WCNY-TV

National Teacher Training Institute 2002-03

Exploring Volcanic Rocks

Author:    Chris Mahon, Owego-Appalachin CSD

Grade Level: 6-8

Subject Matter: Earth Science

Time Allotment: Two 45-minute class periods.

Overview: The Earth's crust is made of various rocks and minerals.   Through the rock cycle magma and lava harden to help shape our planet's surface.   The driving force in this cycle is the movement of magma and lava that creates igneous rocks.

Through the activities presented in this lesson, students will become familiar with the different types of rocks in the rock cycle. After examining Web sites and video clips, students will participate in a hands-on activity in which they will have to examine different igneous rocks to determine whether they were formed intrusively or extrusively. This lesson will ideally be used as an introduction to a larger unit on geology.

Learning Objectives

Students will be able to:

•        Identify the different stages of the rock cycle;

•      Develop a hypothesis about the density of intrusive and extrusive rocks.

                            •      Describe the characteristics of igneous rocks;

                            •      Measure and calculate the different densities of igneous rocks.

•        Differentiate between intrusive and extrusive igneous rocks.

Standards:

From the from the National Science Standards for grades 5-8, available online at http://www.nap.edu/html/nses/html/6d.html#csa58/    

A-3

The students will be able to Use appropriate tools and techniques to gather, analyze, and interpret data.

D-l

The students will understand the Structure of the Earth System,

E- 1

The students will apply their Abilities of Technological Design

E-2

The students will utilizeUnderstandings about Science and Technology  

From the Technology Foundation Standards for Students available at

http://cnets.iste.org/students/s_stands.html/

1.Basic operations and concepts

       - Students demonstrate a sound understanding of the nature and operation

          of technology systems.

       - Students are proficient in the use of technology.

  3.Technology productivity tools

       - Students use technology tools to enhance learning, increase productivity, and promote                  

          creativity.

       - Students use productivity tools to collaborate in constructing technology-enhanced models,    

           prepare publications, and produce other creative works.

4.Technology communications tools

         - Students use telecommunications to collaborate, publish, and interact with

            peers, experts, and other audiences.

         - Students use a variety of media and formats to communicate information

            and ideas effectively to multiple audiences.

5.Technology research tools                     

          - Students use technology to locate, evaluate, and collect information from

              a variety of sources.

           - Students use technology tools to process data and report results.

           - Students evaluate and select new information resources and technological

              innovations based on the appropriateness for specific tasks.

Media Components

              Video           

available online from http://Unitedstreaming.com       

            - Title:Scientific Method and Measurement        

Clip:   Measuring Density

            - Title: Basics of Geology:   All about Rocks and minerals

  Clip:   The rock cycle igneous rocks  

Web Sites

            In or Out? Igneous Rocks (Submitted by Anne Sawyer and Brien Park Edited 07/08/02 LL)  

      An Introduction of igneous Rocks website http://www.np s .gov/brca/Geodetect/Rocks%20&%20Minerals/igneous.htm /

This Web site introduces igneous rocks and the inside of the earth and its layers.   This Web site also provides examples of igneous rocks including, granite and basalt, are the two most abundant igneous rocks at the earth's surface.

card 1 IGNEOUS ROCKS (geotour)

http://seis.natsci.csulb.edu/basicgeo/IGNEOUS/IGNEOUS.ht m l /

This website is a Geotour of Igneous Rocks, including intrusive and extrusive igneous rocks.   It is designed to allow you to learn about igneous rocks at your own speed using images of rock samples.   There is a self-quiz at the end of the site.

Materials

For each student:

Igneous Rock Density Lab (see attached)

Pencil and paper

For each group of 4-5 students:

1 Triple Beam Balance

1 Sample of Basalt, Obsidian and Pumice

Prep for Teachers

Prior to teaching this lesson, bookmark the Web sites used in the lesson on each computer in your classroom. Also download each of the listed video clips from unitedstreaming.com

Prepare the hands-on element of the lesson by:

1)      Copying all three of the igneous rocks data sheets, so be sure to have enough copies of each Roster to meet the needs of your class.

2)      Copying the igneous rocks lab worksheet for each group of 4-5 students.

When using media, provide students with a FOCUS FOR MEDIA INTERACTION, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1   Ask your students what they think of when they hear the word “Density.” What does this term mean ? (Students will most likely say things like weight, mass, volume, how heavy something is.)

Step 2 Explain to your students that density is the amount of mass in a given volume. Explain to your students that they will now be looking at a piece of video to understand what density is.

Step 3 View Scientific Method and Measurement: Measuring Density Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to identify a definition of what density is. [START the video clip at the beginning showing a thermometer with the woman on t he soundtrack saying scientists are constantly comparing]…[PAUSE the clip at the section showing a person using a balance and the narrator saying “density is the mass of a substance per a certain unit of volume”.]   Check for comprehension, asking your students to define density. (answer: density is the mass of a substance per a certain unit of volume)

Step 4 Continue to View Scientific Method and Measurement Clip: Measuring Density   Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them what weighs more a ton of feathers or a ton of lead? [Restart the video clip at the feathers and lead on a balance .] [PAUSE at the narrator asking “which weighs more?”] Check for comprehension, asking your students what weighs more a ton of feathers or a ton of lead? (answer: they are both the same…there are just more feathers.

Step 5 Continue to View Scientific Method and Measurement Clip: Measuring Density   Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them how to compute the density of an object? [Restart the video clip at the feathers and lead on a balance .] [PAUSE at the screen showing a boy moving a balance and the narrator saying “density is the mass/volume”.] Check for comprehension, asking your students how to compute density?   (answer:density is the mass/volume).

Step 6 Continue to View Scientific Method and Measurement Clip: Measuring Density   Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them they would find the volume of an irregular shaped object? [Restart the video clip at the balance and definition of Density = mass/volume .] [PAUSE at the screen showing a boy place a rock in a graduated cylinder and the narrator saying “to get the volume of the submerged object”.] Check for comprehension, asking your students how to find the volume of an irregular shaped object? (answer: displacement:   subtract the original amount of water from the amount of water with the object in it).

Step 7 Continue to View Scientific Method and Measurement Clip: Measuring Density   Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them can you find the mistake that they have made in computing the volume? [Restart the video clip at the submerged rock by unpausing .] [Then PAUSE at the screen showing 185-166=9 and the narrator saying “it just so happens”.] Check for comprehension, asking your students what the mistake was?(answer:185-166=19). Then stop the clip.

Step 8 Next, distribute or email the attached document “What is an igneous rock?” to your students. Ask your students to carefully read over the document, and make a tentative decision regarding what they think are the characteristics of an igneous rock.

Step 9 After your students have completed reading the document, ask your students for a show of hands regarding what inferences they can make about the different ways that igneous rocks are formed. (magma cooling inside of the crust and lava cooling outside of the crust)

Step 10 After your students have completed reading the document, ask your students for a show of hands regarding what inferences they can make about the different ways that igneous rocks are formed. (magma cooling inside of the crust and lava cooling outside of the crust)

Learning Activity

Step 1. Ask your students what properties might effect the density of an igneous rock (Answers and reactions will vary).

Step 2. Inform your students that, igneous rocks do have different densities based on forming intrusively and extrusively as well as their silica content.   Then have the students log on to the“ In or Out? Igneous Rocks” article on the   (Submitted by Anne Sawyer and Brien Park   Edited 07/08/02 LL)   An Introduction of igneous Rocks website http://www.nps.gov/brca/Geodetect/Rocks%20&%20Minerals/igneous.ht m /   Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to identify five different facts about silica . After your students have read the article, check for comprehension and fill in any gaps in their information. (Intrusive vs. Extrusive

intrusive -- inside and extrusive – exit   Intrusive rocks come from magma cooling slowly inside of Earth's crust.   Since magma cools slowly, crystals have time to grow. Thus, intrusive rocks form large crystals i.e. granite.)   The opposite is true of extrusive rocks, which have little or no crystals i.e. Obsidian)

Step 3. View Title: Basics of Geology:   All about Rocks and minerals

  Clip:   The rock cycle igneous rocks,   using your hypermedia on your computer with projection and sound so that students may view. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to identify a what igneous means? [START the video clip at   the drawing of fire and the narrator saying “igneous rocks mean fire formed”].. . [Then   PAUSE the clip at the picture of the dark colored molten material erupting. Check for comprehension, asking your students to identify what igneous means? (answer:fire formed).

Step 4. Continue to View Title: Basics of Geology:   All about Rocks and minerals

  Clip:   The rock cycle igneous rocks,   using your hypermedia on your computer with projection and sound so that students may view. Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to Again, what are two ways of igneous rocks form ? [START the video clip at   the drawing of fire and the narrator saying“igneous rocks mean fire formed”].. . [Then   PAUSE the clip the picture of a mountain and the narrator saying granite is. Check for comprehension, asking your students to identify what are two ways that igneous rock form? (Answer: intrusively and extrusively)

Step 5. Continue to View Title: Basics of Geology:   All about Rocks and minerals

  Clip:   The rock cycle igneous rocks Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them list give an examples of   an igneous rock. [START the video clip at when the man tells what granite is] [STOP the video clip when the narrator says Yosemite National Park]

Step 6. Pose the question to the students “ what generalization could you make about intrusive rocks compared to extrusive rocks?( Student opinions will vary; many will probably sate that intrusive form inside the earth while extrusive form outside of the earth.   Students may also say that there grain size changes depending on how they're formed.)

Step 7. Ask your students to log on to the igneous rock website

card 1 IGNEOUS ROCKS (geotour)

http://seis.natsci.cs u lb.edu/basicgeo/IGNEOUS/IGNEOUS.html

(Guide students to realize that, igneous rocks form intrusively (inside the earth) and extrusively (outside the earth). Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them list give three more examples of   an igneous rock. Therefore, they will have different densities depending on how they form.) Check for comprehension, asking your students to identify three more examples of igneous rocks. (answer:   GRANITE, DIORITE, GABBRO, RHYOLITE, ANDESITE, and BASALT)

Culminating Activity

Igneous Rocks Lab

Step 1. Divide your class into groups of 4-5 students. Ask each group to compare the three different rock samples provided to their groups. How do their densities compare?

Step 2. Distribute the Igneous rocks lab worksheet (see attached) to each group. Also distribute a data recording sheet.   The students will record the mass and volume and compute the density using the formula d=m/v for each rock sample .

Step 3. Let students decide what reasons may give the different rocks higher or lower densities. After the students have discussed the attributes of their three different rocks and their densities, ask them what would make these rocks have different densities.

Step 4. As an assessment of the lesson, ask students to write an essay discussing the different densities of the different types of igneous rocks. Encourage students to include information and examples from the video and Web sites in their work.

Cross-Curricular Extensions

LANGUAGE ARTS/VISUAL ART

Develop an igneous rock trading card.   Using dictionary format choose a specific rock name and write a definition describing this igneous rock then draw an illustration to accompany your entry.

MATHEMATICS

Measure, compute and record the mass, volume and density of different real life objects used in the classroom.   Present your findings to the rest of the class.

SOCIAL STUDIES /TECHNOLOGY

Research the uses for igneous rocks through time periods.   What are the current uses for the different types of rocks.   How have the uses of these rocks changed over time? Create

A timelines detailing these changes.

Community Connections

•              Visit your Science center, and investigate the different geological findings in your area. Prepare a written report or PowerPoint presentation on your findings.

.

•             How do Geologists make a living? Invite a local geologist/ archaeologist into your classroom and conduct interviews about how they use rock/mineral reference sheets in their jobs.   Write a formal description about how they use geology in their professions.

•             Research the geologic history of your local area.   Then take a field trip to observe some of the local geological formations. Are their many formations from volcanic activity?   What types of rocks are prevalent.   The students will write a report about their findings.

Student Materials

Student Materials (attached) include:

*             Density of Igneous rocks lab

Name                                                                                  Date            

The Density of igneous rocks

In this lab, you will use water to help you measure the density of igneous rocks.

· Purpose:

How can you compare the density of different igneous rocks?

Hypothesis:   What igneous rock do you think will have the highest density?   What igneous rock will have the lowest density?

· Materials

graduated cylinder, 100 ml

3 igneous rock samples: granite, obsidian, and basalt

· Procedure                 

1.     Check to make sure the igneous rock samples are small enough to fit in the graduated cylinder.

•  Place the granite on the balance and record its mass in the data table on the next page.

  3.   Fill in the cylinder with water to the 50-mL mark.

  4. Carefully place the granite into the cylinder of water. Try not to spill any of the water.

  5.        Read the level of the water on the scale of the graduated cylinder. Record the level of the water with the granite in it.

  6.        Calculate the volume of water displaced by the granite. To do this, subtract the volume of water without the granite from the volume of water with the granite. Record your answer.

  7. Calculate the density of the granite by using this formula.

Mass of igneous rock

Density =___________________________________

Volume of water displaced by the igneous rock

(Note: Density is expressed as g/cm 3. One ml of water has a volume of 1 cm3.)

8.     Remove the water and igneous rock from the cylinder.

9.     Repeat steps 2-8 for the basalt and the obsidian.

· Data Table

Results

Write your answers in the spaces provided.

      1. Which igneous rock had the highest density? The lowest density?

2.      How does finding the volume of the water that was displaced help you find the volume of the igneous rock itself?

3.      Why won't the procedure you used in this lab work for a substance that floats or one that dissolves in water?

4.      Granite is sometimes is used in building and construction.   Explain why you think that this is true based on your measurements.

Conclusion

5. Think About It! Does the shape or size of a igneous rock sample affect its density?

Explain.

6.   Repeat the activity by finding the density of two other rocks or materials. Then compare the densities of these materials with granite, obsidian and basalt. Use the data table below to record your data.

7.   What were the process skills that you used during this lab?