Download Glencoe Science Chapter Resources Rocks Includes

Glencoe Science
Chapter Resources
Rocks
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Section Focus Transparency 1: Jonathan Blair/NGS Image Collection; Section Focus Transparency 2:
Bettmann/CORBIS; Section Focus Transparency 3: Farrell Grehan/Photo Researchers; Section Focus Transparency 4: John M. Roberts/The Stock Market; Teaching Transparency: (l) Martin Miller, (c) Jeff Gnass, (r)
Doug Sokell/Tom Stack & Assoc.
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Rocks program. Any other reproduction, for use or sale, is prohibited without
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Table of Contents
To the Teacher
Reproducible Student Pages
■
iv
Hands-On Activities
MiniLAB: Try at Home Modeling Rock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Classifying Sediments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Igneous Rock Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Sedimentary Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Concretions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Identifying Metamorphic Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10
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
iii
To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach
this 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 Activities
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers 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 Skills
activity written by renowned educator, Dinah Zike, that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.
Meeting Individual Needs (Extension and Intervention)
Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.
iv
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab
and MiniLAB found in the Student Edition. The materials lists, procedures, and questions
are repeated so that students do not need their texts open during the lab. Write-on rules are
included for any questions. Tables/charts/graphs are often included for students to record
their observations. Additional lab preparation information is provided in the Teacher Guide
and Answers section.
Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the concepts 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 less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats 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 the
teacher version—Content Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter 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 will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recall—students will interpret basic information and
demonstrate 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 Activities
Section Focus Transparencies: These transparencies are designed to generate interest
and 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. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.
v
Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.
Teacher Support and Planning
Content 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 blanks
in the students’ Note-taking Worksheets.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Spanish Resources: A Spanish version of the following chapter features are included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.
vi
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Modeling Rock . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Classifying Sediments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Igneous Rock Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Sedimentary Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Concretions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Identifying Metamorphic Rocks . . . . . . . . . . . 11
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Rocks
1
Hands-On Activities
Hands-On
Activities
2 Rocks
Date
Class
Hands-On Activities
Name
Modeling Rock
Procedure
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.
Analysis
1. Which rock type is similar to your hardened mixture?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. Which part of the rock cycle did you model?
Rocks
3
Name
Date
Class
Procedure
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-sized
sediment.
4. Use tweezers or a dissecting probe and a magnifying lens to separate the
gravel-sized sediments.
5. Separate the gravel into piles—rounded or angular.
Analysis
1. Describe the grains in both piles.
2. Determine what rock could form from each type of sediment you have.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Classifying Sediments
4 Rocks
Name
Date
Class
Hands-On Activities
Igneous Rock Clues
Lab Preview
Directions: 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?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
You’ve learned how color often is used to estimate the composition of an
igneous rock. The texture of an igneous rock describes its overall appearance,
including mineral grain sizes and the presence or absence of bubble holes, for
example. In most cases, grain size relates to how quickly the magma or lava
cooled. Crystals you can see without a magnifying lens indicate slower
cooling. Smaller, fine-grained crystals indicate quicker cooling, possibly due
to volcanic activity. Rocks with glassy textures cooled so quickly that there
was no time to form mineral grains.
Real-World Question
What does an igneous rock’s texture and color indicate about its formation history?
Materials
rhyolite
basalt
vesicular basalt
pumice
granite
obsidian
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 have
sharp edges. Always use caution while handling
samples.
gabbro
magnifying lens
Procedure
1. Arrange rocks according to color (light or
dark). Record your observations in the data
table in the Data and Observations section.
2. Arrange rocks according to similar texture.
Consider grain sizes and shapes, presence
of holes, etc. Use your magnifying lens to
see small features more clearly. Record your
observations.
Rocks
5
Name
Date
Class
(continued)
Size and Shape
of Crystals
Color
Texture
Other
Rock Name
Conclude and Apply
1. 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.
Communicating Your Data
Research the compositions of each of your samples. Did the colors of any samples lead
you to infer the wrong compositions? Communicate to your class what you learned.
6 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Sedimentary Rocks
Lab Preview
Directions: 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 for
classifying igneous rocks?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Sedimentary rocks are formed by compaction and cementation of sediment.
Because sediment is found in all shapes and sizes, do you think these characteristics could be used to classify detrital sedimentary rocks? Sedimentary
rocks also can be classified as chemical, or organic.
Real-World Question
Procedure
How are rock characteristics used to classify
sedimentary rocks as detrital, chemical, or
organic?
1. Complete the procedure below and fill in
the Sedimentary Rock Samples table in the
Data and Observations section.
2. Determine the sizes of sediments in each
sample, using a magnifying lens and a
metric ruler. Using Table 2, in your textbook, classify any grains of sediment in
the rocks as gravel, sand, silt, or clay. In
general, the sediment is silt if it is gritty
and just barely visible, and clay if it is
smooth and if individual grains are not
visible.
3. Put a few drops of 5% HCl solution on
each rock sample. Bubbling on a rock indicates the presence of calcite.
4. Examine each sample for fossils and
describe any that are present.
5. Determine whether each sample has a
granular or nongranular texture.
Goals
■
■
■
Observe sedimentary rock characteristics.
Compare and contrast sedimentary rock
textures.
Classify sedimentary rocks as detrital,
chemical, or organic.
Materials
unknown sedimentary rock samples
marking pen
5% hydrochloric acid (HCl)
dropper
paper towels
water
magnifying lens
metric ruler
Safety Precautions
WARNING: HCl is an acid and can cause
burns. Wear goggles and a lab apron. Rinse
spills with water and wash hands afterward.
Analyze Your Data
1. Classify your samples as detrital, chemical,
or organic.
2. Identify each rock sample.
Rocks
7
Name
Date
Class
(continued)
Sedimentary Rock Samples
Sample
Observations
Minerals or
Fossils Present
Sediment
Size
Detrital
Chemical,
or Organic
Rock
Name
A
B
C
D
E
Conclude and Apply
1. 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 rocks
that have a nongranular texture.
Communicating Your Data
Compare your conclusions with those of other students in your class. For more help,
refer to the Science Skill Handbook.
8 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Date
1
Laboratory
Activity
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 precipitated
around a central core. Concretions may be harder than the surrounding rock. They are found as the
surrounding rock is weathered.
Strategy
You 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 paper
cardboard (stiff)
pie pan (disposable)
spoon
patching plaster
water
rock with flat side
dropper
food coloring
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. 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 the
plaster will spread but not run.
3. Place the rock flat side down on the waxed
paper. Spread the plaster over its exposed
sides. Record the color of the layer in
Table 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 a
different color. Record the color in the table.
8. On the fourth day, add another layer using
a third color. Record. Contours may be
thicker in some places since concretions are
not always smooth.
9. On the fifth day, remove the cardboard and
waxed paper. Sketch the bottom of the
concretion on the next page.
Data and Observations
Table 1
Day
Color
Day
1
3
2
4
Color
Rocks
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
Questions and Conclusions
1. 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?
10 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Sketch of concretion
Date
2
Laboratory
Activity
Class
Identifying Metamorphic
Rocks
Metamorphic rocks are those which have been changed by heat, pressure, fluids, and chemical
activity beneath Earth’s surface. Each metamorphic rock can be identified and classified by its
composition and texture. Foliated metamorphic rocks have a sheetlike or layering orientation of
their minerals. Nonfoliated metamorphic rocks are composed of mineral grains that don’t form
layers. In this activity, you will examine and identify samples of both types of metamorphic rocks.
Strategy
You 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.
Materials
numbered rock samples: gneiss, hornfels,
marble, phyllite, quartzite, schist, slate, and
soapstone
magnifying lens
colored pencils
Figure 1
Rock
Gneiss
Alternating bands of light and
dark minerals; bands may or
may not be bent; often visible
crystals; may contain thin,
dark streaks
Hornfels
Usually dark in color, but may
be pink, brown, violet, or green;
fine-grained, dense, hard rock
Marble
Can be white, brown, red, green,
or yellow; can be scratched with
a nail; texture can be smooth or
sugary; large interlocking cystals
Phyllite
Fine-grained rock; has a frosted
sheen resembling frosted
eye shadow
Quartzite
Made of interlocking quartz
crystals; pure quartzite is white,
but other minerals may color it
gray or even black;
scratches glass
Schist
Medium-grained rock; may have
long, stretched crystals; may
shimmer or look flaky
Slate
Usually gray or black; very finegrained rock; individual grains
difficult to see with hand lens;
has obvious layers
Soapstone
Soft, easily carved rock; slippery
feel; color varies from very pale
to dark green
Safety Precautions
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. Arrange your rock samples in numerical
order. Begin by examining rock sample 1.
In the table in the Data and Observations
section, make a sketch of the rock sample.
Use colored pencils to make your sketch as
realistic as possible.
2. Next observe the rock’s physical properties,
such as the color and the size and arrangement of crystals. Write a description of the
rock in the data table.
3. Use the identification key in Figure 1 to
identify the name of the rock sample. Write
the name in the data table.
4. Based on your observations and what you
know about metamorphic rocks, classify
the rock sample as foliated or nonfoliated.
Record your classification in the data table.
5. Repeat steps 1 through 4 with rock samples
2 through 8.
Description
Rocks
11
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 2 (continued)
Sample
Number
Drawing
Description
Rock
Name
Foliated or
Nonfoliated
1
2
3
4
5
6
7
8
Questions and Conclusions
1. Which rock samples were the most difficult to identify?
2. Suggest why two samples of the same type of metamorphic rock might look different from
each 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?
12 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Hands-On Activities
Rocks
Directions: Use this page to label your Foldable at the beginning of the chapter.
Rock Types
Igneous
Metamorphic
Sedimentary
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
can 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 and
cemented together
Rocks
13
Meeting Individual Needs
Meeting Individual
Needs
14 Rocks
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Rocks
Directions: Complete the concept map using the terms in the list below.
metamorphic
rock cycle
igneous
limestone
The
Meeting Individual Needs
1.
illustrates how rocks
change through time
and includes
2.
and includes
and includes
3.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
sedimentary
rocks such as
rocks such as
granite
marble
rocks such as
4.
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.
b.
c.
d.
a sedimentary rock can become metamorphic rock
a metamorphic rock can become an igneous rock
an igneous rock can form a sedimentary rock
all of the above
Rocks
15
Name
Date
Directed Reading for
Content Mastery
Section 1
Section 2
■
■
Class
The Rock Cycle
Igneous Rocks
Directions: Study the following diagram. Then answer the questions below.
Igneous
rock
Cooling
Meeting Individual Needs
Melting
Weathering
and erosion
Magma
Melting
Weathering
and erosion
Heat and
pressure
Melting
Weathering
and erosion
Sediments
Compaction
and
cementation
Metamorphic
rock
Sedimentary
rock
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 into
metamorphic rocks.
4. Metamorphic rock can ____________________ and then cool to become
igneous rock.
5. Weathering and erosion break igneous and other types of rock into smaller pieces
called _____________________.
16 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Heat and
pressure
Name
Date
Directed Reading for
Content Mastery
Section 3
Section 4
■
■
Class
Metamorphic Rocks
Sedimentary Rocks
Directions: Draw a line from the description on the left to the correct term on the right.
metamorphic rocks
2. a type of organic sedimentary rock
formed from the pieces of dead plants
foliated rock
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. rocks formed by changes in temperature
and pressure or the presence of hot,
watery fluids
coal
4. sedimentary rocks such as halite that
are formed when minerals come out
of solution
nonfoliated rock
5. sedimentary rocks such as sandstone
that are formed from broken fragments
of other rocks
chalk
6. a type of organic sedimentary rock made
of the mineral calcite and formed largely
from the shells of ocean animals
detrital rocks
7. rocks formed when sediments are pressed
and cemented together or when minerals
form from solutions
chemical rocks
8. a type of metamorphic rock in which
mineral grains flatten and line up in
parallel layers
Meeting Individual Needs
1. a type of metamorphic rock in which
mineral grains grow and rearrange
but do not form layers
stacked rocks
sedimentary rocks
9. sedimentary rock in which the older rocks,
unless disrupted, are on the bottom
10. an organic sedimentary rock made of
microscopic shells
fossil-rich limestone
Rocks
17
Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Rocks
Directions: Write the terms below next to their definitions on the lines provided. Then circle the terms in
the puzzle.
compaction
intrusive
foliated
metamorphic
A G N T
granitic
sediment
U R M Z D
J
igneous
rock
S W
Meeting Individual Needs
R D R D O Z E A T N E V
F O L
I
A T
E D V D U
W B C L G R A N
O
I
I
T
I
K S N S M B R L M G
F Q M S E Y O F X C E
C K E K O F R E
B
C
T H
I
J
J M N Q
U A P O K
I
T C
P Y P Q S T H
I
I
V E M H X
N T R U S
I
E C O M P A C
T
P P G N
I
O N O
1. igneous rocks that form below Earth’s surface
2. rocks created by changes in temperature and pressure
or 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 builds
up and pressure from the upper layers causes the
lower 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
18 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
H
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
Las rocas
Instrucciones: Completa el mapa de conceptos usando los siguientes términos.
metamórficas
ciclo de las rocas
ígneas
la piedra caliza
Satisface las necesidades individuales
El(La)
1.
illustra cómo cambian
las rocas con el tiempo
e incluye rocas
2.
e incluye rocas
e incluye rocas
3.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
sedimentarias
como
como
el granito
el mármol
como
4.
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.
b.
c.
d.
una roca sedimentaria puede convertirse en una roca metamórfica
una roca metamórfica puede convertirse en una roca ígnea
una roca ígnea puede convertirse en una roca sedimentaria
todas las anteriores
Las rocas
19
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sección 1
■
Sección 2
■
El ciclo de las
rocas
Rocas ígneas
Instrucciones: Estudia el siguiente diagrama. Luego contesta las preguntas.
Roca
íígnea
Fundición
Meteorización
y erosión
Magma
Fundición
Roca
metamórfica
Meteorización
y erosión
Calor y
presión
Fundición
Meteorización
y erosión
Sedimentos
Compactación
y
cementación
Calor y
presión
Roca
sedimentaria
1. El diagrama muestra los tres tipos de rocas y los procesos que las forman. Este
proceso 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 convertirse en rocas ígneas.
5. La meteorización y la erosión desintegran las rocas ígneas y otros tipos de rocas
en fragmentos llamados _____________________.
20 Las rocas
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
Enfriamiento
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sección 3
■
Sección 4
■
Rocas
metamórficas
Rocas
sedimentarias
Instrucciones: Une con una línea cada descripción de la izquierda con el término correcto a la derecha.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. tipo de roca sedimentaria orgánica que se forma
de los fragmentos de plantas muertas
rocas metamórficas
roca foliada
3. rocas que se formaron al cambiar la temperatura
y la presión o debido a la presencia de líquidos
calientes
carbón
4. rocas sedimentarias como la halita que se formaron
cuando los minerales precipitaron de la solución
roca no foliada
5. rocas sedimentarias como la arenisca que se formaron
a partir de los fragmentos de otras rocas
tiza
6. tipo de roca sedimentaria orgánica compuesta del
mineral calcita, la cual se forma sobre todo de las
conchas de animales marinos
rocas detríticas
7. rocas que se forman cuando los sedimentos son
presionados y cimentados o cuando se forman
minerales a partir de soluciones
rocas químicas
8. tipo de roca metamórfica en la cual los granos de
los minerales se aplanan y se organizan en capas
paralelas
rocas apiladas
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
Satisface las necesidades individuales
1. tipo de roca metamórfica en la cual los granos
minerales crecen y se reorganizan pero no
forman capas
rocas sedimentarias
piedra caliza rica en
fósiles
Las rocas
21
Nombre
Fecha
Clase
Términos claves
Las rocas
Lectura dirigida para
Dominio del contenido
Instrucciones: Escribe los términos al lado de sus definiciones en las líneas dadas. Luego encierra en un círculo
cada término en la sopa de letras.
compactación
intrusiva
foliada
metamórfica
granítica
sedimento
Satisface las necesidades individuales
C O M P A C T
A C
I
ígnea
roca
O N
R D E D O Z E A T N S V
N T R U S
I
V A V E U
W B A L G R G N
O
I
F
R O C A Y E
I
T
M S N S N B R L
D C
I
G
F X C M J
C K R O L
I
A D A M E Q
B
I
S
T F O Z
P Y
I
I
Q S T H
N C R U S
G R A N
I
T
T A
I
I
N C
P P
T N
I
V E M O X
I
C A O N O
1. roca ígnea que se forma bajo la superficie terrestre
2. rocas que se forman debido a cambios en la temperatura y presión o en presencia de líquidos calientes
3. material suelto como fragmentos de rocas, granos de
minerales y restos de plantas y animales
4. proceso por el cual se acumula capa tras capa de sedimento y la presión causada por las capas que están
arriba hace que las capas inferiores se junten y formen
roca sólida
5. mezcla de minerales, materia orgánica, vidrio volcánico u otros materiales
6. tipo de roca metamórfica que se forma cuando los
granos 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 contiene
gran cantidad de sílice
22 Las rocas
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
I
Name
Date
1
Reinforcement
Class
The Rock Cycle
Directions: Study the diagram of the rock cycle. In a paragraph explain how minerals originally in magma could
travel through the cycle and eventually end up in each of the three main classifications of rocks. Tell what must
happen for each rock type to change into another.
Cooling
Melting
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Melting
Weathering
and erosion
Heat and
pressure
Weathering
and erosion
Magma
Meeting Individual Needs
Igneous
rock
Melting
Weathering
and erosion
Sediments
Compaction
and
cementation
Heat and
pressure
Metamorphic
rock
Sedimentary
rock
Rocks
23
Name
2
Date
Class
Igneous Rocks
Reinforcement
Directions: Write the term that matches each description below on the spaces provided. The boxed letters
should spell the kind of rocks that form from magma.
1
2
Meeting Individual Needs
3
4
5
6
1. Igneous rocks that are dense and dark-colored. They form from magma that is rich in iron and
magnesium 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, stiff
magma 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.
24 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7
Name
3
Date
Reinforcement
Class
Metamorphic Rocks
Directions: Complete the concept map using the terms below.
metamorphic rocks
marble
gneiss
foliated rocks
quartzite
shale
nonfoliated rocks
sandstone
granite
Meeting Individual Needs
1.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
can be
classified as
2.
3.
two examples
are
two examples
are
4.
5.
6.
forms from
forms from
forms from
forms from
7.
8.
9.
slate
limestone
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 of
metamorphic rock.
Rocks
25
Name
Date
4
Reinforcement
Class
Sedimentary Rocks
Directions: Complete the outline by filling in the blanks.
Sedimentary Rocks
I. Materials that make up sediments
A.
B.
II. Ways sedimentary rocks can form
A.
Definition:
B.
Definition:
C.
Definition:
III. Classification of sedimentary rocks
A.
Examples:
B.
Examples:
C.
Examples:
26 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
C.
Name
Date
Enrichment
Analyzing Rocks
Materials
10 rock samples
towel
rock hammer
hand lens
Field Guide to Rocks
Procedure
1. On a piece of paper, copy the table heading
shown in Data and Observations. Make
your table ten rows long to provide space
for recording information about the ten
rock samples.
2. Examine the rock samples. Observe characteristics such as minerals present, the size
and shape of mineral grains, and the
arrangement of grains. Record your observations in your table. Sample observations are
shown in the Data and Observations section.
3. Group all the rocks that have a common
characteristic. Make at least three categories.
In the last column of the table, record the
common characteristics on which you
based your groupings.
4. Compare your system of classification with
those devised by your classmates.
5. Crush bits of the rocks. WARNING: Wrap
rock samples in a towel before hitting them
with the hammer. Always wear goggles when
using a rock hammer.
6. Examine the crushed samples with the hand
lens. Record any observable characteristics
not seen in the larger specimen.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Data and Observations
Sample
Minerals
Present
Size / Shape
of Minerals
1
Quartz
Feldspar
Diorite
0.5 cm,
rectangular
Arrangement
of Grains
Other
Information
Common
Characteristic
Grain size
similar to
samples 3 and 7
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 of
grouping? Explain.
5. Was your system of grouping different from those of your classmates? Why did students devise
different classification systems?
Rocks
27
Meeting Individual Needs
1
Class
Name
Date
2
Class
Crystallization
Enrichment
Directions: This chart represents the order in which different minerals crystallize from cooling magma or lava to
form igneous rocks. Both mineral names and the rocks they form are shown. Use the chart to answer the questions.
First to
crystallize
Iron-magnesium
silicate minerals
Feldspar minerals
Plagioclase
(calcium feldspar)
Olivine
Decreasing temperature
Meeting Individual Needs
Pyroxene
Plagioclase
(sodium feldspar)
Amphibole
Biotite
Orthoclase
(potassium feldspar)
Last to
crystallize
Rock
names
Gabbro,
basalt
Diorite,
andesite
Granite,
rhyolite
Quartz
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?
28 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Crystallization
Name
3
Date
Enrichment
Class
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 quartzite
cause more friction, which prevents skidding. Quartzite is made up of quartz grains that are
firmly cemented together when sandstone is subjected to heat and pressure.
Directions: Research and define the following terms related to quartzite.
Meeting Individual Needs
1. aggregates
2. micro-texture of pavement
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. macro-texture of pavement
4. hydroplaning
5. precast concrete panels
6. pink Sioux quartzite
Rocks
29
Name
4
Date
Enrichment
Class
Analyzing Sedimentary Rocks
Materials
flat pan or shallow dish
water
spoon
table salt
Procedure
Analyze
1. 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 Apply
3. 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 Bonneville
salt flats. Explain what might have happened to cause the evaporite deposits.
30 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. 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 not
be disturbed.
7. Once each morning and evening, observe
the pan and record what you see.
8. Continue this process until all the water
has evaporated.
9. Once all the water has evaporated, observe
and record the appearance of the pan.
Name
Date
Note-taking
Worksheet
Section 1
Class
Rocks
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.
3. ________________ rock can be broken into fragments that may later form sedimentary
rock.
C. Conservation of _______________—rock cycle never destroys elements of rocks but merely
redistributes 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 _____________.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. Magma trapped below the surface forms large-grained __________________ igneous rock
when 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 density
than 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.
Rocks
31
Meeting Individual Needs
2. ____________________ rock can melt and cool to form igneous rock.
Name
Date
Class
Note-taking Worksheet (continued)
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
a. Sometimes temperature and pressure are great enough to _____________ rock, forming
magma.
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.
32 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
1. _____________ and _________________ result from one layer of rock on top of another layer.
Name
Date
Class
Note-taking Worksheet (continued)
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.
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
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
F. Rock cycle—a ___________________ and dynamic process
Rocks
33
Meeting Individual Needs
2. Rock salt forms from _______________, which was salt in solution.
Assessment
Assessment
34 Rocks
Name
Date
Chapter
Review
Class
Rocks
Part A. Vocabulary Review
Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct term
in 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
Column II
a. granitic
b. metamorphic rocks
c. rock cycle
d. sedimentary rocks
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
e. cementation
f. basaltic
g. rock
h. extrusive
10. process by which large sediments are glued together
by dissolved minerals to form rock
i. sediments
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
9. metamorphic rocks that don’t have layers
j. igneous rocks
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
k. compaction
l. intrusive
m. foliated
n. lava
o. nonfoliated
Rocks
35
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: 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?
Assessment
4. What makes the rock cycle a “cycle”?
5. What is cementation?
36 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. Your friend challenges you to tell what you know about a rock without seeing it. You are given
a one-word hint: clastic. What can you tell your friend about the rock?
Name
Date
Chapter
Test
Class
Rocks
I. Testing Concepts
Directions: 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 metamorphic
b. 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 grains
b. layers
d. the shape and size of the sediments
4. Lava that cools quickly forms ______ rocks.
a. extrusive metamorphic
c. intrusive metamorphic
b. extrusive igneous
d. intrusive igneous
6. Quartz is a mineral; granite is ______.
a. also a mineral
b. a rock
c. glass
d. mica
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. Metamorphic rocks can be formed from all of the following EXCEPT ______.
a. the formation of minerals from solutions
b. the presence of hot, watery fluids
c. temperature
d. pressure
7. A classification of metamorphic rocks would include whether they are ______.
a. chemical or organic
c. foliated or nonfoliated
b. intrusive or extrusive
d. basaltic or granitic
8. Sedimentary rocks are ______.
a. formed below Earth’s surface as magma
b. a type of foliated igneous rock
c. formed by great heat
d. formed from already existing rocks that are weathered and eroded
9. Andesitic rocks have mineral compositions between those of ______ and basaltic
rocks.
a. conglomerate
c. granitic
b. metamorphic
d. organic
10. The changes that take place in the rock cycle ______.
a. create matter
b. destroy matter
c. create and destroy matter
d. never create nor destroy matter
Rocks
37
Name
Date
Class
Chapter Test (continued)
11. Detrital rocks are ______.
a. made of fragments of other rocks
b. formed from magma
c. precipitated from solution
d. all of these
12. The rock cycle indicates that each type of rock can ______.
a. provide materials to make other rocks
b. form other types of rocks
c. be changed by natural processes
d. 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 material
b. a mixture of minerals, organic matter, volcanic glass, or other materials
c. a pure mineral
d. either igneous or sedimentary
15. The crystals that form in slowly cooling magma are generally ______.
a. nonexistent
b. invisible
c. tiny
d. large
Assessment
17. Sedimentary rocks are usually classified as ______.
a. intrusive or extrusive
c. basaltic, granite, or andesitic
b. foliated or nonfoliated
d. detrital, chemical, or organic
II. Understanding Concepts
Directions: 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 rocks
and living things its sediments came from.
2. All igneous rocks have the same mineral compositions.
3. Nonfoliated rocks have very narrow layering.
38 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
16. Detrital rocks are named according to ______.
a. their ages
c. the size and shape of the sediments
b. their locations
d. the color of the sediments
Name
Date
Class
Chapter Test (continued)
4. Sedimentary rock can be formed from changes in igneous rock, but igneous rock
cannot 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.
Rock A—dark-colored large grains
Rock B—large crystals, high percentage of silica
Rock C—fine-grained texture, light-colored
Rock D—from Hawaiian volcano area, no visible crystals
Extrusive
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Skill: Interpreting Data
Directions: Use the information about igneous rocks A–D to classify each one as intrusive or extrusive and
basaltic or granitic. Fill in the chart with A, B, C, or D.
Intrusive
Basaltic
7.
8.
Granitic
9.
10.
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 or
below?
Rocks
39
Name
Date
Class
Chapter Test (continued)
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 Concepts
Directions: Identify each rock as igneous, metamorphic, or sedimentary.
1. sandstone
2. granite
3. rock salt
5. gneiss
Assessment
6. slate
7. limestone
IV. Writing Skills
Directions: Answer the following questions using complete sentences.
1. Describe the differences among detrital, chemical, and organic rocks.
2. Where does the rock cycle begin?
40 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
4. obsidian
Transparency Activities
Transparency
Activities
Rocks
41
Name
1
Date
Section Focus
Transparency Activity
Class
A Cone Cave Place
To Live
1. What properties of these cones make them useful for carving
homes?
Transparency Activities
2. What advantages are there to living in a rock? Disadvantages?
3. How might weather affect these rock homes?
42 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Have you ever thought about living in a rock? This photo shows an
area in Turkey called Cappadocia. People have carved their homes
into the giant rock cones at Cappadocia for at least 2,000 years.
Name
2
Date
Section Focus
Transparency Activity
Class
Bad For Pompeii, Good
For Archaeology
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The ancient city of Pompeii in Italy was buried by the eruption of
Mt. Vesuvius in 79 A.D. The ruins were discovered in the late 1500s, but
excavations were not systematized until the 1860s.
1. How did the volcano preserve the artifacts in Pompeii?
2. What clues do you have that Pompeii was covered by ash rather
than lava?
Rocks
43
Name
3
Date
Section Focus
Transparency Activity
Class
Pressured to Change
Transparency Activities
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. Why
is there so much variation?
44 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Since the days of ancient Greece, sculptors have used marble to
create beautiful works of art. Formed from limestone and various
minerals, marble must be carefully cut from quarries like the one
shown below.
Name
4
Date
Section Focus
Transparency Activity
Class
It’s Sedimentary
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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. Arches
National Park is pictured below.
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.
Rocks
45
Date
1
Teaching Transparency
Activity
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name
Class
The Rock Cycle
Rocks
47
Name
Teaching Transparency Activity
Date
Class
(continued)
1. Heat and pressure deep below the Earth’s surface form what kind of rock?
2. What formed the alluvial fan?
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
48 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. Name the three major classifications of rocks and the processes that can form each type.
Name
Date
Assessment
Transparency Activity
Class
Rocks
Directions: Carefully review the graph and answer the following questions.
Elements in Earth's Crust
Sodium
Calcium
Iron
Others
Aluminum
Oxygen
1. According to this information, which element in Earth’s crust has
a percentage greater than 40%?
A Aluminum
C Iron
B Silicon
D Oxygen
2. According to the graph, which element in Earth’s crust has the
LEAST percentage?
F Aluminum
H Calcium
G Sodium
J Iron
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Silicon
3. About how much greater is the percentage of aluminum in Earth’s
crust than that of iron?
A less than 1%
C 10%
B 3%
D 20%
Rocks
49
Teacher Support
and Planning
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6
Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10
Rocks
T1
Section 1
Rocks
The Rock Cycle
A. Rock—mixture of minerals, volcanic glass, organic matter, or
other material
Underlined words and
phrases are to be filled
in by students on the
Note-taking Worksheet.
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 or
granitic 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.
T2 Rocks
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Content Outline
for Teaching
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 the
Earth’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 change
into several different metamorphic rocks.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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.
Rocks
T3
Teacher Support & Planning
Content Outline for Teaching (continued)
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 over
millions 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 sediment
fragments compacted or cemented together; chemical is formed from formerly dissolved minerals;
organic is formed from once-living things.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Content Outline for Teaching (continued)
T4 Rocks
Las rocas
El ciclo de las rocas
Lo 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.
Vocabulario
rock / roca: mezcla de uno o más minerales,
vidrio volcánico, materia orgánica u otros
materiales; puede ser ígnea, metamórfica o
sedimentaria.
rock cycle / ciclo de las rocas: modelo que
describe el cambio lento de las rocas de una
forma a otra a través del tiempo.
idamente sobre o cerca de la superficie
terrestre.
basaltic / basáltica: roca ígnea densa y oscura
que se forma del magma rico en magnesio y
hierro 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 la
roca basáltica.
Por qué es importante
Las rocas ígneas son el tipo de roca más abundante en la corteza de la Tierra. Contienen
muchos recursos valiosos.
Pistas en las rocas
ígneas
Por qué es importante
Las rocas están en todas partes: debajo de los
oceanos, en las altas montañas, y aún en las
aceras adonde caminas.
Rocas ígneas
Lo que aprenderás
■
■
■
A reconocer el magma y la lava como los
materiales que se enfrían y forman rocas
ígneas.
A contrastar la formación de rocas intrusivas con la formación de rocas extrusivas.
A contrastar las rocas ígneas graníticas y
basálticas.
Vocabulario
igneous rock / roca ígnea: roca intrusiva o
extrusiva que se forma cuando el magma
caliente se enfría y se endurece.
lava / lava: material rocoso derretido, espeso y
viscoso, que fluye de los volcanes hacia la
superficie terrestre.
intrusive / intrusiva: tipo de roca ígnea que,
por lo general, contiene cristales de gran
tamaño y que se forma cuando el magma se
enfría lentamente debajo de la superficie
terrestre.
extrusive / extrusiva: roca ígnea de grano fino
que se forma cuando el magma se enfría rápT6 Las rocas
Has aprendido que el color se usa con frecuencia para estimar la composición de las rocas
ígneas. La textura de las rocas ígneas describe
su apariencia general, incluyendo los tamaños
de los granos de minerales y la presencia o
ausencia de hoyos hechos por burbujas. En la
mayor parte de los casos, el tamaño del grano
se relaciona con cuán rápidamente el magma o
la lava se enfriaron. Si puedes ver cristales sin
una lupa es porque el enfriamiento fue lento.
Los cristales más pequeños de grano más fino
indican un enfriamiento más rápido, posiblemente debido a la actividad volcánica. Las
rocas con textura vidriosa se enfriaron tan rápidamente que no hubo tiempo para que se formaran granos minerales.
Preguntas del mundo real
¿Qué indican la textura y el color de las rocas
ígneas sobre la historia de su formación?
Materiales
riolita
basalto
basalto vesicular
pumita
granito
obsidiana
gabro
lupa
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Spanish
Resources
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 seguridad
Algunas muestras de roca pueden tener bordes
filosos. Trabaja con cuidado siempre que
manejes muestras.
Procedimiento
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. Organiza las rocas según su color (claras u
oscuras). Anota tus observaciones en tu
Diario de ciencias.
2. Organiza las rocas según la similitud de las
texturas. Considera el tamaño y forma de
los granos, la presencia de hoyos, etc. Usa
tu lupa para ver los rasgos pequeños con
más claridad. Anota tus observaciones.
■
A clasificar las rocas metamórficas como
foliadas y no foliadas.
Vocabulario
foliated / foliada: roca metamórfica, como la
pizarra y el gneiss, cuyos granos minerales se
aplanan y se alinean en capas paralelas.
foliated / foliada: roca metamórfica, como la
pizarra y el gneiss, cuyos granos minerales se
aplanan y se alinean en capas paralelas.
nonfoliated / no foliada: roca metamórfica,
como la cuarcita y el mármol, cuyos granos
minerales crecen y se reordenan, pero sin
formar capas.
Por qué es importante
Las rocas metamórficas son útiles debido a sus
propiedades únicas.
Rocas sedimentarias
Concluye y aplica
Lo que aprenderás
1. Infiere el color por cuáles rocas son
graníticas.
2. Infiere cuáles rocas se enfriaron rápidamente. ¿Qué observación te llevó a esta
inferencia?
3. Identifica aquellas muestras que sugieren
que los gases escaparon de su interior
durante el enfriamiento.
4. Describe cuáles muestras tienen una apariencia vidriosa. ¿Cómo se formaron estas
rocas?
5. Infiere qué muestras que no son volcánicas. Explica.
■
Comunica tus datos
Investiga la composición de cada una de tus
muestras. ¿El color de alguna de las muestras
te llevó a inferir erróneamente? Comunica a
tu clase lo que aprendiste.
Rocas metamórficas
Lo que aprenderás
■
A describir las condiciones en la Tierra que
causan la formación de las rocas metamórficas.
■
A explicar cómo se forman las rocas sedimentarias a partir de sedimentos.
A clasificar rocas sedimentarias como de
origen detrítico, químico u orgánico.
Vocabulario
sediments / sedimentos: materiales sueltos,
como fragmentos rocosos, granos minerales
y restos de plantas y animales, dejados por el
viento, el agua, el hielo o la gravedad.
sedimentary rock / roca sedimentaria: se forma cuando los sedimentos se compactan y se
cementan o cuando los minerales salen de
una solución o cuando la evaporación los
deja atrás.
compaction / compactación: proceso que
forma rocas sedimentarias cuando las capas
de sedimentos pequeños se comprimen
debido al peso de las capas superiores.
cementation / cementación: proceso formador de rocas sedimentarias en el cual los
cementos naturales que se producen cuando
el agua se filtra por la roca y el suelo
mantienen unidos los sedimentos grandes.
Las rocas
T7
Teacher Support & Planning
Spanish Resources (continued)
Por qué es importante
Usa métodos científicos
Algunas rocas sedimentarias, como el carbón,
son una fuente importante de energía.
Procedimiento
Rocas
sedimentarias
Las rocas sedimentarias se forman por medio
de la compactación y cementación de los sedimentos. Puesto que los sedimentos se encuentran en todas formas y tamaños, ¿crees que
estas características podrían usarse para clasificar las rocas sedimentarias detríticas? Las
rocas sedimentarias pueden también clasificarse como químicas u orgánicas.
Preguntas del mundo real
¿Cómo se usan las características de las rocas
para clasificarlas como rocas sedimentarias
detríticas, 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.
Materiales
muestras no identificadas de rocas
sedimentarias
marcador
ácido clorhídrico al 5 por ciento (HCl)
cuentagotas
servilletas de papel
agua
lupa
regla métrica
Medidas de seguridad
T8 Las rocas
1. Completa el procedimiento siguiente y la
tabla de Muestras de rocas sedimentarias
en la sección de Datos y observaciones.
2. Determina los tamaños de los sedimentos
en cada muestra, usando una lupa y una
regla métrica. Usa la Tabla 2 para clasificar
los granos de sedimentos en las rocas como
grava, arena, limo o arcilla. En general, el
sedimento es limo si es arenoso pero apenas visible, y arcilla si es liso y los granos
individuales no pueden verse.
3. Coloca unas cuantas gotas de HCl sobre
cada muestra. El burbujeo de la roca indica
la presencia de calcita. PRECAUCIÓN: El
HCl es un ácido y puede causar quemaduras.
Usa anteojos de seguridad y un delantal de
laboratorio. Lava todos los derrames con
agua y lávate luego las manos.
4. Examina cada muestra buscando fósiles y
describe aquellos que están presentes.
5. Determina si cada muestra tiene una textura granular o no granular.
Analiza tus datos
1. Clasifica tus muestras como detríticas,
químicas u orgánicas.
2. Identifica cada muestra de roca.
Concluye y aplica
1. Explica por qué hiciste la prueba del ácido
con tus muestras. ¿Cuáles minerales reaccionan con el ácido?
2. Compara y contrasta las rocas sedimentarias
que tienen textura granular con las rocas
sedimentarias que tienen textura no granular.
Comunica tus datos
Compara tus conclusiones con las de otros
estudiantes de tu clase. Para más ayuda,
consulta el Science Skill Handbook.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Spanish Resources (continued)
Guía de estudio
Repasa las ideas principales
Refiérete a las figuras de tu libro de texto.
3. Las rocas sedimentarias orgánicas están
compuestas sobre todo por los restos de
organismos que vivieran una vez. ¿Qué tipo
de organismos componen la roca de la
derecha?
Sección 1 El ciclo de las rocas
1. Una roca es una mezcla de uno o más minerales, fragmentos de roca, materia orgánica y
vidrio volcánico.
2. El ciclo de las rocas incluye todos los procesos por medio de los cuales se forman las
rocas. ¿Cómo puede una roca ígnea llegar a
ser roca sedimentaria?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Sección 2 Rocas ígneas
1. 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 superficie de la Tierra. Las rocas ígneas extrusivas
se forman cuando la lava se enfría rápidamente sobre o muy cerca de la superficie.
3. El basalto es denso y de color oscuro. El
granito es de color claro y menos denso que
el basalto. La andesita tiene densidad y color
intermedios en algún punto entre el basalto
y el granito. ¿Qué tipo de roca se muestra
abajo?
Sección 3 Rocas metamórficas
1. 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 o
no foliada?
Sección 4 Rocas sedimentarias
1. Las rocas sedimentarias detríticas se forman
cuando los fragmentos de rocas y minerales
se compactan y cementan juntos. Las rocas
detríticas tienen siempre una textura
granular.
2. Las rocas sedimentarias químicas se producen por precipitación o por evaporación.
Las rocas químicas tienen generalmente
una textura no granular.
Las rocas
T9
Teacher Support & Planning
Spanish Resources (continued)
Hands-On Activities
MiniLAB: Try at Home (page 3)
1. sedimentary rock
2. 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: shale
from clay, siltstone from silt, sandstone from
sand.
Lab (page 5)
Lab Preview
1. Rock samples might have sharp edges.
2. color and texture
Conclude and Apply
1. rocks that are light in color
2. Rocks with smaller grains; quick cooling does
not allow large grains (crystals) to form.
3. Pumice and vesicular basalt; holes in rock suggest that gas was escaping as it cooled.
4. Obsidian and pumice; they cool so quickly that
individual grains (crystals) do not have the
chance to form.
5. Answers will vary depending on samples
observed. The presence of grains that are visible to
the unaided eye indicates rocks are not volcanic.
Lab (page 7)
Lab Preview
1. It warns you to wear goggles to protect your
eyes when handling a substance such as
hydrochloric acid.
2. Classifying igneous rocks relies on the use of a
magnifying lens; classifying sedimentary rocks
requires using a magnifying lens and a reaction
test.
Conclude and Apply
1. to determine whether calcite was present;
carbonates
2. Rocks of both textures form from sedimentary
processes. Rocks with a granular, or clastic texture are made of pieces of other rocks, minerals,
and/or shells. Rocks with a nongranular texture
are formed by chemical or organic means.
Laboratory Activity 1 (page 9)
Questions and Conclusions
1. layers of rock precipitated at different times
2. The various layers precipitated at different times.
3. They know that some concretions form around
fossils.
T10 Rocks
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 Observations
1. hornfels; nonfoliated
2. gneiss; foliated
3. schist; foliated
4. quartzite; nonfoliated
5. soapstone; nonfoliated
6. phyllite; foliated
7. slate; foliated
8. marble; nonfoliated
Lab Note: Drawings should accurately show sample
rocks. Descriptions should match drawings and
should closely match descriptions in the table in the
Procedure section.
Questions and Conclusions
1. Answers will vary, but students may have a hard
time distinguishing schist and gneiss.
2. Possible answers: the quantities of various minerals they contain may vary; the degree of change
may vary because of being subjected to differing
amounts of heat and/or pressure.
Meeting Individual Needs
Directed Reading for Content Mastery (page 15)
Overview (page 15)
1. rock cycle
2. igneous
3. metamorphic
4. limestone
5. d
Sections 1 and 2 (page 16)
1. rock cycle
2. magma
3. igneous
4. melt
5. sediments
Sections 3 and 4 (page 17)
1. nonfoliated rock
2. coal
3. metamorphic rocks
4. chemical rocks
5. detrital rocks
6. fossil-rich limestone
7. sedimentary rocks
8. foliated rock
9. stacked rocks
10. chalk
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide
& Answers
Key Terms (page 18)
A G N T
U R M Z D
J
S W
R D R D O Z E A T N E V
H
F O L
I
A T
E D V D U
W B C L G R A N
O
I
I
T
I
C
K S N S M B R L M G
F Q M S E Y O F X C E
J
Teacher Support & Planning
Teacher Guide & Answers (continued)
Términos claves (pág. 22)
1. intrusiva
2. metamórfica
3. sedimentaria
4. compactación
5. roca
6. foliada
7. ígnea
8. granítica
C O M P A C T
A C
I
O N
R D E D O Z E A T N S V
C K E K O F R E
B
T H
I
J M N Q
U A P O K
P Y P Q S T H
I
I
T C
P P G N
I
N T R U S
I
W B A L G R G N
O
I
N T R U S
I
E C O M P A C
1.
2.
3.
4.
5.
6.
7.
8.
V E M H X
T
I
O N O
intrusive
metamorphic
sediment
compaction
rock
foliated
igneous
granitic
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Lectura dirigida para Dominio del contenido (pág. 19)
Sinopsis (pág. 19)
1. ciclo de las rocas
2. ígneas
3. metamórficas
4. la piedra caliza
5. d
Secciones 1 y 2 (pág. 20)
1. ciclo de las rocas
2. magma
3. ígneas
4. fundirse
5. sediments
Secciones 3 y 4 (pág. 21)
1. roca no foliada
2. carbón
3. rocas metamórficas
4. rocas químicas
5. rocas detríticas
6. piedra caliza rica en fósiles
7. rocas sedimentarias
8. roca foliada
9. rocas apiladas
10. tiza
I
T D C
M S N S N B R L
F R O C A Y E
I
V A V E U
I
G
F X C M J
C K F O L
I
A D A M E Q
B
I
S
T F O Z
P Y
I
I
Q S T H
N C R U S
I
N C
P P
T N
T A
I
I
V E M O X
G R A N
I
T
I
C A O N O
L O S X
Z P
L
Ñ O Ñ O N
Reinforcement (page 23)
Section 1 (page 23)
Answers will vary, but should include the following
information: Magma cools and forms igneous rock.
Igneous rock erodes and is deposited as sediments,
which are compacted and cemented to form sedimentary rock. Sedimentary rock can become metamorphic rock from increases in heat and pressure.
Metamorphic rock can melt into magma. Additional
cycles include: Igneous rock can be affected by
increases in heat and pressure and become metamorphic rock. Metamorphic rock can erode and be
deposited as sediments that become sedimentary
rock. Sedimentary rock can also erode and become
deposited as sedimentary rock.
Section 2 (page 24)
1. basaltic
2. magma
3. granitic
4. andesic
5. scoria
6. intrusive
7. extrusive
8. igneous
Section 3 (page 25)
1. metamorphic rocks
2. foliated rocks
3. nonfoliated rocks
4. gneiss
5. quartzite
6. marble
7. shale
Rocks
T11
8. granite
9. sandstone
10. F
11. T
12. F
13. T
Section 4 (page 26)
I. A. rock fragments; B. plant and animal remains;
C. mineral grains
II. A. compaction—the process by which sediments are pressed together to form solid rock
B. cementation—the process by which sediments are glued together by dissolved minerals
C. deposition of minerals that come out of solution—the process by which minerals in solution
are left when water evaporates
III. A. detrital—conglomerate, breccia, sandstone,
shale
B. chemical—chemical limestone, rock salt
C. organic—fossil-rich limestone
(coquina/chalk) coal
Enrichment (page 27)
Section 1 (page 27)
1. Students may say that all the rocks were hard or
that they all contained minerals.
2. texture
3. color or size
4. Answers will vary.
5. Answers will vary. Some people observe different characteristics than others. A special-purpose system might be devised, such as one in
which texture is more important than mineral
in a composition.
Section 2 (page 28)
1. olivine, plagioclase (calcium feldspar)
2. gabbro, basalt
3. quartz
4. pyroxene
5. orthoclase (potassium feldspar)
6. amphibole, biotite, plagioclase
7. granitic magma
8. basaltic lava
Section 3 (page 29)
1. particles of sand, stone, gravel, or mineral rock
2. smoothness of an aggregate surface
3. visible texture of the pavement
4. occurs when a film of surface water prevents
tires from making contact with the road; it can
cause a driver to skid and lose control of a car
5. aggregate of quartzite, granite, and gravel mixed
with concrete and formed into panels that are
used to finish the outside of a building
6. a rose-colored aggregate used in precast concrete building panels
T12 Rocks
Section 4 (page 30)
1. Answers will vary, but may include that as the
days passed, the water level decreased and crystals began forming on the sides of the pan. After
all the water had evaporated, a layer of salt crystals formed on the bottom of the pan.
2. The water evaporated, and the salt that was in
solution settled out and was deposited on the
bottom of the pan.
3. The process observed in the pan is the same
process that may occur any time water with a
substance in solution evaporates.
4. halite/rock salt
5. 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.
Assessment
Chapter 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 composition between granitic and basaltic rock. Granitic
rocks have a lot of silica but less iron and magnesium. Basaltic rocks have a lot of iron and
magnesium but less silica. (5/2)
2. Detrital rocks form by compaction and cementation of rock fragments and bits of minerals,
plants, and animals; chemical rocks form from
minerals dissolved in solution and deposited
after evaporation; biochemical rocks form from
the remains of once-living things compacted
and cemented together. (9/4)
3. The word “clastic” means that the rock has a
broken texture. It could be a detrital sedimentary rock or an organic rock. (9/4)
4. There is no beginning or end. Rocks are constantly changing from one form to another. (2/1)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
5. Cementation occurs when water soaks through
rock, picking up atoms and molecules released
from minerals during weathering. This solution of
water and dissolved materials moves through
open spaces between sediments. Minerals are
deposited between the pieces of sediments, holding the particles together like glue, making a
detrital sedimentary rock. (8/4)
Chapter Test (page 37)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
I.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
II.
1.
2.
Testing Concepts (page 37)
d (4/2)
a (2/1)
b (7/3)
b (4/2)
a (6/3)
b (1/1)
c (7/3)
d (8/4)
c (5/2)
d (2/1)
a (9/4)
d (2/1)
b (4/2)
b (1/1)
d (3/2)
c (9/4)
d (9/4)
Understanding Concepts (page 38)
true (9/4)
false—igneous rocks are formed from three
basic types of lava—basaltic, andesic, and
granitic (5/2)
3. false—foliated rocks have tightly-pressedtogether layers (or) nonfoliated rocks have no
layers (7/3)
4. false—sedimentary rock can form from changes
in igneous rock; igneous rock can form from
changes 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 different
ways. Detrital rocks are made from broken
fragments of other rocks. These sediments are
compacted and cemented together. Chemical
sedimentary rocks form when minerals are precipitated from a solution or are left behind when a
solution evaporates. Organic rocks form from the
remains of once-living things. (9/4)
2. It has no beginning; rocks are constantly changing
form from one type to another. (2/1)
Transparency Activities
Section Focus Transparency 1 (page 42)
A Cone Cave Place to Live
Transparency Teaching Tips
This is an introduction to rocks and the rock
cycle. Ask the students to conjecture as to the
process by which these cones were created. Point
out that a 13,000 foot mountain lies nearby.
■ Ask the students to describe the weathering forces
that helped shape these rocks.
Content Background
■ Sometime before recorded history, Erciyas Dagi
(Mount Erciyas) erupted, pouring out lava and
ash which filled the surrounding valley. The lava
and ash combined to form soft igneous rock.
Weathered by rain, snow, and wind (and windblown sand), these mounds eventually came to
resemble cones, sometimes referred to as fairy
chimneys.
■ Soft enough to carve, the cones became homes to
various people. The caves and interior rooms provided refuge to a sect of Christians in the third
century, at one time housing 30,000 people.
■ The soft volcanic rock is called tuff.
■ Göreme National Park, which contains the Cappadocian fairy chimneys, is inscribed on the
World Heritage List. The World Heritage List is
maintained under the umbrella of the United
Nations Educational, Scientific, and Cultural
Organization (UNESCO). Its purpose is to help
preserve areas of great natural and cultural value.
Cappadocia means “land of the fine horses.” The
area has been captured by many different peoples,
including Romans, Mongols, Seljuk Turks, and
Egyptian Mamluks.
Answers to Student Worksheet
1. They are reasonably hard but soft enough to
carve. Their thickness provides insulation against
the weather.
■
Rocks
T13
Teacher Support & Planning
Teacher Guide & Answers (continued)
2. Answers will vary. Encourage students to speculate 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 Archaeology
Transparency Teaching Tips
This is an introduction to igneous rock and how
it’s formed. Ask students to explain the process by
which a volcano erupts.
■ Explain that magma and lava are the same material, magma being molten rock beneath the surface
and lava being molten rock above.
Content Background
■ When Mount Vesuvius erupted, it rained volcanic
ash, burning rock, and flaming cinders down on
the surrounding area, which included the towns
of Herculaneum (population 5,000) and Pompeii
(population 20,000). What lava there was flowed
into Herculaneum. A wave of heat (approximately
750°F) cascaded down the mountain, killing all in
its path through thermal shock. Many of the
remaining people were asphyxiated by the accompanying clouds of poisonous gas. Approximately
2,000 of Pompeii’s citizens were trapped and
buried by the falling ash.
■ Italian archaeologist Guiseppe Fiorelli became
director of the Pompeii site in 1860. He systematized excavations at Pompeii and was responsible
for several important advancements in archaeological methodology. The transparency shows one
process pioneered by Fiorelli—making casts of the
bodies found at Pompeii. The casts are made by
pouring cement into the ash hollows left after the
bodies disintigrate.
■ Approximately 20 feet of volcanic ash fell on
Pompeii and 75 feet on Herculaneum. The ash
then hardened, preserving everything within.
■ Some areas of Pompeii are so well preserved that
archaeologists have even found ovens still holding
loaves of bread that were baking at the time of the
eruption.
■ Rock formed from magma is called intrusive,
while that formed from lava is named extrusive.
Answers to Student Worksheet
1. It buried the town under many feet of ash, which
later hardened, preserving everything beneath.
Since it was covered, Pompeii was spared the ravages of weathering and vandalism.
2. Pompeii is extremely well-preserved. Lava flows at
a very hot temperature and would have likely
destroyed the city.
■
T14 Rocks
Section Focus Transparency 3 (page 44)
Pressured to Change
Transparency Teaching Tips
This transparency may be used to introduce students to the forces at work beneath the surface of
the planet. Ask the students to define metamorphosis and discuss how it applies to rocks.
■ Explain that metamorphic rocks are formed by
the pressure of the rock layers above, by heat from
Earth’s core, and by the infusion of mineral-rich
water super-heated by contact with magma. These
forces combine to chemically alter the rocks
involved.
■ Sometimes the minerals incorporated as the rock
forms are aligned in parallel layers. Such metamorphic rocks are called foliated rocks. When this
layering does not occur, the rock is classified as
nonfoliated. Marble is a nonfoliated rock. Its
internal mineral layers have a random placement.
Content Background
■ There are a number of forces at work on rocks
during metamorphosis. Regional metamorphosis
involves huge areas and amounts of rock. In this
variety of metamorphosis, rock becomes deeply
buried and is subjected to intense pressure. This
pressure, combined with underground heat, may
bend and fold the rock, even changing its mineral
structure. Regional metamorphosis is common at
plate boundaries. The gradual movement of these
plates causes horizontal stress.
■ In contact metamorphosis, areas of rock come
into contact with intrusions of magma. The
magma super-heats the rock, combining new elements with the rock. This process also can occur
deep beneath the surface as part of regional metamorphosis.
■ The variations in colors and patterns in marble
are due to the type and amount of minerals that
combine with the original limestone. Carrara
marble, found in one area of Italy, has always been
highly prized by sculptors, including Michelangelo. It is snow-white and contains only trace
minerals and color striations.
Answers to Student Worksheet
1. Marble is valued because of its color, strength,
resistance to erosion and discoloration, and the
relative 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 of
minerals that combine with the limestone.
■
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
Section Focus Transparency 4 (page 45)
It’s Sedimentary
Transparency Teaching Tips
You may use this transparency to introduce sedimentary rock. Ask the students to notice the rock
formations on the transparency. They are in layers. Ask the students to describe how such rock
layers are formed. Explain that sedimentary rock
is rock composed of compacted and cemented
bits of rock fragments, mineral grains, and
remains of plants and animals.
■ Ask the students to conjecture as to how the arch
is formed.
Content Background
■ Sedimentary rock is formed when sediments are
moved by water, wind, and gravity. Each layer of
sediment builds up, layer upon layer, compacting
the 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 the
open spaces between the fragments and connecting the layers.
■ The arch was formed when water eroded and
washed away softer and looser layers of rock, leaving behind the harder, compact layers that form
the arch.
Answers to Student Worksheet
1. The arch was formed from rock that was relatively
soft and subject to weathering and erosion. Notice
that the rock is deposited in layers. If harder layers
form on top of softer layers, water may erode the
softer layers, leaving an arch.
2. The layers were deposited in order, starting with
the bottom ones. This means that the oldest layers
are on the bottom. Unless some force disturbs the
order of the layers, you can tell their relative ages
by the order in which they are stacked.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
■
Extensions
Activity: Have students choose a rock specimen,
identify its type, and determine its position in the
rock cycle.
Challenge: Have students think of another way to
show the rock cycle—perhaps a diagram or a
poster. Have them explain their versions to the
class.
Answers to Student Worksheet
1. metamorphic
2. gravel, sand, and sediments deposited by a stream
3. Igneous rocks are formed by the processes of melting and cooling. Metamorphic rocks are formed by
heat, pressure, and fluid activity. Sedimentary rocks
form by cementing and compaction.
4. layers of shale and chalk
5. sediments
Assessment Transparency (page 49)
Rocks
Answers
1. D. Students need to retrieve information from the
chart in order to identify the correct answer. Silicon appears to take up slightly more than 25% of
the chart. Only oxygen is close to 40%.
2. G. Students need to retrieve information from the
graph in order to identify the correct answer.
Choice G, sodium, has the smallest wedge on the
chart.
3. B. Students need to retrieve information from the
graph in order to identify the correct answer. Students must compare the wedges for aluminum
and iron. The only reasonable choice is 3%.
Test-Taking Tip
Suggest to students that they think about the overall
purpose of a circle graph.
Teaching Transparency (page 47)
The Rock Cycle
Transparency Teaching Tips
Obtain specimens of rocks to use with the transparency.
■ Use the transparency to show how rocks can
change from one form to another again and again
over time.
Reteaching Suggestion
■ Have students choose a rock specimen and list the
ways in which that particular rock can change
into other rock forms.
■
Rocks
T15
Teacher Support & Planning
Teacher Guide & Answers (continued)