LESSON 1

SEDIMENTARY ROCKS

Sandstone and mudstone and shale

about some characteristics of sedimentary rocks that sedimentary rock can be formed by pressure from layers of sediment resulting in the compaction and cementation of grains

Look at sedimentary rocks under a hand lens.  Not grains.

Do experiment to measure porosity of different sedimentary rocks – percentage mass gain when put into water for a given amount of time.  Nice planning exercise

Make “sandstone”.  Just sand is not enough, a “cement” is needed..  Try various mixes of sand, plaster of Paris and water.  Put in a cut off syringe (oil first) – compress and then dry.  Test by dropping 1kg mass from increasing heights.

LESSON 2

SEDIMENTARY ROCKS

Limestone and chalk

that the composition of a limestone is related to the process of formation

Lots of scope for any SC1 strand here.

Limestone contains remains of shell fish so fossils present and carbonates.  Nice but challenging experiment to find which of 2 types of limestone contains most carbonates.  Find % mass loss when reacted with acid for a fixed amount of time, or at a lower level – which fizzes the most!

LESSON 3

METAMORPHIC ROCKS

Marble, quartzite, slate

that increasing temperature and pressure can cause some rocks to change in the solid state

that metamorphic rocks are formed from pre-existing rocks during metamorphism, as a result of high pressure and/or high temperature

examine samples of metamorphic rock and compare them with the sedimentary rocks from which they were formed,
eg limestone and chalk with marble, sandstone with quartzite, shale with slate. Using slides or photographs, show pupils illustrations of the alignment of grains, eg in slate. Ask pupils to choose one pair of sedimentary and metamorphic rocks, describe the differences between them and explain how the metamorphic rock was formed.

LESSON 4

IGNEOUS ROCKS

Granite, basalt, pumice

that igneous rocks crystallise from magma

that the rate of cooling and crystallisation determines the grain size in an igneous rock

to use first-hand and secondary sources of data to investigate differences between igneous rocks

Model the effects of cooling rates on crystal size, with pupils representing atoms free to move around in an open space, as in a melt. On cooling, indicated by a signal, pupils stick together to begin forming crystals. The longer this goes on, the larger and fewer the crystals will become. Ask pupils to relate differences in crystal size (number of pupils bonded) and number of crystals (number of groups of pupils) to cooling time and to explain in terms of the particle model of matter.

Put salol on a warm and cold microscope slide and observe crystals formed under a microscope or make copper sulphate crystals slowly (over a few days) and quickly (in lesson) and compare crystal size.

Measure density of a number of different igneous rocks – revision of Y7 work.  Indicates silica rich (granite) and iron rich (gabbro) rocks.

LESSON 5

ROCK CYCLE

that the rock cycle links together the processes of rock formation

 how the rock cycle provides a continuous supply and transformation of Earth materials

Rock Cycle Video from Website. 

Some cut and paste sheet which no doubt exists somewhere.