Metamorphic Rocks - Virginia

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Metamorphic RocksStrandRocksTopicInvestigating Metamorphic RocksPrimary SOL ES.5 The student will investigate and understand the rock cycle as it relates tothe origin and transformation of rock types and how to identify commonrock types, based on mineral composition and textures. Key conceptsincludec) metamorphic rocks.Related SOL ES.1 The student will plan and conduct investigations in whichf) current applications are used to reinforce Earth science concepts.Background InformationThe term metamorphic refers to a change in form. This means that a metamorphic rock is arock that has changed in some manner by certain processes. These dominant processedresponsible for metamorphism is a change in temperature in pressure. These rocks are furtherclassified by their texture and their composition (chemical and mineral). Like other rock types,metamorphic rocks form under certain constrains and in certain locations. Depending on thelocation, metamorphism can occur on a local or regional scale. Examples of metamorphic rocksinclude gneiss, slate, marble, schist, and quartzite.Throughout this lesson, students will explain the formation of metamorphic rocks as a result ofextreme heat and pressure. Emphasis will be placed on classification of metamorphic rocksaccording to their textures and on the identification of metamorphic rocks and the rocks fromwhich they formed.MaterialsSet of metamorphic rock samples for each dstoneMarbleSchistStudents’ completed Rock Charts (from the “Three Types of Rocks” lesson)Flour-salt modeling clayRiceMetamorphic Rocks Activities (attached)Modeling clay (three different colors)Vocabularycomposition, contact metamorphism, foliated, nonfoliated, regional metamorphism, textureVirginia Department of Education 20121

Student/Teacher Actions (what students and teachers should be doing to facilitate learning)Introduction1. Divide the students into small groups of 3 or 4. Give each student three pieces ofmodeling clay. Each piece of clay should be a different color. The students shouldconstruct their own metamorphic rock.2. Explain to the students that each of the three pieces of modeling clay represent adifferent rock. Explain to the students that through the process of increasedtemperature and pressure, a metamorphic rock can form. The students should use theirhands to create their metamorphic rock.3. Have them write down the steps that they used in creating their own metamorphicrock.Procedure4. Give each student group a set of metamorphic rock samples, and ask groups tocategorize their rocks according to observable characteristics. Instruct groups to beprepared to discuss and defend their classification systems. Have the students make acomparison to the rocks that they created in the prelesson activity.5. Allow groups to share their classification systems and defend their choices. Go over theorigins of metamorphic rocks, and have students give some examples. Review themetamorphic rock information contained in their Rock Charts.6. After students have defended their classification systems, instruct student groups toclassify the metamorphic rock samples according to classification categories used bygeologists—i.e., texture/grain size and composition/color.7. Distribute copies of the attached Metamorphic Rocks Activities handout. Instructstudents to complete Part 1. Discuss Part 1 before having students complete Part 2.8. After all are finished, go over the rock identifications, and answer any questions toreinforce the story-telling aspect of metamorphic rocks.AssessmentQuestionso Complete questions on the Metamorphic Rocks Activities sheet.Journal/Writing Promptso Have students tell each metamorphic rock’s story.Othero Have the students classify they candy rocks that they created.Extensions and Connections (for all students)The Blue Ridge province of Virginia contains some of the oldest rocks found on theNorth American continent. Have the students complete research to determine howthese rocks formed and prepare a presentation detailing the sequence of events leadingto their formation.Virginia Department of Education 20122

Strategies for DifferentiationHave pairs of students sit back to back. Hand partner A one metamorphic rock samplefrom the lesson, but don’t allow Partner B to see it. Instruct Partner B to ask yes/noquestions about the rock, using classification category vocabulary. Partner A shouldrespond to each question until Partner B has identified the rock. If desired, create achart (e.g., a simple yes/no flowchart) to record responses. Have partners switch rolesand follow the same procedure with a different rock. (You may wish to extend thisactivity by adding igneous and sedimentary rocks for review.)Create a template and/or sentence framework for each student to use as he/she writes“the story” of a selected metamorphic rock. Have students read their stories aloud tothe class. Display stories around the classroom.Provide a three-column chart to each student with the columns labeled “Igneous,”“Sedimentary,” and “Metamorphic.” Have students work in teams of three on aculminating jigsaw activity to review the characteristics of each type of rock, examplesof each type, and the vocabulary related to each. Instruct each team to divvy up thethree rock types, one per student. Each student will then become an “expert” on his/hertype of rock by recording in the appropriate column of the chart the information fromall lessons/activities related to his/her rock type. Have teams then review all therecorded information. Direct each team to select one student to report to the class onthe team’s findings. Other teams should add additional information while you recordand modify the information as needed on a large three-column poster. Keep the posteron display in the classroom.Virginia Department of Education 20123

Metamorphic Rocks ActivitiesName:Date:Pre-Lesson ActivityComplete the candy metamorphic rock activity and draw a picture of your final rock on thespace below! Be sure to explain why it is now a metamorphic rock. What are the two thingsthat are needed to create one in the rock cycle? If you only had one starburst candy anddeformed it, what type of metamorphic rock would you have?Virginia Department of Education 20124

Part 1: Modeling Metamorphism1. Obtain a ball of homemade clay (a mixture of 50% flour-salt modeling clay and 50%uncooked rice) that is approximately 8 centimeters in diameter.2. What does the flour-salt modeling clay represent?3. What do the rice grains represent?4. Using a book or other hard, flat object, apply pressure to the top of the clay-rice mixtureso that it flattens out to about 4 cm high. Observe the flattened block from both the topand the sides. What happened to the rice when pressure was placed on the ball?5. What type of metamorphism occurs in this demonstration? Explain your answer.Part 2: Identification1. Divide the metamorphic rock samples into two categories—foliated and nonfoliated.2. Describe the samples in each group.3. Complete the following chart for each rock rginia Department of Education 20125

Primary SOL ES.5 The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types, based on mineral composition and textures. Key concepts include c) metamorphic rocks. Related SOL ES.1 The student will plan and conduct investigations in which

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