker in some places since concretions arenot always smooth.
9. On the fifth day, remove the cardboard andwaxed paper. Sketch the bottom of the concretion on the next page.
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Data and Observations
Table 1
1
ColorDay
2
3
ColorDay
4
LaboratoryActivity11
10 Rocks
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Laboratory Activity 1 (continued)
Name Date Class
Hands-On Activities
Questions and Conclusions1. What do the different layers represent?
2. What causes the different layers in naturally formed concretions?
3. Sometimes fossil hunters crack concretions open. Why do you think they do that?
Strategy Check
Can you make a concretion?
Can you observe the process of precipitation?
Can you demonstrate how some sedimentary rocks are formed?
Sketch of concretion
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Rocks 11
Name Date Class
Identifying MetamorphicRocks
Metamorphic rocks are those which have been changed by heat, pressure, fluids, and chemicalactivity beneath Earth’s surface. Each metamorphic rock can be identified and classified by itscomposition and texture. Foliated metamorphic rocks have a sheetlike or layering orientation oftheir minerals. Nonfoliated metamorphic rocks are composed of mineral grains that don’t formlayers. In this activity, you will examine and identify samples of both types of metamorphic rocks.
StrategyYou will describe the physical properties of various metamorphic rocks.You will use a key to identify metamorphic rock samples.You will group rocks into foliated and nonfoliated samples.
Materialsnumbered rock samples: gneiss, hornfels,
marble, phyllite, quartzite, schist, slate, and soapstone
magnifying lenscolored pencils
Safety Precautions
Procedure1. Arrange your rock samples in numerical
order. Begin by examining rock sample 1.In the table in the Data and Observationssection, make a sketch of the rock sample.Use colored pencils to make your sketch asrealistic as possible.
2. Next observe the rock’s physical properties,such as the color and the size and arrange-ment of crystals. Write a description of therock in the data table.
3. Use the identification key in Figure 1 toidentify the name of the rock sample. Writethe name in the data table.
4. Based on your observations and what youknow about metamorphic rocks, classifythe rock sample as foliated or nonfoliated.Record your classification in the data table.
5. Repeat steps 1 through 4 with rock samples2 through 8.
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Rock Description
Alternating bands of light anddark minerals; bands may ormay not be bent; often visiblecrystals; may contain thin,dark streaks
Usually dark in color, but maybe pink, brown, violet, or green;fine-grained, dense, hard rock
Can be white, brown, red, green,or yellow; can be scratched witha nail; texture can be smooth orsugary; large interlocking cystals
Fine-grained rock; has a frostedsheen resembling frostedeye shadow
Made of interlocking quartzcrystals; pure quartzite is white,but other minerals may color itgray or even black;scratches glass
Medium-grained rock; may havelong, stretched crystals; mayshimmer or look flaky
Usually gray or black; very fine-grained rock; individual grainsdifficult to see with hand lens;has obvious layers
Soft, easily carved rock; slipperyfeel; color varies from very paleto dark green
Gneiss
Hornfels
Marble
Phyllite
Quartzite
Schist
Slate
Soapstone
Figure 1
12 Rocks
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Laboratory Activity 2 (continued)
Name Date Class
Data and Observations
Hands-On Activities
Questions and Conclusions1. Which rock samples were the most difficult to identify?
2. Suggest why two samples of the same type of metamorphic rock might look different fromeach other.
Strategy Check
Can you describe the physical properties of various metamorphic rocks?
Can you use a key to identify metamorphic rock samples?
Can you group rocks into foliated and nonfoliated samples?
Sample Drawing Description Rock Foliated orNumber Name Nonfoliated
1
2
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Rocks 13
Rocks
Directions: Use this page to label your Foldable at the beginning of the chapter.
Rock TypesIgneous
Metamorphic
Sedimentarycan be chemical or organic sedimentary
can be foliated or nonfoliated
can be intrusive or extrusive
examples include basalt, granite, and pumice
examples include limestone, chalk, and coal
examples include shale, schist, and quartz
formed by heat, pressure, and fluids
formed by magma and lava
formed when rock fragments and minerals are compacted andcemented together
Name Date Class
Hand
s-On
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14 Rocks
Meeting IndividualNeeds
Meeting Individual Needs
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Rocks 15
OverviewRocks
Directions: Complete the concept map using the terms in the list below.
metamorphic rock cycle igneous limestone
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Directed Reading for
Content Mastery
Directions: Select the correct answer from the possibilities below and write the letter in the space provided.5. The rock cycle illustrates the principal of the conservation of matter by
explaining how______________.
a. a sedimentary rock can become metamorphic rockb. a metamorphic rock can become an igneous rockc. an igneous rock can form a sedimentary rockd. all of the above
4.
and includes and includesand includes
rocks such as rocks such asrocks such as
The
2. 3.sedimentary
granite marble
1.
illustrates how rockschange through time
Name Date Class
16 Rocks
Section 1 ■ The Rock CycleSection 2 ■ Igneous Rocks
Directions: Study the following diagram. Then answer the questions below.
1. The diagram shows the three types of rock and the processes that form them.
This process is called the _____________________.
2. Lava and ___________________ can cool to become igneous rocks.
3. Heat and pressure can turn sedimentary or ____________________ rocks intometamorphic rocks.
4. Metamorphic rock can ____________________ and then cool to becomeigneous rock.
5. Weathering and erosion break igneous and other types of rock into smaller pieces
called _____________________.
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Directed Reading for
Content Mastery
Magma
Igneousrock
Cooling
Heat andpressure
Weatheringand erosion
Weatheringand erosion
Weatheringand erosion
Heat andpressure
Compactionand
cementationMelting
Melting
Melting
Metamorphicrock
Sedimentaryrock
Sediments
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Rocks 17
Section 3 ■ Metamorphic RocksSection 4 ■ Sedimentary Rocks
Directions: Draw a line from the description on the left to the correct term on the right.
1. a type of metamorphic rock in which mineral grains grow and rearrange but do not form layers
2. a type of organic sedimentary rock formed from the pieces of dead plants
3. rocks formed by changes in temperature and pressure or the presence of hot,watery fluids
4. sedimentary rocks such as halite that are formed when minerals come out of solution
5. sedimentary rocks such as sandstone that are formed from broken fragments of other rocks
6. a type of organic sedimentary rock made of the mineral calcite and formed largely from the shells of ocean animals
7. rocks formed when sediments are pressed and cemented together or when minerals form from solutions
8. a type of metamorphic rock in whichmineral grains flatten and line up inparallel layers
9. sedimentary rock in which the older rocks,unless disrupted, are on the bottom
10. an organic sedimentary rock made ofmicroscopic shells
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Directed Reading for
Content Mastery
metamorphic rocks
foliated rock
coal
nonfoliated rock
chalk
detrital rocks
chemical rocks
stacked rocks
sedimentary rocks
fossil-rich limestone
Name Date Class
18 Rocks
Key TermsRocks
Directions: Write the terms below next to their definitions on the lines provided. Then circle the terms in the puzzle.
compaction foliated granitic igneous
intrusive metamorphic sediment rock
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Directed Reading for
Content Mastery
1. igneous rocks that form below Earth’s surface
2. rocks created by changes in temperature and pressureor the presence of hot, watery liquid
3. loose material such as rock fragments, mineral grains,and plant and animal remains
4. process in which layer upon layer of sediment buildsup and pressure from the upper layers causes thelower layers to stick together and form solid rock
5. a mixture of minerals, organic matter, volcanic glass,or other materials
6. the type of metamorphic rock that forms when mineral grains flatten and line up in parallel layers
7. the kind of rock that forms when magma cools
8. the kind of magma that is thick and stiff and contains lots of silica
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Nombre Fecha Clase
Las rocas 19
SinopsisLas rocas
Instrucciones: Completa el mapa de conceptos usando los siguientes términos.
metamórficas ciclo de las rocas ígneas la piedra caliza
Lectura dirigida para
Dominio del contenido
Instrucciones: Elige la respuesta correcta y escribe la letra en el espacio dado.
5. El ciclo de las rocas ilustra el principio de conservación de la materia al
explicar cómo ______________.
a. una roca sedimentaria puede convertirse en una roca metamórficab. una roca metamórfica puede convertirse en una roca ígneac. una roca ígnea puede convertirse en una roca sedimentariad. todas las anteriores
4.
e incluye rocas e incluye rocase incluye rocas
como comocomo
El(La)
2. 3.sedimentarias
el granito el mármol
1.
illustra cómo cambianlas rocas con el tiempo
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Nombre Fecha Clase
20 Las rocas
Sección 1 ■ El ciclo de lasrocas
Sección 2 ■ Rocas ígneasInstrucciones: Estudia el siguiente diagrama. Luego contesta las preguntas.
1. El diagrama muestra los tres tipos de rocas y los procesos que las forman. Esteproceso se llama el(la) _____________________.
2. La lava y el(la) ___________________ se enfrían y forman rocas ígneas.
3. El calor y la presión pueden convertir las rocas sedimentarias o____________________ en rocas metamórficas.
4. Las rocas metamórficas pueden ____________________ y luego enfriarse y con-vertirse en rocas ígneas.
5. La meteorización y la erosión desintegran las rocas ígneas y otros tipos de rocasen fragmentos llamados _____________________.
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Lectura dirigida para
Dominio del contenido
Magma
Rocaígneaíí
Enfriamiento
Calor ypresión
Meteorizacióny erosión
Meteorizacióny erosión
Meteorizacióny erosión
Calor ypresión
Compactacióny
cementaciónFundición
Fundición
Fundición
Rocametamórfica
Rocasedimentaria
Sedimentos
Satisface las necesidades individuales
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Nombre Fecha Clase
Las rocas 21
Sección 3 ■ Rocas metamórficas
Sección 4 ■ Rocas sedimentarias
Instrucciones: Une con una línea cada descripción de la izquierda con el término correcto a la derecha.
1. tipo de roca metamórfica en la cual los granos minerales crecen y se reorganizan pero no forman capas
2. tipo de roca sedimentaria orgánica que se forma de los fragmentos de plantas muertas
3. rocas que se formaron al cambiar la temperatura y la presión o debido a la presencia de líquidos calientes
4. rocas sedimentarias como la halita que se formaron cuando los minerales precipitaron de la solución
5. rocas sedimentarias como la arenisca que se formaron a partir de los fragmentos de otras rocas
6. tipo de roca sedimentaria orgánica compuesta del mineral calcita, la cual se forma sobre todo de las conchas de animales marinos
7. rocas que se forman cuando los sedimentos son presionados y cimentados o cuando se forman minerales a partir de soluciones
8. tipo de roca metamórfica en la cual los granos de los minerales se aplanan y se organizan en capas paralelas
9. roca sedimentaria en la cual las rocas más antiguas,si no han sido alteradas, se encuentran en el fondo
10. roca sedimentaria orgánica compuesta de conchas microscópicas
Lectura dirigida para
Dominio del contenido
rocas metamórficas
roca foliada
carbón
roca no foliada
tiza
rocas detríticas
rocas químicas
rocas apiladas
rocas sedimentarias
piedra caliza rica en fósiles
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Nombre Fecha Clase
22 Las rocas
Términos clavesLas rocas
Instrucciones: Escribe los términos al lado de sus definiciones en las líneas dadas. Luego encierra en un círculocada término en la sopa de letras.
compactación foliada granítica ígnea
intrusiva metamórfica sedimento roca
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Lectura dirigida para
Dominio del contenido
1. roca ígnea que se forma bajo la superficie terrestre
2. rocas que se forman debido a cambios en la tempera-tura y presión o en presencia de líquidos calientes
3. material suelto como fragmentos de rocas, granos deminerales y restos de plantas y animales
4. proceso por el cual se acumula capa tras capa de sedi-mento y la presión causada por las capas que estánarriba hace que las capas inferiores se junten y formenroca sólida
5. mezcla de minerales, materia orgánica, vidrio vol-cánico u otros materiales
6. tipo de roca metamórfica que se forma cuando losgranos minerales se aplanan y forman capas paralelas
7. tipo de roca que se forma cuando el magma se enfría
8. tipo de magma denso y poco flexible que contienegran cantidad de sílice
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Rocks 23
Directions: Study the diagram of the rock cycle. In a paragraph explain how minerals originally in magma couldtravel through the cycle and eventually end up in each of the three main classifications of rocks. Tell what musthappen for each rock type to change into another.
The Rock Cycle
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Magma
Igneousrock
Cooling
Heat andpressure
Weatheringand erosion
Weatheringand erosion
Weatheringand erosion
Heat andpressure
Compactionand
cementationMelting
Melting
Melting
Metamorphicrock
Sedimentaryrock
Sediments
Reinforcement11
24 Rocks
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Igneous Rocks
Directions: Write the term that matches each description below on the spaces provided. The boxed lettersshould spell the kind of rocks that form from magma.
Meeting Individual Needs
1. Igneous rocks that are dense and dark-colored. They form from magma that is rich in iron andmagnesium and poor in silica.
2. Thick, gooey, molten material inside a volcano or deep inside Earth
3. Igneous rocks that are light-colored and have a lower density. They form from thick, stiffmagma that contains lots of silica and lesser amounts of iron and magnesium.
4. Igneous rocks that have mineral compositions between those of granitic and basaltic rocks
5. One kind of volcanic glass that has holes caused by pockets of gas
6. The kind of igneous rock that forms below Earth’s surface
7. The kind of igneous rock that forms on or near Earth’s surface
8. Magma forms this kind of rock.
7
6
5
4
3
2
11
Reinforcement22
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Rocks 25
Directions: Complete the concept map using the terms below.
metamorphic rocks foliated rocks nonfoliated rocks
marble quartzite sandstone
gneiss shale granite
Metamorphic Rocks33
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Reinforcement33
Directions: Write T if the statement is true. Write F if the statement is false.
10. Metamorphic rocks form only from igneous rocks.
11. An igneous rock like granite can be formed into a metamorphic rock like gneiss.
12. Heat and pressure have no effect on rocks.
13. One type of rock, such as shale, can change into several different kinds ofmetamorphic rock.
forms from forms from forms from forms from
can beclassified as
slate4. 5. 6.
8. 9.
2.
7.
3.
1.
two examples are
two examples are
limestone
26 Rocks
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Sedimentary Rocks
Directions: Complete the outline by filling in the blanks.
Sedimentary Rocks
I. Materials that make up sediments
A.
B.
C.
II. Ways sedimentary rocks can form
A.
Definition:
B.
Definition:
C.
Definition:
III. Classification of sedimentary rocks
A.
Examples:
B.
Examples:
C.
Examples:
44
Meeting Individual Needs
Reinforcement44
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Rocks 27
Analyzing Rocks
Materials 10 rock samplestowelrock hammerhand lensField Guide to Rocks
Procedure1. On a piece of paper, copy the table heading
shown in Data and Observations. Makeyour table ten rows long to provide spacefor recording information about the tenrock samples.
2. Examine the rock samples. Observe charac-teristics such as minerals present, the sizeand shape of mineral grains, and thearrangement of grains. Record your observa-tions in your table. Sample observations areshown in the Data and Observations section.
3. Group all the rocks that have a commoncharacteristic. Make at least three categories.In the last column of the table, record thecommon characteristics on which youbased your groupings.
4. Compare your system of classification withthose devised by your classmates.
5. Crush bits of the rocks. WARNING: Wraprock samples in a towel before hitting themwith the hammer. Always wear goggles whenusing a rock hammer.
6. Examine the crushed samples with the handlens. Record any observable characteristicsnot seen in the larger specimen.
Enrichment11
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Data and Observations
Analyze and Conclude
1. Were there any characteristics common to all rock samples? Explain one.
2. What feature was most useful in grouping the rocks?
3. What feature was least helpful in grouping the rocks?
4. Was there a characteristic observed in the crushed rocks that aided or changed your system ofgrouping? Explain.
5. Was your system of grouping different from those of your classmates? Why did students devisedifferent classification systems?
1
SampleMineralsPresent
Size /Shapeof Minerals
Arrangementof Grains
OtherInformation
CommonCharacteristic
QuartzFeldsparDiorite
0.5 cm, rectangular
Grain size similar to
samples 3 and 7
28 Rocks
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Crystallization
Directions: This chart represents the order in which different minerals crystallize from cooling magma or lava toform igneous rocks. Both mineral names and the rocks they form are shown. Use the chart to answer the questions.
1. Which minerals are the first to crystallize from cooling magma?
2. What kind of rocks are formed by these minerals?
3. Which mineral crystallizes at the lowest temperature?
4. Which mineral, pyroxene or orthoclase, crystallizes from magma first?
5. Which feldspar mineral is found in granite?
6. What minerals form the rocks diorite and andesite?
7. Minerals higher in silica content crystallize from magma at lower temperatures. Which magma,
basaltic or granitic, is higher in silica content?
8. Magma that is low in silica content flows more easily. Which kind of lava, basaltic or granitic,
flows faster?
Enrichment22
Meeting Individual Needs
Crystallization Iron-magnesiumsilicate minerals
Rocknames
First tocrystallize
Olivine
Pyroxene
Amphibole
Biotite
Orthoclase(potassium feldspar)
Quartz
Plagioclase(calcium feldspar)
Plagioclase(sodium feldspar)
Gabbro,basalt
Diorite,andesite
Granite,rhyolite
Feldspar minerals
Last tocrystallize
Decreasing tem
perature
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Rocks 29
Everyday Quartzite
Quartzite is a nonfoliated rock that is used in many everyday things. Quartzite is most commonly used for friction control on asphalt roads and highways. Adding quartzite to road surfaces helps keep drivers safe. That’s because the hard, angular surfaces created by quartzitecause more friction, which prevents skidding. Quartzite is made up of quartz grains that arefirmly cemented together when sandstone is subjected to heat and pressure.
Directions: Research and define the following terms related to quartzite.
1. aggregates
2. micro-texture of pavement
3. macro-texture of pavement
4. hydroplaning
5. precast concrete panels
6. pink Sioux quartzite
Enrichment33
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30 Rocks
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Analyzing Sedimentary Rocks
Analyze1. What did you observe in the pan as the days passed and on the final day of this activity?
2. What caused the salt deposition in the pan?
Conclude and Apply3. How does what you observed in the pan help explain sedimentary rock formation?
4. Sedimentary rocks formed by deposition of minerals when water evaporates are called evaporites. Name a common evaporite mineral or rock.
5. Deposition of evaporite sedimentary rocks occurred in the Dead Sea flats and the Bonnevillesalt flats. Explain what might have happened to cause the evaporite deposits.
Materials flat pan or shallow dishwaterspoontable salt
Procedure1. Place about 3 cm of water in the pan or
shallow dish.2. Gradually add table salt to the water as you
stir it gently.3. Continue adding salt until no more can be
dissolved in the water.
4. Stir the solution thoroughly.5. Observe and note the appearance of the
pan and its contents.6. Place the pan with its contents on a
windowsill or countertop where it will notbe disturbed.
7. Once each morning and evening, observethe pan and record what you see.
8. Continue this process until all the waterhas evaporated.
9. Once all the water has evaporated, observeand record the appearance of the pan.
Enrichment44
Meeting Individual Needs
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Rocks 31
Rocks
Section 1 The Rock Cycle
A. _____________—mixture of minerals, volcanic glass, organic matter, or other material
B. ___________________—model showing processes that create and change rock
1. ____________________ rock can be changed by heat and pressure into metamorphic rock.
2. ____________________ rock can melt and cool to form igneous rock.
3. ________________ rock can be broken into fragments that may later form sedimentaryrock.
C. Conservation of _______________—rock cycle never destroys elements of rocks but merelyredistributes them
D. _____________________ recognized the rock cycle in 1788 by observing Siccar Point, Scotland.
Section 2 Igneous Rock
A. ______________________ form from magma found deep under Earth’s surface.
1. Magma reaching the surface flows from a volcano as _____________.
2. Magma trapped below the surface forms large-grained __________________ igneous rockwhen it cools.
3. Magma cooling at or near Earth’s surface forms small-grained __________________igneous rock.
4. _________________ igneous rocks are dark-colored and dense.
a. Contain _____________ and __________________ but very little silica
b. Basaltic lava flows _______________ from a volcano.
5. _________________ igneous rocks are lower density and lighter color.
a. Contain more _______________ and less iron and magnesium
b. Granitic magma is ______________ and ______________.
6. __________________ rocks have a more balanced composition of minerals and densitythan basaltic or granitic rocks.
7. Crystal _____________, large or small, can help identify an igneous rock as intrusive or extrusive.
8. Volcanic glass rocks _____________ so quickly that few crystals form.
9. Some rocks have ______________ formed around once-trapped air and other gases.
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Note-takingWorksheet
32 Rocks
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B. Igneous rocks are ___________________ in two ways.
1. Where they formed—__________________ (under the Earth’s surface) or
__________________ (at or near the Earth’s surface)
2. ______________ type—basaltic, granitic, or andesitic
Section 3 Metamorphic Rocks
A. Metamorphic rocks—changed by ____________________, _________________, and hot fluids
1. _____________ and _________________ result from one layer of rock on top of another layer.
a. Sometimes temperature and pressure are great enough to _____________ rock, formingmagma.
b. Sometimes pressure _________________ mineral grains in rocks without melting them.
c. As pressure and temperature continue to increase over time, one type of rock can change
into __________________________ metamorphic rocks.
2. Hot, water-rich _______________ can move through rock, chemically changing it.
B. Classification of metamorphic rocks—by composition and _________________
1. _________________ texture—mineral grains flatten and line up in parallel layers or bands
2. ______________________ texture—mineral grains grow and rearrange but do not form layers
Section 4 Sedimentary Rocks
A. ____________________ rocks—mostly found on the exposed surface of Earth
1. Rock fragments, mineral grains, and bits of plants and animal remains moved by wind,
water, ice or gravity are called __________________.
2. Sedimentary rocks form in _______________.
B. Sedimentary rocks—___________________ by what they were made of and how they were formed
C. _________________ sedimentary rocks—made from broken fragments of other rocks
1. When layers of small sediments stick together because of pressure, ___________________occurs.
2. When water and other minerals move through open spaces between larger sediments,
gluing them together, ____________________ occurs.
3. Detrital rocks often have a _________________ texture.
Meeting Individual Needs
Note-taking Worksheet (continued)
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4. Rocks are named according to _____________ and ______________ of sediments.
a. Sediment size can be large like _______________ or small like _____________.
b. Sediments can be _____________________ or have ______________ angles.
D. Chemical sedimentary rocks—non-clastic rocks formed when dissolved _________________came out of solution
1. Limestone forms from ________________, which was calcium carbonate in solution.
2. Rock salt forms from _______________, which was salt in solution.
E. Organic sedimentary rocks—made from ________________ of once-living plants or animals
1. ______________—made of microscopic calcite-shell remains of animals
2. _____________—made of plant remains, chemically changed by microorganisms and compacted over millions of years
F. Rock cycle—a ___________________ and dynamic process
Mee
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Note-taking Worksheet (continued)
34 Rocks
Assessment
Assessment
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Chapter Review
Name Date Class
Rocks
Part A. Vocabulary ReviewDirections: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct termin the blank at the left.
Column I
1. rocks formed by changes in heat and pressure or the presence of hot, watery fluids
2. rocks formed from molten material
3. rocks formed from sediments
4. igneous rocks formed on or near Earth’s surface
5. layered metamorphic rocks
6. process by which sediments are pressed together to form rock
7. light-colored igneous rocks with a lower density than basaltic rocks
8. dense, dark-colored igneous rocks
9. metamorphic rocks that don’t have layers
10. process by which large sediments are glued together by dissolved minerals to form rock
11. igneous rocks formed below Earth’s surface
12. bits of weathered rock, minerals, grains, plants,and animals that have been eroded
13. model that illustrates the processes that create and change rocks
14. magma that reaches Earth’s surface and flows from volcanoes
15. a mixture of minerals, organic matter, volcanic glass,or other materials
Column II
a. granitic
b. metamorphic rocks
c. rock cycle
d. sedimentary rocks
e. cementation
f. basaltic
g. rock
h. extrusive
i. sediments
j. igneous rocks
k. compaction
l. intrusive
m. foliated
n. lava
o. nonfoliatedAs
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Chapter Review (continued)
36 Rocks
Part B. Concept ReviewDirections: Answer the following questions using complete sentences.1. Suppose you found an igneous rock that had almost even amounts of silica, iron, and
magnesium. How would you classify this rock? Why?
2. How do detrital, chemical, and organic sedimentary rocks differ from one another?
3. Your friend challenges you to tell what you know about a rock without seeing it. You are givena one-word hint: clastic. What can you tell your friend about the rock?
4. What makes the rock cycle a “cycle”?
5. What is cementation?
Assessment
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Chapter Test
Rocks
I. Testing ConceptsDirections: For each of the following, write the letter of the term that best completes the statement.
1. Magma that cools below Earth’s surface forms _____ rock.a. extrusive metamorphic c. intrusive metamorphicb. extrusive igneous d. intrusive igneous
2. The processes involved in the rock cycle include all of the following EXCEPT ______.a. condensation b. erosion c. weathering d. compaction
3. Foliated rocks are distinguished by ______.a. large pores c. the enlargement of mineral grainsb. layers d. the shape and size of the sediments
4. Lava that cools quickly forms ______ rocks.a. extrusive metamorphic c. intrusive metamorphicb. extrusive igneous d. intrusive igneous
5. Metamorphic rocks can be formed from all of the following EXCEPT ______.a. the formation of minerals from solutionsb. the presence of hot, watery fluidsc. temperatured. pressure
6. Quartz is a mineral; granite is ______.a. also a mineral b. a rock c. glass d. mica
7. A classification of metamorphic rocks would include whether they are ______.a. chemical or organic c. foliated or nonfoliatedb. intrusive or extrusive d. basaltic or granitic
8. Sedimentary rocks are ______.a. formed below Earth’s surface as magmab. a type of foliated igneous rockc. formed by great heatd. formed from already existing rocks that are weathered and eroded
9. Andesitic rocks have mineral compositions between those of ______ and basalticrocks.a. conglomerate c. graniticb. metamorphic d. organic
10. The changes that take place in the rock cycle ______.a. create matterb. destroy matterc. create and destroy matterd. never create nor destroy matter
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Chapter Test (continued)
38 Rocks
11. Detrital rocks are ______.a. made of fragments of other rocks c. precipitated from solutionb. formed from magma d. all of these
12. The rock cycle indicates that each type of rock can ______.a. provide materials to make other rocksb. form other types of rocksc. be changed by natural processesd. all of the above
13. Pumice, obsidian, and scoria are kinds of ______.a. granite b. volcanic glass c. intrusive rocks d. andesitic rocks
14. A rock is ______.a. always made of molten materialb. a mixture of minerals, organic matter, volcanic glass, or other materialsc. a pure minerald. either igneous or sedimentary
15. The crystals that form in slowly cooling magma are generally ______.a. nonexistent b. invisible c. tiny d. large
16. Detrital rocks are named according to ______.a. their ages c. the size and shape of the sedimentsb. their locations d. the color of the sediments
17. Sedimentary rocks are usually classified as ______.a. intrusive or extrusive c. basaltic, granite, or andesiticb. foliated or nonfoliated d. detrital, chemical, or organic
II. Understanding ConceptsDirections: Identify each statement as true or false. Rewrite false statements to make them correct.
1. The composition of a sedimentary rock depends upon the composition of the rocksand living things its sediments came from.
2. All igneous rocks have the same mineral compositions.
3. Nonfoliated rocks have very narrow layering.
Assessment
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Rocks 39
4. Sedimentary rock can be formed from changes in igneous rock, but igneous rockcannot be formed from changes in sedimentary rock.
5. Metamorphic rocks can form from other metamorphic rocks.
6. Metamorphic rocks can form from igneous but not from sedimentary rocks.
Skill: Interpreting Data
Directions: Use the information about igneous rocks A–D to classify each one as intrusive or extrusive andbasaltic or granitic. Fill in the chart with A, B, C, or D.
Rock A—dark-colored large grainsRock B—large crystals, high percentage of silicaRock C—fine-grained texture, light-coloredRock D—from Hawaiian volcano area, no visible crystals
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Skill: Concept Mapping
Directions: Write the answers in the space provided.11. In a concept map, would you list basaltic lava under high silica content or low silica content?
12. In a concept map, would you list intrusive rocks under rocks that form above the ground orbelow?
Basaltic
Extrusive Intrusive
Granitic
7.
9.
8.
10.
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Chapter Test (continued)
40 Rocks
Skill: Interpreting Scientific Illustrations
Directions: Write the answer in the space provided.13. If you were shown one photograph of pumice and one of granite, how could you distinguish
between the two rocks?
Skill: Sequencing
Directions: For each item, tell which event would occur first.14. Molten material cools and forms igneous rocks. Lava flows from a volcano.
15. Gneiss is formed. The mineral grains in granite are flattened under pressure.
III. Applying ConceptsDirections: Identify each rock as igneous, metamorphic, or sedimentary.
1. sandstone
2. granite
3. rock salt
4. obsidian
5. gneiss
6. slate
7. limestone
IV. Writing SkillsDirections: Answer the following questions using complete sentences.1. Describe the differences among detrital, chemical, and organic rocks.
2. Where does the rock cycle begin?
Assessment
Transparency Activities
Rocks 41
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42 Rocks
Transparency Activities
Section FocusTransparency Activity11
Have you ever thought about living in a rock? This photo shows anarea in Turkey called Cappadocia. People have carved their homesinto the giant rock cones at Cappadocia for at least 2,000 years.
A Cone Cave Place To Live
1. What properties of these cones make them useful for carvinghomes?
2. What advantages are there to living in a rock? Disadvantages?
3. How might weather affect these rock homes?
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Section FocusTransparency Activity22
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The ancient city of Pompeii in Italy was buried by the eruption ofMt. Vesuvius in 79 A.D. The ruins were discovered in the late 1500s, butexcavations were not systematized until the 1860s.
Bad For Pompeii, GoodFor Archaeology
1. How did the volcano preserve the artifacts in Pompeii?
2. What clues do you have that Pompeii was covered by ash ratherthan lava?
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44 Rocks
Transparency Activities
Section FocusTransparency Activity33
Since the days of ancient Greece, sculptors have used marble to create beautiful works of art. Formed from limestone and variousminerals, marble must be carefully cut from quarries like the oneshown below.
Pressured to Change
1. Why is marble so valued by sculptors?
2. Besides sculpture, how else do people use marble?
3. Marble comes in many different colors and internal patterns. Whyis there so much variation?
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Section FocusTransparency Activity44
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Natural arches or bridges are features that are most often eroded in sandstone or limestone. Examples in the United States include Natural Bridge in western Virginia, Natural Bridges National Monument in Utah, and Arches National Park, also in Utah. ArchesNational Park is pictured below.
It’s Sedimentary
1. How do you think this arch was formed?
2. Notice the layers in the sandstone formations pictured. Which layers are the oldest? Explain your answer.
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Teaching TransparencyActivity11 The Rock Cycle
48 Rocks
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Teaching Transparency Activity (continued)
1. Heat and pressure deep below the Earth’s surface form what kind of rock?
2. What formed the alluvial fan?
3. Name the three major classifications of rocks and the processes that can form each type.
4. Kansas’s Monument Rocks are made up of what type of rocks?
5. Metamorphic rock can be weathered and eroded into what?
Transparency Activities
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AssessmentTransparency Activity
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Directions: Carefully review the graph and answer the following questions.
Rocks
1. According to this information, which element in Earth’s crust hasa percentage greater than 40%?A Aluminum C IronB Silicon D Oxygen
2. According to the graph, which element in Earth’s crust has theLEAST percentage?F Aluminum H CalciumG Sodium J Iron
3. About how much greater is the percentage of aluminum in Earth’scrust than that of iron?A less than 1% C 10%B 3% D 20%
Elements in Earth's Crust
AluminumOxygen
IronCalciumSodium
Others
Silicon
Rocks T1
Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10
Teacher Supportand Planning
T2 Rocks
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Rocks
Section 1 The Rock Cycle
A. Rock—mixture of minerals, volcanic glass, organic matter, or other material
B. Rock cycle—model showing processes that create and change rock
1. Sedimentary rock can be changed by heat and pressure into metamorphic rock.
2. Metamorphic rock can melt and cool to form igneous rock.
3. Igneous rock can be broken into fragments that may later form sedimentary rock.
C. Conservation of matter—rock cycle never destroys elements of rocks but merely redistributes them
D. James Hutton recognized the rock cycle in 1788 by observing Siccar Point, Scotland.
DISCUSSION QUESTION:What primary processes are involved in the rock cycle? Pressure, temperature, and fragmentation
Section 2 Igneous Rock
A. Igneous rocks form from magma found deep under Earth’s surface.
1. Magma reaching the surface flows from a volcano as lava.
2. Magma trapped below the surface forms large-grained intrusive igneous rock when it
cools.
3. Magma cooling at or near Earth’s surface forms small-grained extrusive igneous rock.
4. Basaltic igneous rocks are dark-colored and dense.
a. Contain iron and magnesium but very little silica
b. Basaltic lava flows freely from a volcano.
5. Granitic igneous rocks are lower density and lighter color.
a. Contain more silica and less iron and magnesium
b. Granitic magma is thick and stiff.
6. Andesitic rocks have a more balanced composition of minerals and density than basaltic orgranitic rocks.
7. Crystal size, large or small, can help identify an igneous rock as intrusive or extrusive.
8. Volcanic glass rocks cool so quickly that few crystals form.
Underlined words andphrases are to be filled in by students on theNote-taking Worksheet.
Teacher Support & Planning
Content Outlinefor Teaching
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Rocks T3
9. Some rocks have holes formed around once-trapped air and other gases.
B. Igneous rocks are classified in two ways.
1. Where they formed—intrusive (under the Earth’s surface) or extrusive (at or near theEarth’s surface)
2. Magma type—basaltic, granitic, or andesitic
DISCUSSION QUESTION:What does mineral crystal size tell about how rock formed? Large crystals—magma cooled slowly;tiny crystals—magma cooled more rapidly; very few crystals—magma cooled very quickly
Section 3 Metamorphic Rocks
A. Metamorphic rocks—changed by temperature, pressure, and hot fluids
1. Heat and pressure result from one layer of rock on top of another layer.
a. Sometimes temperature and pressure are great enough to melt rock, forming magma.
b. Sometimes pressure flattens mineral grains in rocks without melting them.
c. As pressure and temperature continue to increase over time, one type of rock can changeinto several different metamorphic rocks.
2. Hot, water-rich fluids can move through rock, chemically changing it.
B. Classification of metamorphic rocks—by composition and texture
1. Foliated texture—mineral grains flatten and line up in parallel layers or bands
2. Nonfoliated texture—mineral grains grow and rearrange but do not form layers
DISCUSSION QUESTION:What are three factors that can change rocks? Heat, pressure, and hot, water-rich liquids
Section 4 Sedimentary Rocks
A. Sedimentary rocks—mostly found on the exposed surface of Earth
1. Rock fragments, mineral grains, and bits of plants and animal remains moved by wind,water, ice or gravity are called sediments.
2. Sedimentary rocks form in layers.
B. Sedimentary rocks—classified by what they were made of and how they were formed
C. Detrital sedimentary rocks—made from broken fragments of other rocks
1. When layers of small sediments stick together because of pressure, compaction occurs.
2. When water and other minerals move through open spaces between larger sediments,gluing them together, cementation occurs.
Content Outline for Teaching (continued)
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3. Detrital rocks often have a granular texture.
4. Rocks are named according to size and shape of sediments.
a. Sediment size can be large like gravel or small like clay.
b. Sediments can be well-rounded or have sharp angles.
D. Chemical sedimentary rocks—non-clastic rocks formed when dissolved minerals came out of solution
1. Limestone forms from calcite, which was calcium carbonate in solution.
2. Rock salt forms from halite, which was salt in solution.
E. Organic sedimentary rocks—made from remains of once-living plants or animals
1. Chalk—made of microscopic calcite-shell remains of animals
2. Coal—made of plant remains, chemically changed by microorganisms and compacted overmillions of years
F. Rock cycle—a continuous and dynamic process
DISCUSSION QUESTION:How do detrital, chemical, and organic sedimentary rocks differ? Detrital is formed from sedimentfragments compacted or cemented together; chemical is formed from formerly dissolved minerals;organic is formed from once-living things.
Teacher Support & Planning
Content Outline for Teaching (continued)
T6 Las rocas
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SpanishResources
Las rocas
El ciclo de las rocasLo que aprenderás■ A distinguir entre una roca y un mineral■ A describir el ciclo de las rocas y algunos de
los cambios que puede sufrir una roca.
Vocabulariorock / roca: mezcla de uno o más minerales,
vidrio volcánico, materia orgánica u otrosmateriales; puede ser ígnea, metamórfica osedimentaria.
rock cycle / ciclo de las rocas: modelo quedescribe el cambio lento de las rocas de unaforma a otra a través del tiempo.
Por qué es importanteLas rocas están en todas partes: debajo de losoceanos, en las altas montañas, y aún en lasaceras adonde caminas.
Rocas ígneasLo que aprenderás■ A reconocer el magma y la lava como los
materiales que se enfrían y forman rocasígneas.
■ A contrastar la formación de rocas intrusi-vas con la formación de rocas extrusivas.
■ A contrastar las rocas ígneas graníticas ybasálticas.
Vocabularioigneous rock / roca ígnea: roca intrusiva o
extrusiva que se forma cuando el magmacaliente se enfría y se endurece.
lava / lava: material rocoso derretido, espeso yviscoso, que fluye de los volcanes hacia lasuperficie terrestre.
intrusive / intrusiva: tipo de roca ígnea que,por lo general, contiene cristales de grantamaño y que se forma cuando el magma seenfría lentamente debajo de la superficieterrestre.
extrusive / extrusiva: roca ígnea de grano finoque se forma cuando el magma se enfría ráp-
idamente sobre o cerca de la superficieterrestre.
basaltic / basáltica: roca ígnea densa y oscuraque se forma del magma rico en magnesio yhierro y deficiente en sílice.
base / base: sustancia cuyo pH es superior a 7.granitic / granítica: roca ígnea de color claro
y rica en sílice que es menos densa que laroca basáltica.
Por qué es importanteLas rocas ígneas son el tipo de roca más abun-dante en la corteza de la Tierra. Contienenmuchos recursos valiosos.
Pistas en las rocasígneas
Has aprendido que el color se usa con frecuen-cia para estimar la composición de las rocasígneas. La textura de las rocas ígneas describesu apariencia general, incluyendo los tamañosde los granos de minerales y la presencia oausencia de hoyos hechos por burbujas. En lamayor parte de los casos, el tamaño del granose relaciona con cuán rápidamente el magma ola lava se enfriaron. Si puedes ver cristales sinuna lupa es porque el enfriamiento fue lento.Los cristales más pequeños de grano más finoindican un enfriamiento más rápido, posible-mente debido a la actividad volcánica. Lasrocas con textura vidriosa se enfriaron tan ráp-idamente que no hubo tiempo para que se for-maran granos minerales.
Preguntas del mundo real¿Qué indican la textura y el color de las rocasígneas sobre la historia de su formación?
Materialesriolita granitobasalto obsidianabasalto vesicular gabropumita lupa
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Las rocas T7
Spanish Resources (continued)
Metas■ Clasificar las diferentes muestras de rocas
ígneas por su color e inferir su composición.■ Observar las texturas de las rocas ígneas e
inferir cómo se formaron.
Medidas de seguridadAlgunas muestras de roca pueden tener bordesfilosos. Trabaja con cuidado siempre quemanejes muestras.
Procedimiento1. Organiza las rocas según su color (claras u
oscuras). Anota tus observaciones en tuDiario de ciencias.
2. Organiza las rocas según la similitud de lastexturas. Considera el tamaño y forma delos granos, la presencia de hoyos, etc. Usatu lupa para ver los rasgos pequeños conmás claridad. Anota tus observaciones.
Concluye y aplica 1. Infiere el color por cuáles rocas son
graníticas.2. Infiere cuáles rocas se enfriaron rápida-
mente. ¿Qué observación te llevó a estainferencia?
3. Identifica aquellas muestras que sugierenque los gases escaparon de su interiordurante el enfriamiento.
4. Describe cuáles muestras tienen una apari-encia vidriosa. ¿Cómo se formaron estasrocas?
5. Infiere qué muestras que no son volcáni-cas. Explica.
Comunica tus datosInvestiga la composición de cada una de tusmuestras. ¿El color de alguna de las muestraste llevó a inferir erróneamente? Comunica atu clase lo que aprendiste.
Rocas metamórficasLo que aprenderás■ A describir las condiciones en la Tierra que
causan la formación de las rocas metamórficas.
■ A clasificar las rocas metamórficas comofoliadas y no foliadas.
Vocabulariofoliated / foliada: roca metamórfica, como la
pizarra y el gneiss, cuyos granos minerales seaplanan y se alinean en capas paralelas.
foliated / foliada: roca metamórfica, como lapizarra y el gneiss, cuyos granos minerales seaplanan y se alinean en capas paralelas.
nonfoliated / no foliada: roca metamórfica,como la cuarcita y el mármol, cuyos granosminerales crecen y se reordenan, pero sinformar capas.
Por qué es importanteLas rocas metamórficas son útiles debido a suspropiedades únicas.
Rocas sedimentariasLo que aprenderás■ A explicar cómo se forman las rocas sedi-
mentarias a partir de sedimentos.■ A clasificar rocas sedimentarias como de
origen detrítico, químico u orgánico.
Vocabulariosediments / sedimentos: materiales sueltos,
como fragmentos rocosos, granos mineralesy restos de plantas y animales, dejados por elviento, el agua, el hielo o la gravedad.
sedimentary rock / roca sedimentaria: se for-ma cuando los sedimentos se compactan y secementan o cuando los minerales salen deuna solución o cuando la evaporación losdeja atrás.
compaction / compactación: proceso queforma rocas sedimentarias cuando las capasde sedimentos pequeños se comprimendebido al peso de las capas superiores.
cementation / cementación: proceso for-mador de rocas sedimentarias en el cual loscementos naturales que se producen cuandoel agua se filtra por la roca y el suelomantienen unidos los sedimentos grandes.
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T8 Las rocas
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Spanish Resources (continued)
Por qué es importanteAlgunas rocas sedimentarias, como el carbón,son una fuente importante de energía.
Rocassedimentarias
Las rocas sedimentarias se forman por mediode la compactación y cementación de los sedi-mentos. Puesto que los sedimentos se encuen-tran en todas formas y tamaños, ¿crees queestas características podrían usarse para clasi-ficar las rocas sedimentarias detríticas? Lasrocas sedimentarias pueden también clasifi-carse como químicas u orgánicas.
Preguntas del mundo real¿Cómo se usan las características de las rocaspara clasificarlas como rocas sedimentariasdetríticas, químicas u orgánicas?
Metas■ Observar las características de las rocas
sedimentarias.■ Comparar y contrastar las texturas de las
rocas sedimentarias.■ Clasificar las rocas sedimentarias como
detríticas, químicas u orgánicas.
Materialesmuestras no identificadas de rocas
sedimentariasmarcadorácido clorhídrico al 5 por ciento (HCl)cuentagotasservilletas de papelagualuparegla métrica
Medidas de seguridad
Usa métodos científicosProcedimiento1. Completa el procedimiento siguiente y la
tabla de Muestras de rocas sedimentariasen la sección de Datos y observaciones.
2. Determina los tamaños de los sedimentosen cada muestra, usando una lupa y unaregla métrica. Usa la Tabla 2 para clasificarlos granos de sedimentos en las rocas comograva, arena, limo o arcilla. En general, elsedimento es limo si es arenoso pero ape-nas visible, y arcilla si es liso y los granosindividuales no pueden verse.
3. Coloca unas cuantas gotas de HCl sobrecada muestra. El burbujeo de la roca indicala presencia de calcita. PRECAUCIÓN: ElHCl es un ácido y puede causar quemaduras.Usa anteojos de seguridad y un delantal delaboratorio. Lava todos los derrames conagua y lávate luego las manos.
4. Examina cada muestra buscando fósiles ydescribe aquellos que están presentes.
5. Determina si cada muestra tiene una tex-tura granular o no granular.
Analiza tus datos1. Clasifica tus muestras como detríticas,
químicas u orgánicas.2. Identifica cada muestra de roca.
Concluye y aplica1. Explica por qué hiciste la prueba del ácido
con tus muestras. ¿Cuáles minerales reac-cionan con el ácido?
2. Compara y contrasta las rocas sedimentariasque tienen textura granular con las rocassedimentarias que tienen textura no granular.
Comunica tus datosCompara tus conclusiones con las de otrosestudiantes de tu clase. Para más ayuda,consulta el Science Skill Handbook.
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Las rocas T9
Spanish Resources (continued)
Guía de estudio
Refiérete a las figuras de tu libro de texto.
Sección 1 El ciclo de las rocas1. Una roca es una mezcla de uno o más mine-
rales, fragmentos de roca, materia orgánica yvidrio volcánico.
2. El ciclo de las rocas incluye todos los proce-sos por medio de los cuales se forman lasrocas. ¿Cómo puede una roca ígnea llegar aser roca sedimentaria?
Sección 2 Rocas ígneas1. El magma y la lava son materiales fundidos
que se endurecen y forman rocas ígneas.2. Las rocas ígneas intrusivas se forman cuando
el magma se enfría lentamente bajo la super-ficie de la Tierra. Las rocas ígneas extrusivasse forman cuando la lava se enfría rápida-mente sobre o muy cerca de la superficie.
3. El basalto es denso y de color oscuro. Elgranito es de color claro y menos denso queel basalto. La andesita tiene densidad y colorintermedios en algún punto entre el basaltoy el granito. ¿Qué tipo de roca se muestraabajo?
Sección 3 Rocas metamórficas1. El calor, la presión y los fluidos pueden
hacer que se forme una roca metamórfica.2. La pizarra y el gneis son ejemplos de rocas
metamórficas foliadas. ¿Es esta roca foliada ono foliada?
Sección 4 Rocas sedimentarias1. Las rocas sedimentarias detríticas se forman
cuando los fragmentos de rocas y mineralesse compactan y cementan juntos. Las rocasdetríticas tienen siempre una textura granular.
2. Las rocas sedimentarias químicas se pro-ducen por precipitación o por evaporación.Las rocas químicas tienen generalmente una textura no granular.
3. Las rocas sedimentarias orgánicas estáncompuestas sobre todo por los restos deorganismos que vivieran una vez. ¿Qué tipode organismos componen la roca de laderecha?
Repasa las ideas principales
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T10 Rocks
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Teacher Guide& Answers
Hands-On ActivitiesMiniLAB: Try at Home (page 3)
1. sedimentary rock2. the cementation of mineral and rock fragments
into sedimentary rock
MiniLAB (page 4)1. Students should describe grains by size and the
smoothness or angularity of their edges.2. Conglomerate from rounded gravel, breccia from
angular gravel; if other sediments are used: shalefrom clay, siltstone from silt, sandstone fromsand.
Lab (page 5)Lab Preview
1. Rock samples might have sharp edges.2. color and texture
Conclude and Apply1. rocks that are light in color2. Rocks with smaller grains; quick cooling does
not allow large grains (crystals) to form.3. Pumice and vesicular basalt; holes in rock sug-
gest that gas was escaping as it cooled.4. Obsidian and pumice; they cool so quickly that
individual grains (crystals) do not have thechance to form.
5. Answers will vary depending on samplesobserved. The presence of grains that are visible tothe unaided eye indicates rocks are not volcanic.
Lab (page 7)Lab Preview
1. It warns you to wear goggles to protect youreyes when handling a substance such ashydrochloric acid.
2. Classifying igneous rocks relies on the use of amagnifying lens; classifying sedimentary rocksrequires using a magnifying lens and a reactiontest.
Conclude and Apply1. to determine whether calcite was present;
carbonates2. Rocks of both textures form from sedimentary
processes. Rocks with a granular, or clastic tex-ture are made of pieces of other rocks, minerals,and/or shells. Rocks with a nongranular textureare formed by chemical or organic means.
Laboratory Activity 1 (page 9)Questions and Conclusions
1. layers of rock precipitated at different times2. The various layers precipitated at different times.3. They know that some concretions form around
fossils.
Laboratory Activity 2 (page 11)Lab Note: Rock samples should be numbered as follows: 1. hornfels; 2. gneiss; 3. schist; 4. quartzite;5. soapstone; 6. phyllite; 7. slate; 8. marble.
Data and Observations1. hornfels; nonfoliated2. gneiss; foliated3. schist; foliated4. quartzite; nonfoliated5. soapstone; nonfoliated6. phyllite; foliated7. slate; foliated8. marble; nonfoliated
Lab Note: Drawings should accurately show samplerocks. Descriptions should match drawings andshould closely match descriptions in the table in theProcedure section.
Questions and Conclusions1. Answers will vary, but students may have a hard
time distinguishing schist and gneiss.2. Possible answers: the quantities of various miner-
als they contain may vary; the degree of changemay vary because of being subjected to differingamounts of heat and/or pressure.
Meeting Individual NeedsDirected Reading for Content Mastery (page 15)
Overview (page 15)1. rock cycle2. igneous3. metamorphic4. limestone5. d
Sections 1 and 2 (page 16)1. rock cycle2. magma3. igneous4. melt5. sediments
Sections 3 and 4 (page 17)1. nonfoliated rock2. coal3. metamorphic rocks4. chemical rocks5. detrital rocks6. fossil-rich limestone7. sedimentary rocks8. foliated rock9. stacked rocks
10. chalk
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Rocks T11
Teacher Guide & Answers (continued)
Key Terms (page 18)
1. intrusive2. metamorphic3. sediment4. compaction5. rock6. foliated7. igneous8. granitic
Lectura dirigida para Dominio del contenido (pág. 19)Sinopsis (pág. 19)
1. ciclo de las rocas2. ígneas3. metamórficas4. la piedra caliza5. d
Secciones 1 y 2 (pág. 20)1. ciclo de las rocas2. magma3. ígneas4. fundirse5. sediments
Secciones 3 y 4 (pág. 21)1. roca no foliada2. carbón3. rocas metamórficas 4. rocas químicas5. rocas detríticas6. piedra caliza rica en fósiles7. rocas sedimentarias8. roca foliada9. rocas apiladas
10. tiza
Términos claves (pág. 22)1. intrusiva2. metamórfica3. sedimentaria4. compactación5. roca6. foliada7. ígnea8. granítica
Reinforcement (page 23)Section 1 (page 23)Answers will vary, but should include the followinginformation: Magma cools and forms igneous rock.Igneous rock erodes and is deposited as sediments,which are compacted and cemented to form sedi-mentary rock. Sedimentary rock can become meta-morphic rock from increases in heat and pressure.Metamorphic rock can melt into magma. Additionalcycles include: Igneous rock can be affected byincreases in heat and pressure and become meta-morphic rock. Metamorphic rock can erode and bedeposited as sediments that become sedimentaryrock. Sedimentary rock can also erode and becomedeposited as sedimentary rock.
Section 2 (page 24)1. basaltic2. magma3. granitic4. andesic5. scoria6. intrusive7. extrusive8. igneous
Section 3 (page 25)1. metamorphic rocks2. foliated rocks3. nonfoliated rocks4. gneiss5. quartzite6. marble7. shale
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T12 Rocks
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Teacher Guide & Answers (continued)
8. granite9. sandstone
10. F11. T12. F13. T
Section 4 (page 26)I. A. rock fragments; B. plant and animal remains;
C. mineral grainsII. A. compaction—the process by which sedi-
ments are pressed together to form solid rockB. cementation—the process by which sedi-ments are glued together by dissolved mineralsC. deposition of minerals that come out of solu-tion—the process by which minerals in solutionare left when water evaporates
III. A. detrital—conglomerate, breccia, sandstone,shaleB. chemical—chemical limestone, rock saltC. organic—fossil-rich limestone(coquina/chalk) coal
Enrichment (page 27)Section 1 (page 27)
1. Students may say that all the rocks were hard orthat they all contained minerals.
2. texture3. color or size4. Answers will vary.5. Answers will vary. Some people observe differ-
ent characteristics than others. A special-pur-pose system might be devised, such as one inwhich texture is more important than mineralin a composition.
Section 2 (page 28)1. olivine, plagioclase (calcium feldspar)2. gabbro, basalt3. quartz4. pyroxene5. orthoclase (potassium feldspar)6. amphibole, biotite, plagioclase7. granitic magma8. basaltic lava
Section 3 (page 29)1. particles of sand, stone, gravel, or mineral rock2. smoothness of an aggregate surface3. visible texture of the pavement4. occurs when a film of surface water prevents
tires from making contact with the road; it cancause a driver to skid and lose control of a car
5. aggregate of quartzite, granite, and gravel mixedwith concrete and formed into panels that areused to finish the outside of a building
6. a rose-colored aggregate used in precast con-crete building panels
Section 4 (page 30)1. Answers will vary, but may include that as the
days passed, the water level decreased and crys-tals began forming on the sides of the pan. Afterall the water had evaporated, a layer of salt crys-tals formed on the bottom of the pan.
2. The water evaporated, and the salt that was insolution settled out and was deposited on thebottom of the pan.
3. The process observed in the pan is the sameprocess that may occur any time water with asubstance in solution evaporates.
4. halite/rock salt5. A large saltwater sea evaporated, causing the salt
in solution to be deposited.
Note-taking Worksheet (page 31)Refer to Teacher Outline, student answers are underlined.
AssessmentChapter Review (page 35)
Part A. Vocabulary Review (page 35)1. b (6/3)2. j (3/2)3. d (8/4)4. h (4/2)5. m (7/3)6. k (8/4)7. a (5/2)8. f (5/2)9. o (7/3)
10. e (8/4)11. l (4/2)12. i (8/4)13. c (2/1)14. n (3/2)15. g (1/1)
Part B. Concept Review (page 36)1. The rock is andesic. It has a mineral composi-
tion between granitic and basaltic rock. Graniticrocks have a lot of silica but less iron and mag-nesium. Basaltic rocks have a lot of iron andmagnesium but less silica. (5/2)
2. Detrital rocks form by compaction and cemen-tation of rock fragments and bits of minerals,plants, and animals; chemical rocks form fromminerals dissolved in solution and depositedafter evaporation; biochemical rocks form fromthe remains of once-living things compactedand cemented together. (9/4)
3. The word “clastic” means that the rock has a broken texture. It could be a detrital sedimen-tary rock or an organic rock. (9/4)
4. There is no beginning or end. Rocks are con-stantly changing from one form to another. (2/1)
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Rocks T13
Teacher Guide & Answers (continued)
5. Cementation occurs when water soaks throughrock, picking up atoms and molecules releasedfrom minerals during weathering. This solution ofwater and dissolved materials moves throughopen spaces between sediments. Minerals aredeposited between the pieces of sediments, hold-ing the particles together like glue, making adetrital sedimentary rock. (8/4)
Chapter Test (page 37)I. Testing Concepts (page 37)1. d (4/2)2. a (2/1)3. b (7/3)4. b (4/2)5. a (6/3)6. b (1/1)7. c (7/3)8. d (8/4)9. c (5/2)
10. d (2/1)11. a (9/4)12. d (2/1)13. b (4/2)14. b (1/1)15. d (3/2)16. c (9/4)17. d (9/4)
II. Understanding Concepts (page 38)1. true (9/4)2. false—igneous rocks are formed from three
basic types of lava—basaltic, andesic, andgranitic (5/2)
3. false—foliated rocks have tightly-pressed-together layers (or) nonfoliated rocks have nolayers (7/3)
4. false—sedimentary rock can form from changesin igneous rock; igneous rock can form fromchanges in sedimentary rock (2/1)
5. true (6/3)6. false—metamorphic rocks can form from
igneous and sedimentary rocks (6/3)7. D(4/2, 5/2)8. A(4/2, 5/2)9. C(4/2, 5/2)
10. B (4/2, 5/2)11. low silica content (5/2)12. below (4/2)13. Granite has visible crystals; pumice has no
visible mineral grains and is full of holes. (4/2)14. Lava flows from a volcano. (3/2)15. The mineral grains in granite are flattened
under pressure. (7/3)
III. Applying Concepts (page 40)1. sedimentary (8/4)2. igneous (5/2)3. sedimentary (8/4)4. igneous (4/2)
5. metamorphic (7/3)6. metamorphic (7/3)7. sedimentary (8/4)
IV. Writing Skills (page 40)1. Detrital, chemical, and organic rocks are all
sedimentary rocks, but they form in differentways. Detrital rocks are made from broken fragments of other rocks. These sediments arecompacted and cemented together. Chemical sedimentary rocks form when minerals are pre-cipitated from a solution or are left behind when asolution evaporates. Organic rocks form from theremains of once-living things. (9/4)
2. It has no beginning; rocks are constantly changingform from one type to another. (2/1)
Transparency ActivitiesSection Focus Transparency 1 (page 42)
A Cone Cave Place to LiveTransparency Teaching Tips■ This is an introduction to rocks and the rock
cycle. Ask the students to conjecture as to theprocess by which these cones were created. Pointout that a 13,000 foot mountain lies nearby.
■ Ask the students to describe the weathering forcesthat helped shape these rocks.
Content Background■ Sometime before recorded history, Erciyas Dagi
(Mount Erciyas) erupted, pouring out lava andash which filled the surrounding valley. The lavaand ash combined to form soft igneous rock.Weathered by rain, snow, and wind (and wind-blown sand), these mounds eventually came toresemble cones, sometimes referred to as fairychimneys.
■ Soft enough to carve, the cones became homes tovarious people. The caves and interior rooms pro-vided refuge to a sect of Christians in the thirdcentury, at one time housing 30,000 people.
■ The soft volcanic rock is called tuff.■ Göreme National Park, which contains the Cap-
padocian fairy chimneys, is inscribed on theWorld Heritage List. The World Heritage List ismaintained under the umbrella of the UnitedNations Educational, Scientific, and CulturalOrganization (UNESCO). Its purpose is to helppreserve areas of great natural and cultural value.Cappadocia means “land of the fine horses.” Thearea has been captured by many different peoples,including Romans, Mongols, Seljuk Turks, andEgyptian Mamluks.
Answers to Student Worksheet1. They are reasonably hard but soft enough to
carve. Their thickness provides insulation againstthe weather.
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Teacher Guide & Answers (continued)
2. Answers will vary. Encourage students to specu-late about life in fairy chimneys.
3. Wind and rain can erode and shape rock.
Section Focus Transparency 2 (page 43)Bad for Pompeii, Good for ArchaeologyTransparency Teaching Tips■ This is an introduction to igneous rock and how
it’s formed. Ask students to explain the process bywhich a volcano erupts.
■ Explain that magma and lava are the same mater-ial, magma being molten rock beneath the surfaceand lava being molten rock above.
Content Background■ When Mount Vesuvius erupted, it rained volcanic
ash, burning rock, and flaming cinders down onthe surrounding area, which included the townsof Herculaneum (population 5,000) and Pompeii(population 20,000). What lava there was flowedinto Herculaneum. A wave of heat (approximately750°F) cascaded down the mountain, killing all inits path through thermal shock. Many of theremaining people were asphyxiated by the accom-panying clouds of poisonous gas. Approximately2,000 of Pompeii’s citizens were trapped andburied by the falling ash.
■ Italian archaeologist Guiseppe Fiorelli becamedirector of the Pompeii site in 1860. He system-atized excavations at Pompeii and was responsiblefor several important advancements in archaeo-logical methodology. The transparency shows oneprocess pioneered by Fiorelli—making casts of thebodies found at Pompeii. The casts are made bypouring cement into the ash hollows left after thebodies disintigrate.
■ Approximately 20 feet of volcanic ash fell onPompeii and 75 feet on Herculaneum. The ashthen hardened, preserving everything within.
■ Some areas of Pompeii are so well preserved thatarchaeologists have even found ovens still holdingloaves of bread that were baking at the time of theeruption.
■ Rock formed from magma is called intrusive,while that formed from lava is named extrusive.
Answers to Student Worksheet1. It buried the town under many feet of ash, which
later hardened, preserving everything beneath.Since it was covered, Pompeii was spared the rav-ages of weathering and vandalism.
2. Pompeii is extremely well-preserved. Lava flows ata very hot temperature and would have likelydestroyed the city.
Section Focus Transparency 3 (page 44)
Pressured to ChangeTransparency Teaching Tips■ This transparency may be used to introduce stu-
dents to the forces at work beneath the surface ofthe planet. Ask the students to define metamor-phosis and discuss how it applies to rocks.
■ Explain that metamorphic rocks are formed bythe pressure of the rock layers above, by heat fromEarth’s core, and by the infusion of mineral-richwater super-heated by contact with magma. Theseforces combine to chemically alter the rocksinvolved.
■ Sometimes the minerals incorporated as the rockforms are aligned in parallel layers. Such meta-morphic rocks are called foliated rocks. When thislayering does not occur, the rock is classified asnonfoliated. Marble is a nonfoliated rock. Itsinternal mineral layers have a random placement.
Content Background■ There are a number of forces at work on rocks
during metamorphosis. Regional metamorphosisinvolves huge areas and amounts of rock. In thisvariety of metamorphosis, rock becomes deeplyburied and is subjected to intense pressure. Thispressure, combined with underground heat, maybend and fold the rock, even changing its mineralstructure. Regional metamorphosis is common atplate boundaries. The gradual movement of theseplates causes horizontal stress.
■ In contact metamorphosis, areas of rock comeinto contact with intrusions of magma. Themagma super-heats the rock, combining new ele-ments with the rock. This process also can occurdeep beneath the surface as part of regional meta-morphosis.
■ The variations in colors and patterns in marbleare due to the type and amount of minerals thatcombine with the original limestone. Carraramarble, found in one area of Italy, has always beenhighly prized by sculptors, including Michelan-gelo. It is snow-white and contains only traceminerals and color striations.
Answers to Student Worksheet1. Marble is valued because of its color, strength,
resistance to erosion and discoloration, and therelative ease with which it can be shaped.
2. Uses of marble include buildings, monuments,tombstones, and counter and table tops.
3. The variation depends on the type and amount ofminerals that combine with the limestone.
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Rocks T15
Teacher Guide & Answers (continued)
Section Focus Transparency 4 (page 45)
It’s SedimentaryTransparency Teaching Tips■ You may use this transparency to introduce sedi-
mentary rock. Ask the students to notice the rockformations on the transparency. They are in lay-ers. Ask the students to describe how such rocklayers are formed. Explain that sedimentary rockis rock composed of compacted and cementedbits of rock fragments, mineral grains, andremains of plants and animals.
■ Ask the students to conjecture as to how the archis formed.
Content Background■ Sedimentary rock is formed when sediments are
moved by water, wind, and gravity. Each layer ofsediment builds up, layer upon layer, compactingthe levels beneath.
■ As water percolates downward through the layers,it dissolves minerals within the rock fragments.The minerals act as a kind of cement, filling in theopen spaces between the fragments and connect-ing the layers.
■ The arch was formed when water eroded andwashed away softer and looser layers of rock, leav-ing behind the harder, compact layers that formthe arch.
Answers to Student Worksheet1. The arch was formed from rock that was relatively
soft and subject to weathering and erosion. Noticethat the rock is deposited in layers. If harder layersform on top of softer layers, water may erode thesofter layers, leaving an arch.
2. The layers were deposited in order, starting withthe bottom ones. This means that the oldest layersare on the bottom. Unless some force disturbs theorder of the layers, you can tell their relative agesby the order in which they are stacked.
Teaching Transparency (page 47)
The Rock CycleTransparency Teaching Tips■ Obtain specimens of rocks to use with the trans-
parency.■ Use the transparency to show how rocks can
change from one form to another again and againover time.
Reteaching Suggestion■ Have students choose a rock specimen and list the
ways in which that particular rock can changeinto other rock forms.
ExtensionsActivity: Have students choose a rock specimen,identify its type, and determine its position in therock cycle.Challenge: Have students think of another way toshow the rock cycle—perhaps a diagram or aposter. Have them explain their versions to theclass.
Answers to Student Worksheet1. metamorphic2. gravel, sand, and sediments deposited by a stream3. Igneous rocks are formed by the processes of melt-
ing and cooling. Metamorphic rocks are formed byheat, pressure, and fluid activity. Sedimentary rocksform by cementing and compaction.
4. layers of shale and chalk5. sediments
Assessment Transparency (page 49)
RocksAnswers1. D. Students need to retrieve information from the
chart in order to identify the correct answer. Sili-con appears to take up slightly more than 25% ofthe chart. Only oxygen is close to 40%.
2. G. Students need to retrieve information from thegraph in order to identify the correct answer.Choice G, sodium, has the smallest wedge on thechart.
3. B. Students need to retrieve information from thegraph in order to identify the correct answer. Stu-dents must compare the wedges for aluminumand iron. The only reasonable choice is 3%.
Test-Taking TipSuggest to students that they think about the overallpurpose of a circle graph.
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