BASIC EDUCATION ASSISTANCE FOR MINDANAO ELEMENTARY SCIENCE GRADE V UNIT VI — EARTH ROCKY! Information about this Learning Guide

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Elementary Science Grade V

Unit VI — EARTH

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Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be

given by the author(s) or the BEAM Project Management Unit and the source must

be clearly acknowledged.

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Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 7

Basic Education Curriculum Competencies

Year 5 science: Rocks

• Describe the different kinds of rocks and their uses

• Compare rocks according to their properties such as shape, color, hardness and texture.

• Differentiate igneous, sedimentary and metamorphic rocks.

• Identify the uses of different kinds of rocks

Objectives

• Observe and compare rocks according to their properties.

• Observe local rocks and identify their types.

• Differentiate the three types of rocks.

• Give some uses of rocks.

• Identify the ways which break rocks.

• Explain how some forces contribute to the weathering of rocks.

• Identify the forces that break rocks.

• Demonstrate how water breaks rocks into smaller pieces.

Essential concepts, knowledge and understandings targeted

• Rocks differ in color, texture, shape and hardness.

• The types of rocks are Igneous, Sedimentary and Metamorphic.

• Igneous Rocks are rocks formed when molten lava or magma hardens. When it reaches the earth's surface, it cools slowly and hardens into extrusive/volcanic rock with small crystals. That which remains under the Earth's surface and cools slowly forms large crystals that develop into large intrusive or plutonic rock.

• Sedimentary rocks are formed chiefly from sediments such as sand and gravel, deposited under water by rushing water, wind and ice. They may harden by compaction, cementation or

evaporation. They are characterized by having layers and fossils.

• Metamorphic rocks form from igneous or sedimentary rocks which, under extreme heat and pressure, change in form, appearance, and composition. They are the smoothest and hardest kind of rocks.

• When rocks are exposed to different elements of weather,plants,water,and people, they break down into smaller pieces in a process called weathering.

• Soil is an important product of weathering. It consists of organic and inorganic materials.

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Specific vocabulary introduced

1. Chip - a small fragment as of stone.

2. Cleavage - the ability of a mineral to break along straight line.

3. Cementation - the changing of sediment into rock by filling spaces around the sediments with chemical precipitates of minerals.

4. Coarse - rough, unrefined. 5. Compact - dense.

6. Compress - the squeezing together of layers of sediment due to the great weight of overlying layers of rocks.

7. Color - a property of an object that reflects light of a certain wavelength. Example: pink,gray,white,black,silver,gold,brown,tan,yellow, etc

8. Decomposition - the breaking into smaller parts. 9. Dense - compact.

10.Extrusive -igneous bodies that cool on the surface of the earth.

11.Fracture - the ability of a mineral to break or shatter like glass with no pattern or design. 12.Fragment - part broken.

13.Froth - foam.

14.Hardness -the property of a mineral that is relative to other objects and minerals.

15.Igneous rocks -rocks formed when magma from inside the earth cools and solidifies on the earth's surface.

16.Intrusive -an igneous rock that had cooled inside the earth. 17.Lava -a magma that has reached the surface of the earth. 18.Magma -a hot liquid rock formed deep inside the earth.

19.Metamorphic -are rocks that are changed by heat or pressure inside the earth.

20.Mantle -the layer of rock beneath Earth's crust. The rock just under the crust is solid but because the mantle is very hot, most of the mantle is soft like melted candy.

21.Pressure - applying force to something by something else being in direct contact with it. 22.Recrystallization - the formation of new mineral grains that are larger than the original grains. 23.Sediments - loose fragments of rock deposited in one place by wind, water or ice.

24.Sedimentary rocks -formed from layers of the remains of older rocks that have been squeezed together.

25.Shape-the form or outline of an object or figure. Examples: round, oval, square, diamond, cone, hexagon, small, medium,etc.

26.Split -a crack.

27.Texture -the feel of a surface. Example: rough, smooth, scratchy, sandy, etc.

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Suggested organizational strategies

Ensure everyone has sufficient opportunities to participate in the activities.

Opportunities for Integration

English

• reading instructions in the activity sheets and giving opinions orally.

• using scientific terms in communication.

• Compare and discriminate between ideas

• Use old ideas to create new ones

Text Types

Paper and Pencil Test

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Mind Map

The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.

Stages of Learning

The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.

Assessment

All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is

important that your students know what they will be assessed on.

1. Activating Prior Learning

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Background or purpose

Rocks have been around since the very beginning of the world. They occur naturally and are not man-made or biologically formed. Rocks are also inorganic which means that they cannot be formed from organisms.

To begin this topic, pupils will need to recall their basic knowledge of rocks by writing their ideas using a KWL chart.

Strategy

KWL Chart is a chart used to ascertain what pupils KNOW about the topic (in this case, rocks), what they WANT to know and what they have LEARNED.

Materials

• Activity 1- KWL Chart, What are Rocks? page 17

• Marking pens

Activity 1- What are Rocks?

Advance Preparation:

☑Organize the pupils into desired number of groups. This will help you determine the number of enlarged KWL chart (Activity 1- KWL Chart, What are Rocks? on page 17 that should be prepared.

Conducting the activity:

1. Show five-letter tiles (or simply write them) on the board.

2. Ask the pupils to quickly form the longest word out of the letters given. As soon as they mention the words, write them on the board. Focus their attention to the word "rocks". 3. Using KWL chart, let the groups brainstorm and write anything they know about rocks

on the first column (What We Know?). When done, let them write the things they wanted to know about rocks on the second column (What We Want to know?). Tell them that the third column (What We have Learned?) will be filled in when the topic has been discussed fully.

4. Give them enough time to discuss and write their ideas. Move around to monitor their progress.

5. When done, let them post their outputs on the chalkboard. Ask them if all responses are the same. Lead them to mention ideas not found in other groups.

6. After processing their outputs, distribute one copy of Group Performance Rating Scale for them to evaluate their performance. Give them about two minutes. This will motivate them to do better in the succeeding activities.

Formative Assessment

Group Performance Rating Scale. See Teacher Resource Sheet 1, page 18.

Roundup

Pupils should have recalled their prior knowledge about rocks and identified some concepts they want to know about it.

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2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.

Background or purpose

In order for the pupils to learn further about the topic on rocks, they will be guided on the following competencies based on the BEC Curriculum Unit VI-Earth # 1.1-1.3 and 2.1 -2.2. They will be informed that at the end of the unit, they will be able to name the properties of rocks, identify the types of rocks, give their uses and describe ways that break rocks. The topic will be introduced through a mind map.

Strategy

Mind Map is a simple process for stimulating creative thinking, planning and summarizing. In using this strategy, words should be kept to a minimum, colors, symbols or dimentional shapes may be used to help the ideas stand out.

Materials

• Teacher Resource Sheet 2, Mind Map page 19

Activity 2 –What's in you Rocky?

Advance Preparation:

● Enlarge the Mind Map on a manila paper. See Teacher Resource Sheet 2 page 19. 1. Show an incomplete Mind Map to the class.

2. Orient them that it is the scope of the topic and that they will be filling in the blank spaces after doing series of activities.

3. Display this chart on the wall of the classroom to be revisited later . 4. Proceed to the next activity.

Roundup

Pupils should have been oriented that they will be doing some activities to help them understand about the topic on rocks.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.

Background or purpose

Rocks have certain properties by which they may be described and identified. These properties depend on the types of minerals from which they were made.

In this stage, the pupils will be engaged with series of activities. Activity 3.1.A, will let them examine and compare rock samples according to their properties; Activity 3.2 will let them differentiate the three types of rocks and their uses; Activity 3.3.1 to 3.3.4 will let them describe the ways that break rocks.

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Strategy

Small Group Discussion is a strategy used to generate ideas on a certain topic from the pupils in a limited time within a smaller group. This is done to increase pupil– pupil interaction and to encourage participation especially in expressing ideas.

Materials for Activity 3.1

Each group will be provided with:

● One hand lens

● Activity Sheet for Activity 3.1, How Hard is a Rock? page 20

Activity 3.1 How Hard is a Rock?

In this activity, the pupils will use their observation skills and senses to gather information about rocks.

1. Start the lesson by reading again what they wrote on the first column of the KWL Chart. You may add from their lists that the earth is made of rocks.

2. Tell them that they are going to learn about rocks and that different materials like rocks can be identified in many ways.

3. Motivate the class by citing some examples of materials that have smooth and rough surfaces. Let them touch a piece of bond paper and a sandpaper. Get them to

differentiate the texture. Write those describing words on the chalkboard. Show more materials that will help them describe colors and shapes. (Make sure these words are posted on the board to help the pupils describe their observations as they do the activity).

4. Divide the pupils into smaller groups.

5. Distribute activity sheet for Activity 3.1, How Hard is a Rock?, page 20, and rock samples to each group.

6. Model the use of a hand lens to look more closely at the rock sample. Guide them to record their observation on the table.

7. Process the result of the activity by writing some terms (e.g black, many holes, hard, smooth etc) they mentioned on the chalkboard. You may ask them some questions such as:

● What is referred to when we say:

– red, white, black , gray rocks? (color)

– rough , smooth, bumpy ? (texture)

– round, angular, flat? (shapes)

– soft,hard, very hard? (hardness)

8. Tell them that what they observed are called Properties of Rocks. Write the word “PROPERTIES OF ROCKS” on the chalkboard.

9. Revisit their KWL Chart and let them encircle responses which describe the Properties of Rocks.

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Formative Assessment

Checklist for Group Report. See Teacher Resource Sheet 7,page 34.

Roundup

The pupils should have examined and described the properties of some rock samples.

Materials for Activity 3.2

● five variety of rocks per group (the same rocks used from previous activities)

● Activity Sheet for Activity 3.2, Name that Rock!, page 22.

Activity 3.2 “Name that Rock!”

1. The same grouping of pupils is suggested.

2. Motivate the pupils by asking who among them have gone to the beach, experienced collecting different rocks from the beach and what made them interested to collect those rocks. Encourage them to say a brief statement about their experiences.

3. Unlock some terms (e.g fragment, chip, dense, froth,pores, coarse, split and flaky). See Glossary on Teacher Resource Sheet 8 page 35.

4. Distribute Activity Sheet 3.2,“Name that Rock!”,page 22. Instruct them to examine again the rocks and follow the directions indicated in the activity sheets.

5. Give them about fifteen (15) minutes to do the task.

6. During the processing of outputs some questions may be asked:

➢What are the three main types of rocks? How does each type differ from the other?

➢What are the uses of each type of rocks?

➢How does your community use rocks?

7. Instruct each group to label their rocks samples with their corresponding types. Move around to check their progress.

8. Revisit again their KWL Chart and encircle responses which describes the types of rock. 9. Enhance a short lecture about Distinguishing Characteristics of Rocks. See Teacher

Resource Sheet 4 page 25.

Formative Assessment

Checklist for Group Report. See Teacher Resource Sheet 7, page34.

Roundup

The pupils should have observed and differentiated the three types of rocks. They should have mentioned the uses as well.

Materials for Activity 3.3

● 5 pieces of rock samples

● Hammer, scraper

● Activity Sheets 3.3.1-3.3.4,Forces on Rocks, pages 27- 30

Activity 3.3 “Forces on Rocks”

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1. Organize pupils into four groups. Provide each group with a rock sample, scraper and a hammer.

2. Let them break the rock sample with a hammer or scraper and ask them to observe. 3. Ask, "What characteristics of rock changed after you pounded it?"

4. Tell them that they just observed the process of weathering. Write the word “Weathering” on the chalkboard. You may let them read and spell the word.

5. Ask,“What is meant by weathering? (Weathering is the breaking of rocks into tiny bits). Tell them that the next activity is about weathering.

6. Assign tasks/topics for the groups to do.

● Group 1- Plant

● Group 2 – Water

● Group 3 – People

● Group 4 – Weather

Note: In case of big classes you may double the set of groupings.

7. Distribute the activity sheet intended for each group number. Explain the instructions well.

8. Give them about 15 minutes to complete the task. Move around to each group to assist them.

9. Process the results of their shared ideas. Responses may be written on the board. Ask:

● What forces break rocks?

● How do they break rocks?

10. Enhance a short explanation about forces of weathering. See Teacher Resource Sheet 5, Forces that Break Rocks,page 31.

Formative Assessment

Checklist for Group Report. See Teacher Resource Sheet 7,page 34.

Roundup

The pupils should have identified and described the forces that break rocks.

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.

Background or purpose

In this stage, pupils' knowledge of concepts will be assessed. They will be asked to complete the mind map introduced at the beginning of the topic.

Strategy

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Materials

● Mind Map

● Colored marking pens or crayons

Activity 4 “Let's Rock!”

1. Bring back the attention of the pupils on the mind map you had introduced at the start of the topic.

2. To each group, distribute a sheet of manila paper and marking pen. The color of the marking should be unique to each group. Tell them to copy the sample mind map and fill-in the necessary information asked for.

3. Give them about 20 minutes to finish the task.

4. Get them to display their work .Let the groups move around to check other outputs. They should use the colored marking pen assigned to their group to write their comments if any.

5. Process the activity and they may add ideas not mentioned by the concerned group.

Formative Assessment

Checking of pupils' outputs.

Roundup

The pupils should have accurately indicated the concepts about rocks in the mind map.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.

Background or purpose

In this stage, the pupils will be engaged in varied interesting tasks such as creating rock riddle, rap song, poster making, collecting rock samples or creating a rock garden to help them apply their knowledge to new but relevant situations.

Strategy

Small group discussion requires pupils in small groups, usually heterogeneous groups, to perform a collaborative task. That is, they have to work together to accomplish a common purpose.

Materials

● sheets of manila paper

● marking pens

● drawing tools

Activity 5- Rocky!

Prior to this activity, prepare the suggested tasks. Each should be separately written on rolled strips of papers to be placed in a transparent container. See Teacher Resource Sheet 6, Rocky! on page 33.

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3. Time should be decided on the basis of the nature of each task. 4. Get them to present their outputs.

5. You may ask the other groups to act as judges.

Formative Assessment

Checklist for Group Report. See Teacher Resource Sheet 7,page34.

Roundup

The pupils should have presented their knowledge and skills about rocks.

6. Closure

This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning

experiences and make the relevant links.

Background or purpose

To end this topic, the pupils will complete the KWL Chart to summarize what they have learned.

Strategy

KWL is a chart used to ascertain what pupils KNOW about rocks, what they WANT to know and what they have LEARNED.

Materials

● marking pens, KWL Chart used in the previous activity

Activity 6- "I Know You, Rocky!”

1. Bring back the attention of the pupils to the KWL chart they had filled in at the start of the topic.

2. Instruct them to complete the chart by filling in the third column, "What we have learned?".

3. Give them about 10 minutes to do it.

4. Check the knowledge learned by each group. Find out if all the things they wanted to learn were answered. Clarify some ideas if needed.

5. In closure, ask how they feel about learning rocks.

Formative Assessment

Checking of groups' outputs.

Roundup

Pupils should have enumerated the properties, types and uses of rocks. They should have enumerated the forces of weathering as well.

Teacher Evaluation

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Activity 1: KWL Chart

What are Rocks?

Group No. _______

Direction:

Discuss about rocks you have known. Write what you know and want to know about rocks on the first 2 columns respectively. The

third column should be filled in at the end of the topic.

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Teacher Resource Sheet 1

Group Performance Rating Scale

Directions:

Use this form to give feedback about the performance in your group. Encircle the

number which describes the observed behavior.

0 = Major Difficulty, 1 = Needs Improvement, 2 = Good, 3 = Very Good, 4 = Excellent

Performance Indicators

Major Difficulty (0)

Needs Improvement (1)

Good (2)

Very Good (3)

Excellent (4)

All members participated in the group activities. 0 1 2 3 4

Members helped and encouraged others in the

group. 0 1 2 3 4

Group members stayed on the task assigned. 0 1 2 3 4

Group members worked well together. 0 1 2 3 4

Group members were able to accept criticism. 0 1 2 3 4

Trust developed among group members. 0 1 2 3 4

Add all encircled numbers for Total Score ___________ (out of 24)

A. What I really liked about our group

B. Areas for improvement

Group No. _______

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Teacher Resource Sheet 2

Mind Map

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Activity 3.1.A

How Hard is a Rock?

Materials:

coin, steel nail, five different rock samples

Procedure:

1.

Number the rock samples.

2.

Describe the shape and texture of each rock sample. Use the table below to record

observation.

3.

Scratch each rock sample using fingernails first, then the coin and the last, steel nail.

Put a check mark under the appropriate heading if it describes your observation.

Rock No. Shape Color Texture Scratched by

a fingernail Scratched by a coin Scratched by a steel nail

1

2

3

4

5

4.

What are the properties of rocks that you observed?

5.

Which rock samples do you consider as

•

soft _____

•

hard _____

•

very hard _____

Justify your answer.

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Teacher Resource Sheet 3

Properties of Rocks

Rocks vary in color, texture, hardness and shape. These characteristics are due to the

presence of minerals in the rock. The crystals of minerals contained in the rocks differ.

Aside from minerals there are other things found in the rock such as air holes, remains

such as marks, hardened remains or carbonized powder of dead plants and animals.

1.

Hardness. Hardness is a measure of how easy it is to scratch a rock.

(a) Soft rocks can be scratched with a fingernail.

(b) Hard rocks are scratched by a steel knife blade or pin and the hardest, resisting

scratching by all materials, is diamond – the hardest mineral known.

(c) The softest and biggest rocks are the sedimentary rocks. Harder rocks are the

igneous rocks.

(d) The hardest rocks are the metamorphic rocks like marble.

2.

Streak Color. Streak color is the color of the powder obtained by rubbing a mineral

across a hard, rough surface such as unglazed porcelain or a tile. The powder color

often differs from the color of the mineral mass. For example, pyrite (ferrous sulfide)

looks yellow in rocks. But its streak color is black. Many minerals have a typical streak

color.

Example: pink, gray, white, black, silver, gold, brown, tan, yellow, turquoise, blue,

green, orange, red, purple, clear, shiny, dull, striped, spotted.

3.

Texture. Texture of a rock is determined by the size or arrangement of the mineral

crystals or grains in the rock. Generally, a rock may be smooth, semi-rough, or very

rough based on the crystals and particles in it.

(a) The smoothest rocks are usually the metamorphic rocks. The contents of these

rocks have melted and hardened together to become smooth.

(b) Igneous rocks are hard, rough, solid, and crystalline. Some contain microscopic

crystals and others have larger, easily seen crystals. Coarse-grained rock like

granite contains large mineral crystals. Another rough rock is called porphyry.

(c) Sedimentary rocks are composed of fine to coarse particles which seem to be

cemented together. They easily break.

(d) Descriptive examples of texture: fine , coarse, rough, smooth, bumpy, scratchy,

slippery, pebbly, sharp, sandy.

4.

Shape. The form or outline of an object or figure.

Examples: round, oval, square, rectangle, diamond, cone, hexagon,etc.

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Activity 3.2

Name that Rock!

Objective:

To differentiate rocks according to types and uses

Materials:

•

five variety of rocks (used in previous activity), manila papers, marking pen, masking

tape

Procedures:

1.

Closely examine the rock samples.

2.

Read the information found in the "Rocks and their Uses" text to help you describe the

rock sample you have.

3.

Fill in the table with the needed information.

Rock Number Description Type of rock Name of rock Use/s

1

2

3

4

5

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Activity 3.2

Rocks and their Uses

Rocks are of three different types: Sedimentary, Igneous and Metamorphic.

Sedimentary rocks are characterized by the formation of rock layers and the presence of

fossils or the remains of dead plants and animals. They are characteristically soft. They

can easily be scratched by fingernails and easily broken by hand.

Igneous rocks are solid and crystalline. Some appear dense, with microscopic crystals,

and others have larger, easily seen crystals. They are found in volcanic area, and deep in

the earth's crust. Igneous rocks are hard and dense but they can be scratched by iron

nails.

Metamorphic rocks are characterized by a special kind of hardness, the presence of

bands, and cleavage. Some can be split easily into sheets or slabs. Of all rocks, they are

the hardest and smoothest.

Common Sedimentary Rocks

1.

Shale –compressed mud, a mixture of fine particles of mineral matter. It is used

for constructing buildings.

2.

Conglomerate –composed of sand and gravel particles. It is used in construction

industry.

3.

Sandstone –small particles of sand compacted together. Used in building industry

for houses.

4.

Limestone –a mixture of shells, corals and other marine skeletons. It is used for

the production of lime, manufacture of paper, petrochemicals, insecticides,

linoleum, fiberglass, glass, carpet backing and as a coating on many types of

chewing gum.

5.

Flint -a hard rock that changes in color from brown to dark gray to black. It

consist of tiny crystals and can be chipped into smooth, curved flakes. It has been

used by humans for thousands of years to make tools and build walls, among many

other things.

6.

Breccia –large angular fragments composed of older materials. It is used as

building material, decorative stones, tiles, tombstones, monuments, jewelry,

aquifers, natural gas and petroleum reservoirs

Common Igneous Rocks

1.

Obsidian -black in color and sometimes with brown streaks. It is wholly glassy with

no separate crystals. It breaks with a shell-like fracture. Used in making

arrowheads and knives.

2.

Basalt –dark greenish-gray to black in color. It is composed of dense, microscopic

crystals. Some are pillow-shaped but most often form columns. Used as road-

building materials.

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4.

Granite -white to gray or pink to red in color. It is composed of lightly arranged

coarse crystals. Used for buildings, monuments, and tombstones.

5.

Peridotite -greenish-gray in color. It is composed of coarse crystals. It is useful

road building materials.

6.

Gabbro -greenish-gray to black in color. It is composed of crystals. It is widely

used as crushed stone for concrete aggregate, road metal, railroad ballast.

Common Metamorphic Rocks

1.

Slate -black, red, green or purple in color. It is dense but easily splits into smooth

slabs. Used for roofs, chalkboards and patio walks.

2.

Schist. Its flaky particles are banded and slippery. Medium to coarse visible grain.

It is used as building stones.

3.

Gneiss –coarse grained, arranged in bands with alternating layers of light and dark

minerals. It is used as building stones and other structural purposes.

4.

Marble -coarse grained, in light colors and banded crystals. It can be used for

sink counter tops, and carving stones for artists.

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Teacher Resource Sheet 4

Distinguishing Characteristics of Rocks

Rocks are made up of two or more minerals. When minerals have definite geometric shapes they are called crystals.

Rocks are different because of the following reasons:

• They are made of different materials.

• They are hardened in different ways. Some are cemented together loosely while some are very compact.

• Some rocks cool off slowly, others cool off very fast. Rocks can be distinguished by their characteristics.

Igneous rocks are solid and crystalline. Some appear dense, with microscopic crystals, and others have larger, easily seen crystals.

They are found in volcanic area and deep in the earth's crust. Igneous rocks are hard and dense but they can be scratched by iron nails.

Sedimentary rocks are characterized by the formation of rock layers and the presence of fossils or the remains of dead plants and animals. They are characteristically soft. They can easily be scratched by fingernails and easily broken by hand.

Metamorphic rocks are characterized by a special kind of hardness, the presence of bands, and cleavage. Some can be split easily into sheets or slabs.

Of all rocks, they are the hardest and smoothest. Types of Rocks

Classifying rocks into different types is based on their characteristics such as composition, color, and crystal structure. Based on these, igneous rocks, sedimentary rocks and metamorphic rocks are classified.

1. Igneous Rocks

Gabbro Granite Basalt Obsidian Peridotite

5. Sedimentary Rocks

Shale limestone Sandstone Conglome

rate Breccia Flint coal

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Igneous and sedimentary rocks went through changes to produce different types of metamorphic rocks such as gneiss, marble, quartzite, slate and schist.

Gneiss Marble Quartzite Slate Schist

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Activity 3.3.1

“Forces on Rocks!

Group 1: Plants

Materials:

•

sheet of manila paper and marking pen

•

picture

Procedure:

1.

Look at the picture.

2.

Describe what you see.

3.

If the plant continues to grow, what do you think will happen to the rock?

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Activity 3.3.2

“Forces on Rocks!”

Group 2: People

Materials:

•

marking pen, manila paper

•

picture

Procedure:

1.

Look at the picture below.

2.

Describe what you see.

3.

How does their activity affect the rocks?

4.

In what other ways do people use rocks?

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Activity 3.3.3

“Forces on Rocks!”

Group 3:Water

Materials:

•

picture of water falls

•

manila paper and marking pen

Procedure:

1.

Look at the picture below.

2.

Describe what you see.

3.

If the water continues to fall on it for a long time, what will happen to the rocks?

Explain.

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Activity 3.3.4

“Forces on Rocks!”

Group 4 -Weather

Materials:

•

pictures, marking pen, manila paper

Procedure:

1.

Look at the pictures below.

2.

Describe what you see.

3.

What elements of weather can you identify in the pictures?

4.

How do you think these elements of weather affect the rocks?

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Teacher Resource Sheet 5

Forces that Break Rocks

Every rock decays in a process of weathering.

Natural weathering may be caused by water, plant roots and changing temperature.

Man-made weathering is caused by activities of people. In cold countries, formation of

ice causes the rocks to break down.

When rocks are exposed to different weather elements,plant growth,water and human

activities, rocks break down into smaller pieces. This is called weathering.

1.

How Water Causes Weathering

(a) Rampaging waters help break rocks. During flash floods, rampaging waters carry

rocks and big fragments of rocks, and make them tumble all the way causing them

to break as they bounce and roll. Waves have similar effect on rocks. As strong

waves splash on the rocks, they break rocks and dissolve some minerals in the

rocks. During stormy weather, big waves are formed in lakes and seas. The big

waves move the rocks. As the waves hit the rocks, the particles of sand and

pebbles scratch and wear away the surface of the rocks..

(b) One of the main causes of chemical weathering is the dissolving action of water.

Rain, streams and sea water dissolve minerals from rocks causing the rocks to

crumble, leaving only the mineral (quartz) that forms sand. The more acidic the

water is, the better it dissolves the rocks.

(c) When the rock is in water, some of its minerals may be dissolved.

(d) Formation of ice within rock cracks is one of the main causes of physical

weathering in cold countries. First, water soaks into the cracks. Then, if the

temperature falls low enough, the water near the rock's surface freezes and seals

in the water that is deep in the cracks. As the rest of the water freezes, it expands

in the cracks and may push hard enough to split the rock.

2.

How Plants Cause Weathering

(a) Although plants are seemingly soft, they cause weathering of rocks. Roots of

plants may find their way into cracks in the rocks. As the roots grow bigger, the

cracks become wider. Thus a rock finally splits and breaks apart.

(b) Small plants (lichens and mosses) grow on rocks. As they grow, they absorb some

minerals from the rocks. As this happens, the rocks become weak and easily break

up. Furthermore, as they grow on rocks, they wear away the surface of rocks on

which they grow.

(c) As the plantlike organisms called lichens decay, they produce an acid that

dissolves parts of rocks. Bits of rock then mix with decaying matter to form soil.

(d) When small plants and parts of bigger plants die and decay on rocks, the decaying

(32)

Rain, air and temperature are some of the elements of weather. They cause weathering

of the exposed and unsheltered rocks. Air is naturally present everywhere. Rain falls

bountifully especially in tropical places. Air and land temperature may rise or fall

depending on the amount of sunlight the earth receives from the sun. These elements of

weather cause both physical and chemical weathering of rocks.

(a) Changes in Temperature affect rocks. When the sun is up or when the temperature

is high, the materials of the rocks expand. Then, at night or when it is cold, they

contract. The alternate expanding and contracting of rock causes them to crack.

This is similar to a glass that cracks when you alternately put hot and cold water in

it.

(b) The rain, air and the acidic pollutants in the air react with rocks and cause them

to weather. Wind helps in the breaking of rocks. When the wind blows, it picks up

sand particles and hurls them against the ricks. As they hit the rocks, the rocks

wear away.

(c) Weathering caused by changes in temperature is more pronounced in cold

countries. During winter, the temperature is below zero degrees Celsius. That

temperature is very cold and causes the mineral to contract. At the same time,

water inside the rock freezes. As water freezes in the rock, it tries to occupy more

space and pushes the minerals away. The force of freezing water is so great that

the rock cracks.

4.

How People Cause Weathering

Some people are capable of destroying very large rocks with the use of much energy.

Some human activities make use of large energy to break rocks.

(a) Dynamites are used in quarrying and mining to crack bedrocks on a large scale.

Small holes are first dug on the rock surface. Then sticks of dynamites are

implanted and ignited. As rocks crack because of dynamite explosion, it is followed

by digging of rocks using machines.

(b) Some land developers flatten rocky hills by digging up the materials and use heavy

equipment to further break and remove remaining rock materials. When big

shopping malls using underground spaces were constructed, soil was removed. The

rocks beneath were cracked and removed by heavy equipment.

(c) People dig mountains and rocky places for mining activities to get oil and precious

minerals for commercial gain. Some substances can be mined more cheaply that

others because they are found at the earth's surface. Some lie far beneath the

surface and can be removed only by digging deep underground.

(33)

Teacher Resource Sheet 6

Rocky!

Copy each statement on a strip of paper then roll it. Each group will draw one rolled

sheet for their group task. If some indicators are not applicable to the kind of activity

being assessed, write N/A.

Write a short story

about rocks.

Create a Rap

song about a rock.

Make a poster of

your favorite

rock.

Make a rock

garden classifying

them according to

their properties.

Draw at least

five materials

produced out of

rocks.

Draw at least

five uses of

rocks.

Compose a riddle

about rocks.

Visit a rock

store. Conduct

an interview about the

(34)

Teacher Resource Sheet 7

Checklist for Group Report

Directions:

Please check the performance indicators which best describes the group's performance.

Performance Indicator Group 1 Group 2 Group 3 Group 4 Group 5

1. Have mentioned the different properties of rocks.

● Color

● shape

● texture

● hardness

2. Questions to be answered during the report are clearly answered.

3. Diagrams are clearly illustrated.

4. Clearly differentiated the three types of rocks.

5. Identified some uses of rocks.

6. Clearly explained the different ways that break rocks.

(35)

Teacher Resource Sheet 8

Glossary of Terms

1.

Chip - a small fragment as of stone.

2.

Cleavage - the ability of a mineral to break along straight line.

3.

Cementation - the changing of sediment into rock by filling spaces around the

sediments with chemical precipitates of minerals.

4.

Coarse - rough, unrefined.

5.

Compact - dense.

6.

Compress - the squeezing together of layers of sediment due to the great weight of

overlying layers of rocks.

7.

Color - a property of an object that reflects light of a certain wavelength. Example:

pink,gray,white,black,silver,gold,brown,tan,yellow, etc

8.

Decomposition - the breaking into smaller parts.

9.

Dense - compact.

10.

Extrusive -igneous bodies that cool on the surface of the earth.

11.

Fracture - the ability of a mineral to break or shatter like glass with no pattern or

design.

12.

Fragment - part broken.

13.

Froth - foam.

14.

Hardness -the property of a mineral that is relative to other objects and minerals.

15.

Igneous rocks -rocks formed when magma from inside the earth cools and solidifies on

the earth's surface.

16.

Intrusive -an igneous rock that had cooled inside the earth.

17.

Lava -a magma that has reached the surface of the earth.

18.

Magma -a hot liquid rock formed deep inside the earth.

19.

Metamorphic -are rocks that are changed by heat or pressure inside the earth.

20.

Mantle -the layer of rock beneath Earth's crust. The rock just under the crust is solid

but because the mantle is very hot, most of the mantle is soft like melted candy.

21.

Pressure - applying force to something by something else being in direct contact with

it.

22.

Recrystallization - the formation of new mineral grains that are larger than the

original grains.

23.

Sediments - loose fragments of rock deposited in one place by wind, water or ice.

24.

Sedimentary rocks -formed from layers of the remains of older rocks that have been

(36)

25.

Shape-the form or outline of an object or figure. Examples: round, oval, square,

diamond, cone, hexagon, small, medium,etc.

26.

Split -a crack.

27.

Texture -the feel of a surface. Example: rough, smooth, scratchy, sandy, etc.

28.

Weathering -the process of breaking down rocks and minerals into smaller pieces by

water, wind,ice, etc.

(37)

Stage 1. Activating Prior

Learning 2. Setting the Context 3. Learning Activity Sequence

4. Check for

Understanding

5. Practice and

Application 6. Closure

Strategies

Activities from the Learning Guide

Extra activities you may wish to include

Materials and planning needed

Estimated time for this Stage