Chapter 3 Resource: Rocks
Chapter 3 Resource: Rocks
Chapter 3 Resource: Rocks
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Glencoe Science<br />
Includes:<br />
Reproducible Student Pages<br />
ASSESSMENT<br />
✔ <strong>Chapter</strong> Tests<br />
✔ <strong>Chapter</strong> Review<br />
HANDS-ON ACTIVITIES<br />
✔ Lab Worksheets for each Student Edition Activity<br />
✔ Laboratory Activities<br />
✔ Foldables–Reading and Study Skills activity sheet<br />
MEETING INDIVIDUAL NEEDS<br />
✔ Directed Reading for Content Mastery<br />
✔ Directed Reading for Content Mastery in Spanish<br />
✔ Reinforcement<br />
✔ Enrichment<br />
✔ Note-taking Worksheets<br />
<strong>Chapter</strong> <strong>Resource</strong>s<br />
<strong>Rocks</strong><br />
TRANSPARENCY ACTIVITIES<br />
✔ Section Focus Transparency Activities<br />
✔ Teaching Transparency Activity<br />
✔ Assessment Transparency Activity<br />
Teacher Support and Planning<br />
✔ Content Outline for Teaching<br />
✔ Spanish <strong>Resource</strong>s<br />
✔ Teacher Guide and Answers
Glencoe Science<br />
Photo Credits<br />
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Bettmann/CORBIS; Section Focus Transparency 3: Farrell Grehan/Photo Researchers; Section Focus Transparency<br />
4: John M. Roberts/The Stock Market; Teaching Transparency: (l) Martin Miller, (c) Jeff Gnass, (r)<br />
Doug Sokell/Tom Stack & Assoc.<br />
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that such material be reproduced only for classroom use; be provided to students,<br />
teachers, and families without charge; and be used solely in conjunction with the<br />
<strong>Rocks</strong> program. Any other reproduction, for use or sale, is prohibited without<br />
prior written permission of the publisher.<br />
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1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
Reproducible<br />
Student Pages<br />
Reproducible Student Pages<br />
■ Hands-On Activities<br />
MiniLAB: Try at Home Modeling Rock . . . . . . . . . . . . . . . . . . . . . . . . 3<br />
MiniLAB: Classifying Sediments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4<br />
Lab: Igneous Rock Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5<br />
Lab: Sedimentary <strong>Rocks</strong> . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7<br />
Laboratory Activity 1: Concretions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9<br />
Laboratory Activity 2: Identifying Metamorphic <strong>Rocks</strong> . . . . . . . . . . . 11<br />
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13<br />
■ Meeting Individual Needs<br />
Extension and Intervention<br />
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15<br />
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19<br />
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23<br />
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27<br />
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31<br />
■ Assessment<br />
<strong>Chapter</strong> Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35<br />
<strong>Chapter</strong> Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37<br />
■ Transparency Activities<br />
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42<br />
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47<br />
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49<br />
<strong>Rocks</strong> 1
Hands-On Activities<br />
2 <strong>Rocks</strong><br />
Hands-On<br />
Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Modeling Rock<br />
Procedure<br />
1. Mix about 10 mL of white glue with about 7 g of dirt or sand in a small<br />
paper cup.<br />
2. Stir the mixture and then allow it to harden overnight.<br />
3. Tear away the paper cup carefully from your mixture.<br />
Analysis<br />
1. Which rock type is similar to your hardened mixture?<br />
2. Which part of the rock cycle did you model?<br />
<strong>Rocks</strong> 3<br />
Hands-On Activities
Hands-On Activities<br />
Name Date Class<br />
4 <strong>Rocks</strong><br />
Classifying Sediments<br />
Procedure<br />
WARNING: Use care when handling sharp objects.<br />
1. Collect different samples of sediment.<br />
2. Spread them on a sheet of paper.<br />
3. Use Table 2 in your textbook to determine the size range of gravel-sized<br />
sediment.<br />
4. Use tweezers or a dissecting probe and a magnifying lens to separate the<br />
gravel-sized sediments.<br />
5. Separate the gravel into piles—rounded or angular.<br />
Analysis<br />
1. Describe the grains in both piles.<br />
2. Determine what rock could form from each type of sediment you have.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Lab Preview<br />
Directions: Answer these questions before you begin the Lab.<br />
1. Why does this lab have a sharp objects safety symbol?<br />
2. According to what characteristics will you arrange the rocks in this lab?<br />
You’ve learned how color often is used to estimate the composition of an<br />
igneous rock. The texture of an igneous rock describes its overall appearance,<br />
including mineral grain sizes and the presence or absence of bubble holes, for<br />
example. In most cases, grain size relates to how quickly the magma or lava<br />
cooled. Crystals you can see without a magnifying lens indicate slower<br />
cooling. Smaller, fine-grained crystals indicate quicker cooling, possibly due<br />
to volcanic activity. <strong>Rocks</strong> with glassy textures cooled so quickly that there<br />
was no time to form mineral grains.<br />
Real-World Question<br />
What does an igneous rock’s texture and color indicate about its formation history?<br />
Materials<br />
rhyolite<br />
basalt<br />
vesicular basalt<br />
Goals<br />
Igneous Rock Clues<br />
pumice<br />
granite<br />
obsidian<br />
■ Classify different samples of igneous rocks<br />
by color and infer their composition.<br />
■ Observe the textures of igneous rocks and<br />
infer how they formed.<br />
Safety Precautions<br />
WARNING: Some rock samples might have<br />
sharp edges. Always use caution while handling<br />
samples.<br />
gabbro<br />
magnifying lens<br />
Procedure<br />
1. Arrange rocks according to color (light or<br />
dark). Record your observations in the data<br />
table in the Data and Observations section.<br />
2. Arrange rocks according to similar texture.<br />
Consider grain sizes and shapes, presence<br />
of holes, etc. Use your magnifying lens to<br />
see small features more clearly. Record your<br />
observations.<br />
<strong>Rocks</strong> 5<br />
Hands-On Activities
Hands-On Activities<br />
Name Date Class<br />
Data and Observations<br />
Size and Shape<br />
of Crystals<br />
Conclude and Apply<br />
1. Infer which rocks are granitic based on color.<br />
2. Infer which rocks cooled quickly. What observations led you to this inference?<br />
3. Identify any samples that suggest gases were escaping from them as they cooled.<br />
4. Describe Which samples have a glassy appearance? How did these rocks form?<br />
5. Infer which samples are not volcanic. Explain.<br />
Communicating Your Data<br />
6 <strong>Rocks</strong><br />
(continued)<br />
Color Texture Other Rock Name<br />
Research the compositions of each of your samples. Did the colors of any samples lead<br />
you to infer the wrong compositions? Communicate to your class what you learned.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Lab Preview<br />
Directions: Answer these questions before you begin the Lab.<br />
1. What warning does the eye safety symbol in this lab give you?<br />
2. How do the materials for classifying sedimentary rocks differ from the materials you used for<br />
classifying igneous rocks?<br />
Sedimentary rocks are formed by compaction and cementation of sediment.<br />
Because sediment is found in all shapes and sizes, do you think these characteristics<br />
could be used to classify detrital sedimentary rocks? Sedimentary<br />
rocks also can be classified as chemical, or organic.<br />
Real-World Question<br />
How are rock characteristics used to classify<br />
sedimentary rocks as detrital, chemical, or<br />
organic?<br />
Goals<br />
■ Observe sedimentary rock characteristics.<br />
■ Compare and contrast sedimentary rock<br />
textures.<br />
■ Classify sedimentary rocks as detrital,<br />
chemical, or organic.<br />
Materials<br />
unknown sedimentary rock samples<br />
marking pen<br />
5% hydrochloric acid (HCl)<br />
dropper<br />
paper towels<br />
water<br />
magnifying lens<br />
metric ruler<br />
Safety Precautions<br />
Sedimentary <strong>Rocks</strong><br />
WARNING: HCl is an acid and can cause<br />
burns. Wear goggles and a lab apron. Rinse<br />
spills with water and wash hands afterward.<br />
Procedure<br />
1. Complete the procedure below and fill in<br />
the Sedimentary Rock Samples table in the<br />
Data and Observations section.<br />
2. Determine the sizes of sediments in each<br />
sample, using a magnifying lens and a<br />
metric ruler. Using Table 2, in your textbook,<br />
classify any grains of sediment in<br />
the rocks as gravel, sand, silt, or clay. In<br />
general, the sediment is silt if it is gritty<br />
and just barely visible, and clay if it is<br />
smooth and if individual grains are not<br />
visible.<br />
3. Put a few drops of 5% HCl solution on<br />
each rock sample. Bubbling on a rock indicates<br />
the presence of calcite.<br />
4. Examine each sample for fossils and<br />
describe any that are present.<br />
5. Determine whether each sample has a<br />
granular or nongranular texture.<br />
Analyze Your Data<br />
1. Classify your samples as detrital, chemical,<br />
or organic.<br />
2. Identify each rock sample.<br />
<strong>Rocks</strong> 7<br />
Hands-On Activities
Hands-On Activities<br />
Name Date Class<br />
Data and Observations<br />
Sedimentary Rock Samples<br />
Sample Observations<br />
A<br />
B<br />
C<br />
D<br />
E<br />
Conclude and Apply<br />
1. Explain why you tested the rocks with acid. What minerals react with acid?<br />
2. Compare and contrast sedimentary rocks that have a granular texture with sedimentary rocks<br />
that have a nongranular texture.<br />
Communicating Your Data<br />
8 <strong>Rocks</strong><br />
(continued)<br />
Minerals or Sediment<br />
Fossils Present Size<br />
Detrital<br />
Chemical,<br />
or Organic<br />
Compare your conclusions with those of other students in your class. For more help,<br />
refer to the Science Skill Handbook.<br />
Rock<br />
Name<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
Concretions<br />
Concretions are features found in sedimentary rocks. They may be spheres or flattened ovals.<br />
Concretions are formed when successive layers of cementing material are deposited and precipitated<br />
around a central core. Concretions may be harder than the surrounding rock. They are found as the<br />
surrounding rock is weathered.<br />
Strategy<br />
You will make a concretion.<br />
You will observe the process of precipitation.<br />
You will demonstrate the process by which<br />
some sedimentary rocks are formed.<br />
Materials<br />
waxed paper<br />
cardboard (stiff)<br />
pie pan (disposable)<br />
spoon<br />
patching plaster<br />
water<br />
rock with flat side<br />
dropper<br />
food coloring<br />
Procedure<br />
1. Place a piece of waxed paper on a piece of<br />
cardboard.<br />
2. In the pie pan, mix some plaster with<br />
water. Add the water drop by drop until the<br />
plaster will spread but not run.<br />
Data and Observations<br />
Table 1<br />
Day<br />
1<br />
2<br />
Laboratory<br />
Activity<br />
Color<br />
3. Place the rock flat side down on the waxed<br />
paper. Spread the plaster over its exposed<br />
sides. Record the color of the layer in<br />
Table 1.<br />
4. Clean the pie pan thoroughly.<br />
5. Place the rock in a location where it can<br />
dry undisturbed.<br />
6. On the second day, repeat steps 3 through 5.<br />
Mix a drop of food coloring in the plaster.<br />
Record the color of the layer in Table 1.<br />
Let dry.<br />
7. On the third day, add another layer using a<br />
different color. Record the color in the table.<br />
8. On the fourth day, add another layer using<br />
a third color. Record. Contours may be<br />
thicker in some places since concretions are<br />
not always smooth.<br />
9. On the fifth day, remove the cardboard and<br />
waxed paper. Sketch the bottom of the<br />
concretion on the next page.<br />
Day<br />
3<br />
4<br />
Color<br />
<strong>Rocks</strong> 9<br />
Hands-On Activities
Hands-On Activities<br />
Name Date Class<br />
Laboratory Activity 1 (continued)<br />
Sketch of concretion<br />
Questions and Conclusions<br />
1. What do the different layers represent?<br />
2. What causes the different layers in naturally formed concretions?<br />
3. Sometimes fossil hunters crack concretions open. Why do you think they do that?<br />
Strategy Check<br />
10 <strong>Rocks</strong><br />
Can you make a concretion?<br />
Can you observe the process of precipitation?<br />
Can you demonstrate how some sedimentary rocks are formed?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
2<br />
Identifying Metamorphic<br />
<strong>Rocks</strong><br />
Metamorphic rocks are those which have been changed by heat, pressure, fluids, and chemical<br />
activity beneath Earth’s surface. Each metamorphic rock can be identified and classified by its<br />
composition and texture. Foliated metamorphic rocks have a sheetlike or layering orientation of<br />
their minerals. Nonfoliated metamorphic rocks are composed of mineral grains that don’t form<br />
layers. In this activity, you will examine and identify samples of both types of metamorphic rocks.<br />
Strategy<br />
You will describe the physical properties of various metamorphic rocks.<br />
You will use a key to identify metamorphic rock samples.<br />
You will group rocks into foliated and nonfoliated samples.<br />
Materials<br />
numbered rock samples: gneiss, hornfels,<br />
marble, phyllite, quartzite, schist, slate, and<br />
soapstone<br />
magnifying lens<br />
colored pencils<br />
Safety Precautions<br />
Laboratory<br />
Activity<br />
Procedure<br />
1. Arrange your rock samples in numerical<br />
order. Begin by examining rock sample 1.<br />
In the table in the Data and Observations<br />
section, make a sketch of the rock sample.<br />
Use colored pencils to make your sketch as<br />
realistic as possible.<br />
2. Next observe the rock’s physical properties,<br />
such as the color and the size and arrangement<br />
of crystals. Write a description of the<br />
rock in the data table.<br />
3. Use the identification key in Figure 1 to<br />
identify the name of the rock sample. Write<br />
the name in the data table.<br />
4. Based on your observations and what you<br />
know about metamorphic rocks, classify<br />
the rock sample as foliated or nonfoliated.<br />
Record your classification in the data table.<br />
5. Repeat steps 1 through 4 with rock samples<br />
2 through 8.<br />
Figure 1<br />
Rock Description<br />
Alternating bands of light and<br />
dark minerals; bands may or<br />
Gneiss may not be bent; often visible<br />
crystals; may contain thin,<br />
dark streaks<br />
Usually dark in color, but may<br />
Hornfels be pink, brown, violet, or green;<br />
fine-grained, dense, hard rock<br />
Can be white, brown, red, green,<br />
Marble<br />
or yellow; can be scratched with<br />
a nail; texture can be smooth or<br />
sugary; large interlocking cystals<br />
Fine-grained rock; has a frosted<br />
Phyllite sheen resembling frosted<br />
eye shadow<br />
Made of interlocking quartz<br />
crystals; pure quartzite is white,<br />
Quartzite but other minerals may color it<br />
gray or even black;<br />
scratches glass<br />
Medium-grained rock; may have<br />
Schist long, stretched crystals; may<br />
shimmer or look flaky<br />
Usually gray or black; very finegrained<br />
rock; individual grains<br />
Slate<br />
difficult to see with hand lens;<br />
has obvious layers<br />
Soft, easily carved rock; slippery<br />
Soapstone feel; color varies from very pale<br />
to dark green<br />
<strong>Rocks</strong> 11<br />
Hands-On Activities
Hands-On Activities<br />
Name Date Class<br />
Laboratory Activity 2 (continued)<br />
Data and Observations<br />
Sample<br />
Rock Foliated or<br />
Drawing Description<br />
Number Name Nonfoliated<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
Questions and Conclusions<br />
1. Which rock samples were the most difficult to identify?<br />
2. Suggest why two samples of the same type of metamorphic rock might look different from<br />
each other.<br />
Strategy Check<br />
12 <strong>Rocks</strong><br />
Can you describe the physical properties of various metamorphic rocks?<br />
Can you use a key to identify metamorphic rock samples?<br />
Can you group rocks into foliated and nonfoliated samples?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
<strong>Rocks</strong><br />
Directions: Use this page to label your Foldable at the beginning of the chapter.<br />
Rock Types<br />
Igneous<br />
Metamorphic<br />
Sedimentary<br />
can be chemical or organic sedimentary<br />
can be foliated or nonfoliated<br />
can be intrusive or extrusive<br />
examples include basalt, granite, and pumice<br />
examples include limestone, chalk, and coal<br />
examples include shale, schist, and quartz<br />
formed by heat, pressure, and fluids<br />
formed by magma and lava<br />
formed when rock fragments and minerals are compacted and<br />
cemented together<br />
<strong>Rocks</strong> 13<br />
Hands-On Activities
Meeting Individual Needs<br />
14 <strong>Rocks</strong><br />
Meeting Individual<br />
Needs
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Overview<br />
<strong>Rocks</strong><br />
Directions: Complete the concept map using the terms in the list below.<br />
metamorphic rock cycle igneous limestone<br />
The<br />
and includes and includes and includes<br />
2. 3.<br />
rocks such as rocks such as<br />
rocks such as<br />
granite marble<br />
Directions: Select the correct answer from the possibilities below and write the letter in the space provided.<br />
5. The rock cycle illustrates the principal of the conservation of matter by<br />
explaining how______________.<br />
a. a sedimentary rock can become metamorphic rock<br />
b. a metamorphic rock can become an igneous rock<br />
c. an igneous rock can form a sedimentary rock<br />
d. all of the above<br />
1.<br />
illustrates how rocks<br />
change through time<br />
sedimentary<br />
4.<br />
<strong>Rocks</strong> 15<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
16 <strong>Rocks</strong><br />
Directed Reading for<br />
Content Mastery<br />
Section 1 ■ The Rock Cycle<br />
Section 2 ■ Igneous <strong>Rocks</strong><br />
Directions: Study the following diagram. Then answer the questions below.<br />
Magma<br />
Cooling<br />
Melting<br />
Metamorphic<br />
rock<br />
Melting<br />
Heat and<br />
pressure<br />
1. The diagram shows the three types of rock and the processes that form them.<br />
This process is called the _____________________.<br />
2. Lava and ___________________ can cool to become igneous rocks.<br />
3. Heat and pressure can turn sedimentary or ____________________ rocks into<br />
metamorphic rocks.<br />
4. Metamorphic rock can ____________________ and then cool to become<br />
igneous rock.<br />
5. Weathering and erosion break igneous and other types of rock into smaller pieces<br />
called _____________________.<br />
Igneous<br />
rock<br />
Melting<br />
Heat and<br />
pressure<br />
Weathering<br />
and erosion<br />
Weathering<br />
and erosion<br />
Weathering<br />
and erosion<br />
Sediments<br />
Compaction<br />
and<br />
cementation<br />
Sedimentary<br />
rock<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Section 3 ■ Metamorphic <strong>Rocks</strong><br />
Section 4 ■ Sedimentary <strong>Rocks</strong><br />
Directions: Draw a line from the description on the left to the correct term on the right.<br />
1. a type of metamorphic rock in which<br />
metamorphic rocks<br />
mineral grains grow and rearrange<br />
but do not form layers<br />
2. a type of organic sedimentary rock<br />
foliated rock<br />
formed from the pieces of dead plants<br />
3. rocks formed by changes in temperature<br />
coal<br />
and pressure or the presence of hot,<br />
watery fluids<br />
4. sedimentary rocks such as halite that<br />
nonfoliated rock<br />
are formed when minerals come out<br />
of solution<br />
5. sedimentary rocks such as sandstone<br />
chalk<br />
that are formed from broken fragments<br />
of other rocks<br />
6. a type of organic sedimentary rock made<br />
detrital rocks<br />
of the mineral calcite and formed largely<br />
from the shells of ocean animals<br />
7. rocks formed when sediments are pressed<br />
chemical rocks<br />
and cemented together or when minerals<br />
form from solutions<br />
stacked rocks<br />
8. a type of metamorphic rock in which<br />
mineral grains flatten and line up in<br />
parallel layers<br />
sedimentary rocks<br />
9. sedimentary rock in which the older rocks,<br />
unless disrupted, are on the bottom<br />
10. an organic sedimentary rock made of<br />
fossil-rich limestone<br />
microscopic shells<br />
<strong>Rocks</strong> 17<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
18 <strong>Rocks</strong><br />
Directed Reading for<br />
Content Mastery<br />
Key Terms<br />
<strong>Rocks</strong><br />
Directions: Write the terms below next to their definitions on the lines provided. Then circle the terms in<br />
the puzzle.<br />
compaction foliated granitic igneous<br />
intrusive metamorphic sediment rock<br />
A<br />
R<br />
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L<br />
S<br />
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I<br />
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A<br />
M<br />
E<br />
T<br />
A<br />
M<br />
O<br />
R<br />
P<br />
H<br />
I<br />
C<br />
Z<br />
A<br />
E<br />
N<br />
B<br />
F<br />
E<br />
O<br />
I<br />
V<br />
T<br />
D<br />
T<br />
D<br />
I<br />
R<br />
X<br />
J<br />
K<br />
P<br />
E<br />
I<br />
1. igneous rocks that form below Earth’s surface<br />
2. rocks created by changes in temperature and pressure<br />
or the presence of hot, watery liquid<br />
3. loose material such as rock fragments, mineral grains,<br />
and plant and animal remains<br />
4. process in which layer upon layer of sediment builds<br />
up and pressure from the upper layers causes the<br />
lower layers to stick together and form solid rock<br />
5. a mixture of minerals, organic matter, volcanic glass,<br />
or other materials<br />
6. the type of metamorphic rock that forms when<br />
mineral grains flatten and line up in parallel layers<br />
7. the kind of rock that forms when magma cools<br />
8. the kind of magma that is thick and stiff and<br />
contains lots of silica<br />
J<br />
N<br />
V<br />
T<br />
L<br />
C<br />
M<br />
I<br />
P<br />
M<br />
O<br />
S<br />
E<br />
D<br />
I<br />
M<br />
E<br />
N<br />
T<br />
G<br />
H<br />
N<br />
W<br />
V<br />
U<br />
C<br />
G<br />
J<br />
Q<br />
C<br />
N<br />
X<br />
O<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenido<br />
Sinopsis<br />
Las rocas<br />
Instrucciones: Completa el mapa de conceptos usando los siguientes términos.<br />
metamórficas ciclo de las rocas ígneas la piedra caliza<br />
El(La)<br />
e incluye rocas e incluye rocas e incluye rocas<br />
2. 3.<br />
como como<br />
como<br />
el granito el mármol<br />
Instrucciones: Elige la respuesta correcta y escribe la letra en el espacio dado.<br />
1.<br />
illustra cómo cambian<br />
las rocas con el tiempo<br />
sedimentarias<br />
5. El ciclo de las rocas ilustra el principio de conservación de la materia al<br />
explicar cómo ______________.<br />
a. una roca sedimentaria puede convertirse en una roca metamórfica<br />
b. una roca metamórfica puede convertirse en una roca ígnea<br />
c. una roca ígnea puede convertirse en una roca sedimentaria<br />
d. todas las anteriores<br />
4.<br />
Las rocas 19<br />
Satisface las necesidades individuales
Satisface las necesidades individuales<br />
Nombre Fecha Clase<br />
20 Las rocas<br />
Lectura dirigida para<br />
Dominio del contenido<br />
Sección 1 ■ El ciclo de las<br />
rocas<br />
Sección 2 ■ Rocas ígneas<br />
Instrucciones: Estudia el siguiente diagrama. Luego contesta las preguntas.<br />
Enfriamiento<br />
Magma<br />
Fundición<br />
Roca<br />
metamórfica<br />
Fundición<br />
Calor y<br />
presión<br />
Fundición<br />
Roca<br />
ígnea í<br />
Calor y<br />
presión<br />
Meteorización<br />
y erosión<br />
Meteorización<br />
y erosión<br />
Meteorización<br />
y erosión<br />
1. El diagrama muestra los tres tipos de rocas y los procesos que las forman. Este<br />
proceso se llama el(la) _____________________.<br />
2. La lava y el(la) ___________________ se enfrían y forman rocas ígneas.<br />
3. El calor y la presión pueden convertir las rocas sedimentarias o<br />
____________________ en rocas metamórficas.<br />
Sedimentos<br />
Compactación<br />
y<br />
cementación<br />
Roca<br />
sedimentaria<br />
4. Las rocas metamórficas pueden ____________________ y luego enfriarse y convertirse<br />
en rocas ígneas.<br />
5. La meteorización y la erosión desintegran las rocas ígneas y otros tipos de rocas<br />
en fragmentos llamados _____________________.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenido<br />
Sección 3 ■ Rocas<br />
metamórficas<br />
Sección 4 ■ Rocas<br />
sedimentarias<br />
Instrucciones: Une con una línea cada descripción de la izquierda con el término correcto a la derecha.<br />
1. tipo de roca metamórfica en la cual los granos<br />
rocas metamórficas<br />
minerales crecen y se reorganizan pero no<br />
forman capas<br />
roca foliada<br />
2. tipo de roca sedimentaria orgánica que se forma<br />
de los fragmentos de plantas muertas<br />
3. rocas que se formaron al cambiar la temperatura carbón<br />
y la presión o debido a la presencia de líquidos<br />
calientes<br />
4. rocas sedimentarias como la halita que se formaron roca no foliada<br />
cuando los minerales precipitaron de la solución<br />
5. rocas sedimentarias como la arenisca que se formaron tiza<br />
a partir de los fragmentos de otras rocas<br />
6. tipo de roca sedimentaria orgánica compuesta del<br />
mineral calcita, la cual se forma sobre todo de las rocas detríticas<br />
conchas de animales marinos<br />
7. rocas que se forman cuando los sedimentos son<br />
rocas químicas<br />
presionados y cimentados o cuando se forman<br />
minerales a partir de soluciones<br />
8. tipo de roca metamórfica en la cual los granos de rocas apiladas<br />
los minerales se aplanan y se organizan en capas<br />
paralelas<br />
rocas sedimentarias<br />
9. roca sedimentaria en la cual las rocas más antiguas,<br />
si no han sido alteradas, se encuentran en el fondo<br />
10. roca sedimentaria orgánica compuesta de conchas piedra caliza rica en<br />
microscópicas<br />
fósiles<br />
Las rocas 21<br />
Satisface las necesidades individuales
Satisface las necesidades individuales<br />
Nombre Fecha Clase<br />
22 Las rocas<br />
Lectura dirigida para<br />
Dominio del contenido<br />
Términos claves<br />
Las rocas<br />
Instrucciones: Escribe los términos al lado de sus definiciones en las líneas dadas. Luego encierra en un círculo<br />
cada término en la sopa de letras.<br />
compactación foliada granítica ígnea<br />
intrusiva metamórfica sedimento roca<br />
C<br />
R<br />
I<br />
W<br />
O<br />
F<br />
C<br />
B<br />
P<br />
I<br />
G<br />
O<br />
D<br />
N<br />
B<br />
I<br />
R<br />
K<br />
T<br />
Y<br />
N<br />
R<br />
M<br />
E<br />
T<br />
A<br />
M<br />
O<br />
R<br />
F<br />
I<br />
C<br />
A<br />
P<br />
D<br />
R<br />
L<br />
S<br />
C<br />
O<br />
O<br />
Q<br />
R<br />
N<br />
A<br />
O<br />
U<br />
G<br />
N<br />
A<br />
L<br />
Z<br />
S<br />
U<br />
I<br />
C<br />
Z<br />
S<br />
R<br />
S<br />
Y<br />
I<br />
I<br />
T<br />
S<br />
T<br />
T<br />
E<br />
I<br />
G<br />
N<br />
E<br />
A<br />
S<br />
H<br />
I<br />
I<br />
A<br />
A<br />
V<br />
N<br />
B<br />
F<br />
D<br />
T<br />
I<br />
V<br />
C<br />
C<br />
T<br />
A<br />
I<br />
R<br />
X<br />
A<br />
A<br />
P<br />
E<br />
A<br />
1. roca ígnea que se forma bajo la superficie terrestre<br />
2. rocas que se forman debido a cambios en la temperatura<br />
y presión o en presencia de líquidos calientes<br />
3. material suelto como fragmentos de rocas, granos de<br />
minerales y restos de plantas y animales<br />
4. proceso por el cual se acumula capa tras capa de sedimento<br />
y la presión causada por las capas que están<br />
arriba hace que las capas inferiores se junten y formen<br />
roca sólida<br />
5. mezcla de minerales, materia orgánica, vidrio volcánico<br />
u otros materiales<br />
I<br />
N<br />
V<br />
T<br />
L<br />
C<br />
M<br />
I<br />
P<br />
M<br />
O<br />
6. tipo de roca metamórfica que se forma cuando los<br />
granos minerales se aplanan y forman capas paralelas<br />
7. tipo de roca que se forma cuando el magma se enfría<br />
8. tipo de magma denso y poco flexible que contiene<br />
gran cantidad de sílice<br />
O<br />
S<br />
E<br />
D<br />
I<br />
M<br />
E<br />
N<br />
T<br />
O<br />
N<br />
N<br />
V<br />
U<br />
C<br />
G<br />
J<br />
Q<br />
C<br />
N<br />
X<br />
O<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
The Rock Cycle<br />
Directions: Study the diagram of the rock cycle. In a paragraph explain how minerals originally in magma could<br />
travel through the cycle and eventually end up in each of the three main classifications of rocks. Tell what must<br />
happen for each rock type to change into another.<br />
Magma<br />
Cooling<br />
Melting<br />
Metamorphic<br />
rock<br />
Reinforcement<br />
Melting<br />
Heat and<br />
pressure<br />
Igneous<br />
rock<br />
Melting<br />
Heat and<br />
pressure<br />
Weathering<br />
and erosion<br />
Weathering<br />
and erosion<br />
Weathering<br />
and erosion<br />
Sediments<br />
Compaction<br />
and<br />
cementation<br />
Sedimentary<br />
rock<br />
<strong>Rocks</strong> 23<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
2<br />
24 <strong>Rocks</strong><br />
Reinforcement<br />
Igneous <strong>Rocks</strong><br />
Directions: Write the term that matches each description below on the spaces provided. The boxed letters<br />
should spell the kind of rocks that form from magma.<br />
1. Igneous rocks that are dense and dark-colored. They form from magma that is rich in iron and<br />
magnesium and poor in silica.<br />
2. Thick, gooey, molten material inside a volcano or deep inside Earth<br />
3. Igneous rocks that are light-colored and have a lower density. They form from thick, stiff<br />
magma that contains lots of silica and lesser amounts of iron and magnesium.<br />
4. Igneous rocks that have mineral compositions between those of granitic and basaltic rocks<br />
5. One kind of volcanic glass that has holes caused by pockets of gas<br />
6. The kind of igneous rock that forms below Earth’s surface<br />
7. The kind of igneous rock that forms on or near Earth’s surface<br />
8. Magma forms this kind of rock.<br />
1<br />
7<br />
6<br />
3<br />
4<br />
2<br />
5<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
Reinforcement<br />
Metamorphic <strong>Rocks</strong><br />
Directions: Complete the concept map using the terms below.<br />
metamorphic rocks foliated rocks nonfoliated rocks<br />
marble quartzite sandstone<br />
gneiss shale granite<br />
slate<br />
forms from forms from forms from forms from<br />
7.<br />
2.<br />
two examples<br />
are<br />
can be<br />
classified as<br />
Directions: Write T if the statement is true. Write F if the statement is false.<br />
10. Metamorphic rocks form only from igneous rocks.<br />
11. An igneous rock like granite can be formed into a metamorphic rock like gneiss.<br />
12. Heat and pressure have no effect on rocks.<br />
4. 5. 6.<br />
8. 9.<br />
13. One type of rock, such as shale, can change into several different kinds of<br />
metamorphic rock.<br />
1.<br />
3.<br />
two examples<br />
are<br />
limestone<br />
<strong>Rocks</strong> 25<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
4<br />
Directions: Complete the outline by filling in the blanks.<br />
Sedimentary <strong>Rocks</strong><br />
I. Materials that make up sediments<br />
A.<br />
B.<br />
C.<br />
II. Ways sedimentary rocks can form<br />
A.<br />
26 <strong>Rocks</strong><br />
Definition:<br />
B.<br />
Definition:<br />
C.<br />
Definition:<br />
III. Classification of sedimentary rocks<br />
A.<br />
B.<br />
C.<br />
Reinforcement<br />
Examples:<br />
Examples:<br />
Examples:<br />
Sedimentary <strong>Rocks</strong><br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
Enrichment<br />
Analyzing <strong>Rocks</strong><br />
Materials<br />
10 rock samples<br />
towel<br />
rock hammer<br />
hand lens<br />
Field Guide to <strong>Rocks</strong><br />
Procedure<br />
1. On a piece of paper, copy the table heading<br />
shown in Data and Observations. Make<br />
your table ten rows long to provide space<br />
for recording information about the ten<br />
rock samples.<br />
2. Examine the rock samples. Observe characteristics<br />
such as minerals present, the size<br />
and shape of mineral grains, and the<br />
arrangement of grains. Record your observations<br />
in your table. Sample observations are<br />
shown in the Data and Observations section.<br />
Data and Observations<br />
Sample<br />
1<br />
Minerals<br />
Present<br />
Quartz<br />
Feldspar<br />
Diorite<br />
Analyze and Conclude<br />
Size / Shape<br />
of Minerals<br />
0.5 cm,<br />
rectangular<br />
3. Group all the rocks that have a common<br />
characteristic. Make at least three categories.<br />
In the last column of the table, record the<br />
common characteristics on which you<br />
based your groupings.<br />
4. Compare your system of classification with<br />
those devised by your classmates.<br />
5. Crush bits of the rocks. WARNING: Wrap<br />
rock samples in a towel before hitting them<br />
with the hammer. Always wear goggles when<br />
using a rock hammer.<br />
6. Examine the crushed samples with the hand<br />
lens. Record any observable characteristics<br />
not seen in the larger specimen.<br />
Arrangement<br />
of Grains<br />
1. Were there any characteristics common to all rock samples? Explain one.<br />
2. What feature was most useful in grouping the rocks?<br />
Other<br />
Information<br />
Common<br />
Characteristic<br />
Grain size<br />
similar to<br />
samples 3 and 7<br />
3. What feature was least helpful in grouping the rocks?<br />
4. Was there a characteristic observed in the crushed rocks that aided or changed your system of<br />
grouping? Explain.<br />
5. Was your system of grouping different from those of your classmates? Why did students devise<br />
different classification systems?<br />
<strong>Rocks</strong> 27<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
2<br />
28 <strong>Rocks</strong><br />
Crystallization<br />
Directions: This chart represents the order in which different minerals crystallize from cooling magma or lava to<br />
form igneous rocks. Both mineral names and the rocks they form are shown. Use the chart to answer the questions.<br />
Crystallization<br />
First to<br />
crystallize<br />
Decreasing temperature<br />
Last to<br />
crystallize<br />
1. Which minerals are the first to crystallize from cooling magma?<br />
2. What kind of rocks are formed by these minerals?<br />
3. Which mineral crystallizes at the lowest temperature?<br />
4. Which mineral, pyroxene or orthoclase, crystallizes from magma first?<br />
5. Which feldspar mineral is found in granite?<br />
6. What minerals form the rocks diorite and andesite?<br />
7. Minerals higher in silica content crystallize from magma at lower temperatures. Which magma,<br />
basaltic or granitic, is higher in silica content?<br />
8. Magma that is low in silica content flows more easily. Which kind of lava, basaltic or granitic,<br />
flows faster?<br />
Enrichment<br />
Iron-magnesium<br />
silicate minerals<br />
Olivine<br />
Pyroxene<br />
Amphibole<br />
Biotite<br />
Orthoclase<br />
(potassium feldspar)<br />
Quartz<br />
Feldspar minerals<br />
Plagioclase<br />
(calcium feldspar)<br />
Plagioclase<br />
(sodium feldspar)<br />
Rock<br />
names<br />
Gabbro,<br />
basalt<br />
Diorite,<br />
andesite<br />
Granite,<br />
rhyolite<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
Everyday Quartzite<br />
Quartzite is a nonfoliated rock that is used in many everyday things. Quartzite is most<br />
commonly used for friction control on asphalt roads and highways. Adding quartzite to road<br />
surfaces helps keep drivers safe. That’s because the hard, angular surfaces created by quartzite<br />
cause more friction, which prevents skidding. Quartzite is made up of quartz grains that are<br />
firmly cemented together when sandstone is subjected to heat and pressure.<br />
Directions: Research and define the following terms related to quartzite.<br />
1. aggregates<br />
2. micro-texture of pavement<br />
3. macro-texture of pavement<br />
4. hydroplaning<br />
Enrichment<br />
5. precast concrete panels<br />
6. pink Sioux quartzite<br />
<strong>Rocks</strong> 29<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
4<br />
30 <strong>Rocks</strong><br />
Enrichment<br />
Materials<br />
flat pan or shallow dish<br />
water<br />
spoon<br />
table salt<br />
Procedure<br />
1. Place about 3 cm of water in the pan or<br />
shallow dish.<br />
2. Gradually add table salt to the water as you<br />
stir it gently.<br />
3. Continue adding salt until no more can be<br />
dissolved in the water.<br />
Analyzing Sedimentary <strong>Rocks</strong><br />
Analyze<br />
1. What did you observe in the pan as the days passed and on the final day of this activity?<br />
2. What caused the salt deposition in the pan?<br />
4. Stir the solution thoroughly.<br />
5. Observe and note the appearance of the<br />
pan and its contents.<br />
6. Place the pan with its contents on a<br />
windowsill or countertop where it will not<br />
be disturbed.<br />
7. Once each morning and evening, observe<br />
the pan and record what you see.<br />
8. Continue this process until all the water<br />
has evaporated.<br />
9. Once all the water has evaporated, observe<br />
and record the appearance of the pan.<br />
Conclude and Apply<br />
3. How does what you observed in the pan help explain sedimentary rock formation?<br />
4. Sedimentary rocks formed by deposition of minerals when water evaporates are called<br />
evaporites. Name a common evaporite mineral or rock.<br />
5. Deposition of evaporite sedimentary rocks occurred in the Dead Sea flats and the Bonneville<br />
salt flats. Explain what might have happened to cause the evaporite deposits.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Note-taking<br />
Worksheet<br />
Section 1 The Rock Cycle<br />
<strong>Rocks</strong><br />
A. _____________—mixture of minerals, volcanic glass, organic matter, or other material<br />
B. ___________________—model showing processes that create and change rock<br />
1. ____________________ rock can be changed by heat and pressure into metamorphic rock.<br />
2. ____________________ rock can melt and cool to form igneous rock.<br />
3. ________________ rock can be broken into fragments that may later form sedimentary<br />
rock.<br />
C. Conservation of _______________—rock cycle never destroys elements of rocks but merely<br />
redistributes them<br />
D. _____________________ recognized the rock cycle in 1788 by observing Siccar Point, Scotland.<br />
Section 2 Igneous Rock<br />
A. ______________________ form from magma found deep under Earth’s surface.<br />
1. Magma reaching the surface flows from a volcano as _____________.<br />
2. Magma trapped below the surface forms large-grained __________________ igneous rock<br />
when it cools.<br />
3. Magma cooling at or near Earth’s surface forms small-grained __________________<br />
igneous rock.<br />
4. _________________ igneous rocks are dark-colored and dense.<br />
a. Contain _____________ and __________________ but very little silica<br />
b. Basaltic lava flows _______________ from a volcano.<br />
5. _________________ igneous rocks are lower density and lighter color.<br />
a. Contain more _______________ and less iron and magnesium<br />
b. Granitic magma is ______________ and ______________.<br />
6. __________________ rocks have a more balanced composition of minerals and density<br />
than basaltic or granitic rocks.<br />
7. Crystal _____________, large or small, can help identify an igneous rock as intrusive or extrusive.<br />
8. Volcanic glass rocks _____________ so quickly that few crystals form.<br />
9. Some rocks have ______________ formed around once-trapped air and other gases.<br />
<strong>Rocks</strong> 31<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
Note-taking Worksheet (continued)<br />
B. Igneous rocks are ___________________ in two ways.<br />
1. Where they formed—__________________ (under the Earth’s surface) or<br />
32 <strong>Rocks</strong><br />
__________________ (at or near the Earth’s surface)<br />
2. ______________ type—basaltic, granitic, or andesitic<br />
Section 3 Metamorphic <strong>Rocks</strong><br />
A. Metamorphic rocks—changed by ____________________, _________________, and hot fluids<br />
1. _____________ and _________________ result from one layer of rock on top of another layer.<br />
a. Sometimes temperature and pressure are great enough to _____________ rock, forming<br />
magma.<br />
b. Sometimes pressure _________________ mineral grains in rocks without melting them.<br />
c. As pressure and temperature continue to increase over time, one type of rock can change<br />
into __________________________ metamorphic rocks.<br />
2. Hot, water-rich _______________ can move through rock, chemically changing it.<br />
B. Classification of metamorphic rocks—by composition and _________________<br />
1. _________________ texture—mineral grains flatten and line up in parallel layers or bands<br />
2. ______________________ texture—mineral grains grow and rearrange but do not form layers<br />
Section 4 Sedimentary <strong>Rocks</strong><br />
A. ____________________ rocks—mostly found on the exposed surface of Earth<br />
1. Rock fragments, mineral grains, and bits of plants and animal remains moved by wind,<br />
water, ice or gravity are called __________________.<br />
2. Sedimentary rocks form in _______________.<br />
B. Sedimentary rocks—___________________ by what they were made of and how they were formed<br />
C. _________________ sedimentary rocks—made from broken fragments of other rocks<br />
1. When layers of small sediments stick together because of pressure, ___________________<br />
occurs.<br />
2. When water and other minerals move through open spaces between larger sediments,<br />
gluing them together, ____________________ occurs.<br />
3. Detrital rocks often have a _________________ texture.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Note-taking Worksheet (continued)<br />
4. <strong>Rocks</strong> are named according to _____________ and ______________ of sediments.<br />
a. Sediment size can be large like _______________ or small like _____________.<br />
b. Sediments can be _____________________ or have ______________ angles.<br />
D. Chemical sedimentary rocks—non-clastic rocks formed when dissolved _________________<br />
came out of solution<br />
1. Limestone forms from ________________, which was calcium carbonate in solution.<br />
2. Rock salt forms from _______________, which was salt in solution.<br />
E. Organic sedimentary rocks—made from ________________ of once-living plants or animals<br />
1. ______________—made of microscopic calcite-shell remains of animals<br />
2. _____________—made of plant remains, chemically changed by microorganisms and<br />
compacted over millions of years<br />
F. Rock cycle—a ___________________ and dynamic process<br />
<strong>Rocks</strong> 33<br />
Meeting Individual Needs
Assessment<br />
34 <strong>Rocks</strong><br />
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
<strong>Chapter</strong><br />
Review<br />
<strong>Rocks</strong><br />
Part A. Vocabulary Review<br />
Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct term<br />
in the blank at the left.<br />
Column I<br />
1. rocks formed by changes in heat and pressure or<br />
the presence of hot, watery fluids<br />
2. rocks formed from molten material<br />
3. rocks formed from sediments<br />
4. igneous rocks formed on or near Earth’s surface<br />
5. layered metamorphic rocks<br />
6. process by which sediments are pressed together to<br />
form rock<br />
7. light-colored igneous rocks with a lower density<br />
than basaltic rocks<br />
8. dense, dark-colored igneous rocks<br />
9. metamorphic rocks that don’t have layers<br />
10. process by which large sediments are glued together<br />
by dissolved minerals to form rock<br />
11. igneous rocks formed below Earth’s surface<br />
12. bits of weathered rock, minerals, grains, plants,<br />
and animals that have been eroded<br />
13. model that illustrates the processes that create and<br />
change rocks<br />
14. magma that reaches Earth’s surface and flows<br />
from volcanoes<br />
15. a mixture of minerals, organic matter, volcanic glass,<br />
or other materials<br />
Column II<br />
a. granitic<br />
b. metamorphic rocks<br />
c. rock cycle<br />
d. sedimentary rocks<br />
e. cementation<br />
f. basaltic<br />
g. rock<br />
h. extrusive<br />
i. sediments<br />
j. igneous rocks<br />
k. compaction<br />
l. intrusive<br />
m. foliated<br />
n. lava<br />
o. nonfoliated<br />
<strong>Rocks</strong> 35<br />
Assessment
Assessment<br />
Name Date Class<br />
<strong>Chapter</strong> Review (continued)<br />
Part B. Concept Review<br />
Directions: Answer the following questions using complete sentences.<br />
1. Suppose you found an igneous rock that had almost even amounts of silica, iron, and<br />
magnesium. How would you classify this rock? Why?<br />
2. How do detrital, chemical, and organic sedimentary rocks differ from one another?<br />
3. Your friend challenges you to tell what you know about a rock without seeing it. You are given<br />
a one-word hint: clastic. What can you tell your friend about the rock?<br />
4. What makes the rock cycle a “cycle”?<br />
5. What is cementation?<br />
36 <strong>Rocks</strong><br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Transparency<br />
Activities<br />
<strong>Rocks</strong> 41<br />
Transparency Activities
Transparency Activities<br />
Name Date Class<br />
1<br />
42 <strong>Rocks</strong><br />
Section Focus<br />
Transparency Activity<br />
A Cone Cave Place<br />
To Live<br />
Have you ever thought about living in a rock? This photo shows an<br />
area in Turkey called Cappadocia. People have carved their homes<br />
into the giant rock cones at Cappadocia for at least 2,000 years.<br />
1. What properties of these cones make them useful for carving<br />
homes?<br />
2. What advantages are there to living in a rock? Disadvantages?<br />
3. How might weather affect these rock homes?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
2<br />
Section Focus<br />
Transparency Activity<br />
Bad For Pompeii, Good<br />
For Archaeology<br />
The ancient city of Pompeii in Italy was buried by the eruption of<br />
Mt. Vesuvius in 79 A.D. The ruins were discovered in the late 1500s, but<br />
excavations were not systematized until the 1860s.<br />
1. How did the volcano preserve the artifacts in Pompeii?<br />
2. What clues do you have that Pompeii was covered by ash rather<br />
than lava?<br />
<strong>Rocks</strong> 43<br />
Transparency Activities
Transparency Activities<br />
Name Date Class<br />
3<br />
44 <strong>Rocks</strong><br />
Section Focus<br />
Transparency Activity<br />
Pressured to Change<br />
Since the days of ancient Greece, sculptors have used marble to<br />
create beautiful works of art. Formed from limestone and various<br />
minerals, marble must be carefully cut from quarries like the one<br />
shown below.<br />
1. Why is marble so valued by sculptors?<br />
2. Besides sculpture, how else do people use marble?<br />
3. Marble comes in many different colors and internal patterns. Why<br />
is there so much variation?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
4<br />
Section Focus<br />
Transparency Activity<br />
It’s Sedimentary<br />
Natural arches or bridges are features that are most often eroded<br />
in sandstone or limestone. Examples in the United States include<br />
Natural Bridge in western Virginia, Natural Bridges National<br />
Monument in Utah, and Arches National Park, also in Utah. Arches<br />
National Park is pictured below.<br />
1. How do you think this arch was formed?<br />
2. Notice the layers in the sandstone formations pictured. Which<br />
layers are the oldest? Explain your answer.<br />
<strong>Rocks</strong> 45<br />
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
Teaching Transparency<br />
Activity<br />
The Rock Cycle<br />
<strong>Rocks</strong> 47<br />
Transparency Activities
Transparency Activities<br />
Name Date Class<br />
Teaching Transparency Activity (continued)<br />
1. Heat and pressure deep below the Earth’s surface form what kind of rock?<br />
2. What formed the alluvial fan?<br />
3. Name the three major classifications of rocks and the processes that can form each type.<br />
4. Kansas’s Monument <strong>Rocks</strong> are made up of what type of rocks?<br />
5. Metamorphic rock can be weathered and eroded into what?<br />
48 <strong>Rocks</strong><br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Assessment<br />
Transparency Activity<br />
<strong>Rocks</strong><br />
Directions: Carefully review the graph and answer the following questions.<br />
Elements in Earth's Crust<br />
Oxygen<br />
Sodium<br />
Silicon<br />
Calcium<br />
Aluminum<br />
1. According to this information, which element in Earth’s crust has<br />
a percentage greater than 40%?<br />
A Aluminum C Iron<br />
B Silicon D Oxygen<br />
2. According to the graph, which element in Earth’s crust has the<br />
LEAST percentage?<br />
F Aluminum H Calcium<br />
G Sodium J Iron<br />
3. About how much greater is the percentage of aluminum in Earth’s<br />
crust than that of iron?<br />
A less than 1% C 10%<br />
B 3% D 20%<br />
Iron<br />
Others<br />
<strong>Rocks</strong> 49<br />
Transparency Activities