1. Daily Warm-Up Exercises
Day 5
How do igneous rocks form?
Igneous rocks form when molten rock (magma or lava) cools and hardens.
How do metamorphic rocks form?
Metamorphic rocks form when an existing rock changes due to heat and/or pressure.
What is molten rock?
melted rock
What is pressure?
when something is squeezing or pushing on something else
What causes the pressure on a rock beneath Earth's surface?
the weight of all the rock above it
Daily Warm-Up Exercises
Daily Warm-Up Exercises 1

2. Compare Rock Formation, Part 1
Contrasting Case Activity 2
Earth History, Investigation 8
In this activity, students will investigate the formation of igneous and metamorphic rocks. For each type, students will examine two rock samples and compare descriptions of how they were formed. This activity continues in contrasting case activity 3, which comes at the start of Investigation 4. In part 2, students will compare the formation of two sedimentary rocks, then use the comparison tables from both parts to investigate and depict the rock cycle.
Materials needed:
•rock samples 11 & 16; 1 & 20
•hand lenses
•igneous & metamorphic descriptions (worksheets 8 & 9)
•comparison tables (worksheets 11 & 12) STUDENTS WILL NEED THESE TABLES FOR CONTRASTING CASE ACTIVITY 3.
Compare Rock Formation
Compare Rock Formation

3. Which is Which? Look at rocks 1 & 20.
Metamorphic Rock 1 –
This rock forms when shale, a sedimentary rock, changes due to heat and pressure. This process happens deep beneath Earth’s surface.
Before the change, shale is a smooth, hard, dull rock with very fine grains arranged in layers. After the change, the new rock is also smooth with very fine grains, but it is harder, shinier, and more compact than shale. Shale often contains fossils, but the new rock rarely does. The biggest change is that the new rock can be easily split into sheets of different thicknesses. For this reason, it is often used to make roofing tiles and paving stones.
Metamorphic Rock 2 –
This rock forms when slate, a metamorphic rock, changes due to extreme heat. This process happens deep beneath Earth’s surface.
Before the change, slate is smooth, fairly shiny, and hard. After the change, the new rock is rough and shiny, and small pieces tend to flake off easily. The biggest change is in grain size. Slate has very fine grains. The new rock has medium to coarse crystals that are flat and arranged in layers. Fossils are rarely found in slate or in the new rock. 20
– slate
Look at rocks 1 & 20.
Read & highlight WS 9 to figure out which rock is which? 1
– schist
Do you remember what rock 1 is called?
Distribute the metamorphic case descriptions and rock samples 1 & 20. Again, have students work in groups to figure out which is which, then share ideas with the class.
Students may recognize rock 1 as schist from the Compare Rocks activity. Tell them rock 20 is slate and have them record the numbers and names on their case descriptions.
Compare Rock Formation

4. Compare Metamorphic Cases
Question
Same
Different
How does the rock form?
Slate –
Schist –
What features result from this process?
case 1 = slate (20)
Use this column for information that is true about both rocks.
Use this column for information that is true about one but not the other.
case 2 = schist (1)
Fill in the table by entering information from the paragraphs to answer each question.
Distribute the metamorphic comparison table.
As students work, ask them to explain why metamorphic rocks rarely contain fossils. [fossils are usually destroyed by the heat and/or pressure that change the rocks]
The next slide shows the completed table for the two metamorphic rocks.
Compare Rock Formation
Compare Rock Formation

5. Metamorphic Rock Formation
Question
Same
Different
How does the rock form?
Slate –
Schist –
What features result from this process?
changes are caused by heat and pressure
An existing rock changes due to heat and/or pressure.
changes are caused by extreme heat
new rock is harder, shinier, and more compact; easily splits into sheets of different thicknesses
Answers will appear individually on keypress.
Fossils are usually destroyed.
very fine grains become medium to coarse crystals that are flat and arranged in layers
Compare Rock Formation
Compare Rock Formation

6. Compare Igneous & Metamorphic
Look at your igneous table. Based on these two rocks, how do igneous rocks form?
Igneous rocks form when molten rock cools and hardens. This process can happen slowly or quickly.
Look at your metamorphic table. Based on these two rocks, how do metamorphic rocks form?
(Formation of metamorphic rocks): The amount of heat and/or pressure can differ, so the changes can be extreme or not so extreme.
Metamorphic rocks form when an existing rock changes due to heat and/or pressure.
Compare Rock Formation
Compare Rock Formation

7. Compare Igneous & Metamorphic
What properties result from igneous formation?
Igneous rocks are usually hard. They usually have crystals, but obsidian does not have crystals.
What properties result from metamorphic formation?
Metamorphic rocks rarely have fossils because they are usually destroyed by the heat and/or pressure.
Emphasize that many of a rock’s properties depend on how it formed.
Compare Rock Formation
Compare Rock Formation

8. Igneous and Metamorphic Rocks (Part 1, steps 1-6)
Investigation 8
One Rock to Another

9. Rock Identification A and B
Using the hand lens and the acid, complete the Rock number and Description columns. Use Resource Book pages
Steps for acid test:
1. Goggles
2. Paper towel (2 pieces)
drops/reverse side
4. Dry up (max 30 sec)

10. Rock Identification A (#11 - 13)
igneous
pink, white, black, grey
shiny flat crystals
dense
intrusive 11
granite
igneous
grey, black, white
dense
fine-grained 12
extrusive
basalt, fine-grained
igneous
black, grey
holes of various sizes
dense 13
extrusive
basalt, vesicular

11. Rock Identification A (#16 - 19)
igneous
black, dark brown
very shiny, like glass
forms sharp edges 16
extrusive
obsidian
igneous
grey, tan with holes
not very dense
would float in water 17
extrusive
pumice
igneous
browns, reds
holes like pumice
does not float in water 19
extrusive
scoria

12. Rock Identification A (#21)
igneous 21
mostly white, some tan
chalky, grainy
extrusive
tuff

13. Rock Identification B (#1 - 15)
comes from shale or mudstone
metamorphic 1
black, shiny
schist
metamorphic
comes from shale or granite
white, tan, black with lines 14
gneiss
comes from limestone
metamorphic
fizzes in acid
white, crystalline 15
marble

14. Rock Identification B (#18 - 20)
metamorphic
comes from sandstone 18
pink, crystalline
quartzite
metamorphic
comes from shale 20
black, hard, smooth
slate

15. Real vs. Diagram Exercise 8.1
Exercise 8.1 Image Comprehension Focus: Real Vs. Diagram Goal: Realize that diagrams may not be realistic but are designed to capture key aspects of an object or a process. Type of Activity: Teacher Demo Overview: The purpose of this activity is to highlight that diagrams may not be realistic but that they capture enough key features of an object in order to aid in understanding about it or about the process in which it is involved. This type of understanding is important so that students can understand the role of diagrams as well as not develop misconceptions that diagrammatic representations are always realistic >>>next slide<<<

16. What is this?
Procedure: Show the class a cartoon and ask the student to identify what it is (a cat) … >>>next slide<<<

17. Are these both cats?
Procedure: The teacher can then show a photograph of a the real object and indicate that while the cartoon doesn’t look exactly like the real image, it has enough key features (facial features, whiskers, shape etc.) that it can “represent” it. The teacher can pick two of these features and show where they are on the photograph and on the cartoon. The teacher can then indicate that diagrams in a textbook do the same thing, but the lack of realism may not be obvious, especially when they depict things that we cannot normally see. These diagrams are not created to be exact copies but they are close enough that we get a sense of what that object looks like. This is what is done in some of the images in the resource book… Draw the students’ attention to the squiggles near the end of the cartoon cat’s tail. Ask them what these squiggles mean. If they say that the squiggles mean that the tail is moving, ask them if the tail is ACTUALLY moving. Explain that, in diagrams, sometimes shapes or symbols are used to add information. This trick can be very helpful if it is done well, and if the reader is familiar with the symbol, like the students are familiar with the squiggles. However, these symbols can be very confusing if the reader is not familiar with their meanings. >>>next slide<<<

18. Look at page 20 in your CaSE Book Student Resource Book
Procedure: To further illustrate this, direct the students to look at the images on p. 20 in the CAsE Book Student Resource book (images are available on the next slide as well). While these images are not realistic, they do capture enough of the key features (layers of the Earth, mountains, etc.) so we can use them to better understand the processes that occur in the Earth. >>>end of exercise<<<
Additional Activity Type of Activity: Student Activity (if needed) Overview: If the students are having trouble with this idea, the teacher can have them do a hands-on activity to practice with this concept by mapping a cartoon image of a person (like in a comic strip or comic book) to themselves. Procedure: Students can compare a cartoon (from a comic strip or a comic book) to themselves by identifying which parts of the cartoon human correspond to which parts of themselves.

19. Relative Scale and Magnification
Exercise 8.2
Exercise 8.2 Image comprehension focus: Relative Scale and magnification Goal: Develop a sense that scale is relative and depends on your perspective and in some cases your proximity to an object Type of Activity: Student Activity Overview: In this hands-on activity, students will explore the fact that scale is a matter of perspective. This is an important concept to help understand that to best understand images you need to understand the scale or perspective of an image. Important factors include the position of the viewer relative to the object as well as whether or not the object is viewed with the human eye alone or with the assistance of some other device (such as a magnifying glass) that changes the level of magnification. Procedure: Instruct students to locate an object that is at some distance from them in the classroom (such as a chair, the whiteboard/chalkboard etc). Instruct them to close one eye and to measure the size of the image by moving the thumb and first finger of one of their hands so that the object takes up the entire space between them. Ask the students if the space between their fingers matches the actual size of the object they measured. [It should be much smaller than “usual” because they are at a distance from the object] Have the students reflect on the idea that our sense of size depends on our position relative to an object. Next have the students look at a pencil dot with and without the use of a magnifying class. Have them discuss how the use of the magnifying glass changes how the dot appears. Emphasize that magnifying an object changes the scale which the viewer can see. End the activity by emphasizing that, in order to understand fully an image, it is important to consider both the viewer’s perspective and whether or not the image is magnified.
NOTES: An alternate procedure for the first part of the activity would be for the students to actually get up and look at the image at a closer distance or even measure it with a ruler before reflecting on the size differences. In addition, if it is difficult to get access to a magnifying glass, one can describe the changes that occur instead of doing it as a hands-on activity. >>>end of exercise<<<

20. Relative Scale and Magnification
Exercise 8.3
Exercise 8.3 Image comprehension focus: Relative Scale and magnification Goal: Apply the understanding of relative scale to images in the Earth History module Type of Activity: Teacher Explanation   Notes: This image comprehension activity is flexible (and can be moved based on how the module timing is working) to be done prior to or after the students do the Wrightwood Marble reading. They can either introduce it along the lines of “Let’s take a look at some of the images in the reading you did” or “Let’s take a look at some of the images in the readings you are going to do.” Overview: The key idea here is for the student to see an example of how it is important to consider the perspective and scale of an image. The teacher will show three images that are roughly the same size in the text, but illustrate very different perspectives. In addition, the teacher will illustrate that sometimes there is a clue within the image itself that can help the viewer appreciate the scale of the image. Procedure: Have students turn to page 21 in CAsE Book Student Resource Book.
The teacher should emphasize that sometimes one needs to be careful to note the magnification/scale of images in order to avoid developing misconceptions since these levels can vary from image to image. >>>next slide<<<  

21. Are these objects the same size in real life?
… To illustrate this, show the modified images of the quartzite and white cliff and note that, although they are approximately the same size on the page (or screen), they do not have the same level of magnification. Direct the students to notice that in each case a familiar item serves to give you a sense of the level of magnification: In the cliff image it is a person standing on the cliff and in the quartzite image it is the penny. The teacher should also note that in the photos the penny looks large and the man looks small, which is very different from their sizes in the “real world.” This gives a sense of how to judge size and scale. [To help put this in context, the teacher can show a penny and compare its size to him/her.]… >>>next slide<<<

22. What Size Is This?
Direct the students to look at picture 1 in the CAsE Book Student Resource Book
Ask the students if picture 1 is similar in scale to either picture 2 or picture 3
Note that in this case there is no point of reference so one needs to be careful when interpreting the size of the image since there are no indications how large the structure is.