Course Profile Earth and Space Science (SES4U), Grade 12, University Preparation, Public
Unit 5: Earth Materials
Time: 24 hours
Activity
5.1 | Activity 5.2 | Activity 5.3 | Activity
5.4 | Activity 5.5 | Activity 5.6
Unit Description
Humans depend upon a
host of Earth materials from which they make a livelihood. Geology is the focus
of this unit. Geology uses the scientific method to explain natural aspects of
planet earth. Therefore, the formation, classification and identification of
rocks and minerals in the Earth’s lithosphere are introduced. Students also
investigate the economic importance of Earth resources and the consequences of
environmental changes, which are created by mining activities. The knowledge
acquired through these activities is applied in the End-of-Unit Task. A field
excursion to a suitable site within the local region to observe and collect
relevant samples and information in order to understand the importance that
Earth materials play in the local economy is suggested.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
5.1 |
EMV.01, EMV.02,
EMV.03, EM1.01, EM1.05, EM2.02, EM3.03, EM3.04 |
Knowledge/
Understanding |
Introduction to
end-of-unit and final assessment tasks Lab: activity to
classify selected samples of Earth materials Discussion:
Purpose and techniques of geological field work, and a Geological Report Earth Science
Career summary chart |
|
5.2 |
EMV.01, EMV.02,
EMV.03, ESV.01, EM1.01, EM2.01, EM2.02, EM3.01, ES1.01, ES1.03 |
Knowledge/
Understanding |
Classification of
selected minerals by observation and standardized tests Research:
contributions of N. L. Bowen to understanding the formation of silicates from
a melt and the use of silicates as a natural resource |
|
5.3 |
EMV.01, EMV.02,
EMV.03, EM1.02, EM1.03, EM1.05, EM2.04, EM3.01 |
Knowledge/
Understanding |
Properties and
formation of intrusive and extrusive igneous rocks Properties and
formation of sedimentary rocks Lab:
identification and classification of sedimentary and igneous rocks using
chart organizers |
|
5.4 |
EMV.01, EMV.02,
EMV.03, EM1.04, EM1.05, EM2.05, EM3.01 |
Knowledge/
Understanding |
Demo/lecture:
processes of formation of metamorphic rocks Lab: Metamorphic
rock identification chart Jigsaw group activity:
research different types of metamorphism |
|
5.5 |
EMV.01, EMV.03,
EM1.05, EM3.01, EM3.02, EM3.03, EM3.04, EM3.05 |
Knowledge/
Understanding |
Investigative
reports and oral presentation on fundamental geologic concepts |
|
5.6 |
EMV.02, EMV.03,
EM2.06, EM3.03, EM3.05 |
Knowledge/
Understanding |
Planning a
Geologic Field Trip – Conducting a Geologic Field Excursion to local site Written report on
location, distribution, formation, and economic importance of a rock/mineral
resource of local area/region |
Time: 2 hours
In these activities,
students are introduced to the requirements of the End-of-Unit Task and also
how the unit relates to the Final Assessment Task. Students are also introduced
to the purpose and techniques of geologic field work; Geographic Information
Systems; field mapping and sketching; collecting and preparing and testing
samples of Earth materials for identification and interpretation of the
processes that led to their creation. Students continue their glossary of
working terminology related to the classification of Earth materials and then
apply them to a set of unknown samples.
Strand(s): Earth Materials
Learning
Expectations
EMV.01 - distinguish
between minerals and rocks, and describe the formation and characteristics of
both;
EMV.02 - apply a
series of specific tests to identify minerals and rocks, including those in the
local area, and to determine their physical properties;
EMV.03 - demonstrate
an understanding of societies dependence on Earth materials, of the effects of
developments in technology on the exploration and mining of Earth materials,
and of the ways in which the use and extraction of Earth materials have
affected natural and human-made environments;
EM1.01 - identify
different minerals by their physical and chemical properties, and demonstrate
understanding that minerals are the constituents of rocks;
EM1.05 - explain how
rocks and their constituent minerals are continuously being recycled;
EM2.02 - identify
and classify selected hand samples of unknown minerals on the basis of their
physical properties;
EM3.03 - describe
the uses and evaluate the economic importance of minerals, rocks, and metallic
resources and non-metallic resources;
EM3.04 - describe
the use of dimension stone and explain how the development of new technologies
has influenced the type of stone used in the local area;
SIS.05 - select and
use appropriate and linguistic modes (geologic terminology) of representation
to communicate scientific ideas, plans;
SIS.06 - select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs
(e.g., use the Internet to compile information on the nature of Environmental
Assessment and Geologic Reports as well as GIS);
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports (e.g., prepare a table of known and
unknown Earth materials sorted in groups according to physical properties);
SIS.10 - identify
and describe careers related to Earth and Space Science (e.g., careers related
to hydrology, meteorology, geology, mineralogy, astronomy, and remote sensing).
·
Internet research
skills developed in previous courses and previously in this course
·
Knowledge of
different chemical properties from Grade 9 and 10 Science
·
Gather and
organize required hand samples of rocks and minerals as suggested in the
teacher notes.
·
Secure access to
computer lab for Internet search on careers in the Earth sciences and to
investigate the use of GIS as a tool of Earth science research.
·
Prepare a set of
current reference materials (e.g., newspaper classifieds, for careers in the
Earth sciences).
·
Arrange for a
guest speaker.
5.1.1 Student
Activity: A teacher-directed
lesson introduces students to the activities of this unit, and how information
gathered throughout the activities and reports produced are used in the
culminating activity (Unit 6). This includes identification and classification
of rock and mineral samples; creation of a visual presentation to represent the
economic geology of a province; and reporting on the recovery and disposal
technologies for a selected Earth resource. Students read a copy of a geologic
report and identify the type of information included and the purpose/audience
for which the report was written. Students investigate and compile information
to create a career chart which summarizes the job skills, educational
requirements, job expectations and responsibilities, and opportunities for
advancement in careers related to the Earth sciences (e.g., engineer,
geologist, survey technician, hydrologist, seismologist, etc.).
Teacher Facilitation: The teacher introduces and discusses the
culminating activities of this unit as they relate to the End-of-Unit Task (the
geologic report) and the Final Assessment Task (the environmental assessment
report). The teacher then describes the methods of collecting information about
the type and distribution of Earth materials, the purpose of, and analysis of
field data, and the use of this information in writing geologic field reports
for Environmental Assessment Statements. Website investigation offers the
opportunity to review the expectations of Environmental Assessment Statements
and the dependence of such reports on interdisciplinary studies. A guest
speaker from a local engineering firm, a survey company, or environmental/
geologic consultant could make a presentation about the nature of his/her work
as it applies to environmental assessments. This, along with newspaper
classifieds, also provides an opportunity to identify careers dependent upon
the Earth science disciplines.
5.1.2 Student Activity: Students recall and apply previous knowledge
about classification systems used in other courses, in order to understand the
need for, and purpose of the classification of Earth materials. Students
continue to develop their glossary of terminology related to the classification
of Earth materials.
Teacher Facilitation: The teacher leads the students in a discussion
that requires them to recall examples of classification systems from the other
science and non-science courses (e.g., periodic table of elements, optical
properties of matter, biological classification of life, flora, fauna,
classification of streams). Teachers should undertake diagnostic assessment or
classification systems to determine what review or teaching of new material may
be required. Samples and photographs from various references could be displayed
for the students to consider. The information is tabulated as to the specific
purpose of the classification systems and the parameters used to group items
within the systems. To address misconceptions about the naming of Earth
materials, the teacher should be sure to clarify definitions for the following
terms: surficial and subsurface Earth materials, native element, fossil fuels,
metallic minerals, non-metallic mineral, ores, aggregates, dimensional stone,
rock and minerals, soil, till, consolidated, and unconsolidated material. It
would also be appropriate here to present a simplified model (as used in the
Grade 9 Geography course) of the rock cycle, in order for students to recognize
the source and uses of Earth materials, and some of the interrelationships
which occur among these resources. However, it should be recognized that this topic
will be explored in greater depth through later activities in this unit.
5.1.3 Student
Activity: Students observe and
group a variety of samples of Earth materials. They use the glossary of new
terminology from the previous activity, and apply this knowledge in order to
make connections and identify the samples and categories.
Teacher Facilitation: The teacher creates approximately eight
activity stations with appropriate samples. Depending on the size of the class,
multiple stations might be necessary to allow all students to actively engage
in the activity. At each station, provide students with several different
samples to represent the same group of Earth materials, or mix the samples at
each station depending upon the level of difficulty desired. Students move in
small groups from station to station at about 10-minute intervals to complete
the task. Direct students to develop an organizational matrix to chart and
identify the criteria that they used to make an assessment for each group of
Earth materials. With the assistance of a teacher-directed lecture and
demonstration, the characteristics in the matrix to be used might include the
following physical characteristics:
· texture – size and arrangement of mineral grains, feel
· lustre – metallic or non-metallic appearance, shininess
· hardness – Moh’s hardness scale
· fracture – the way a substance breaks
· cleavage – mineral’s tendency to split apart along certain preferred directions
· porosity – ability of the substance to hold liquids
· permeability – ability of the substance to allow liquids to pass through
· colour – as seen in natural light
· streak – colour of powdered substance scraped against unglazed porcelain
· type of Earth material
The native elements group could include samples
of sulfur, copper, graphite, silver, gold. Fossil fuels could include peat,
bitumen, bituminous coal, anthracite coal, oil shale, crude oil. Metallic
minerals could include samples of galena, pyrite, calchopyrite, copper and
nickel. Non-metallic minerals could include samples of calcite, talc, gypsum,
apatite, and feldspar. Aggregates could include samples of river gravel, till
deposits, esker gravel, sand, marl, conglomerate, and crushed limestone
screenings. Dimensional stone could include samples of dolomite, limestone,
sandstone, granite, marble, and travertine. The rock and mineral station could
include samples of rocks such as fossiliferous limestone, shale, granite,
marble, and common rock forming minerals such a calcite, hornblende, quartz,
feldspar, biotite. The soil samples could include samples of clay, sand, loam,
and humus.
· A written quiz could be used to assess student achievement of Knowledge/Understanding expectations related to new terminology (e.g., multiple choice, matching items). A checklist applied to the Career Summary Chart could assess the thoroughness of Inquiry, while the Earth Materials Classification Chart allows for assessment of student’s ability to Make Connections.
· Quiz (K/U, MC); Career Chart (K/U, I, MC); Classification Chart (K/U, I, MC)
·
As an additional
challenge, students could extend their investigations into a further study of
the processes of formation of other essential life-giving Earth materials such
as fossil fuels and/or soils.
Samples are
available from rock, mineral kits listed in scientific supply catalogues (e.g.,
Wards, Boreal)
Judson,
Kauffman, Leet. Physical Geology, 7th ed. Prentice-Hall, Inc., 1987.
Plummer, C.,
D. McGeary, and D. Carlson. Physical Geology, 8th ed. McGraw Hill, 1999.
Time: 4 hours
Students identify
different minerals using the classification methods practised in Activity
5.1.They also investigate the role of different minerals as constituents of
rocks. They add classification terms to their glossaries and apply a series of
standardized tests to verify classification. A flow chart to represent the
crystallization of silicate minerals according to the discoveries of N. L.
Bowen is prepared.
Strand(s): Earth Materials; Introduction to Earth Sciences
Learning
Expectations
EMV.01 - distinguish
between minerals and rocks, and describe the formation and characteristics of
both;
EMV.02 - apply a
series of specific tests to identify minerals and rocks, including those in the
local area, and to determine their physical properties;
EMV.03 - demonstrate
an understanding of societies dependence on Earth materials, of the effects of
developments in technology on the exploration and mining of Earth materials,
and of the ways in which the use and extraction of Earth materials have
affected natural and human-made environments;
ESV.01 - identify
and describe the elements and dynamic interactions of the earth’s natural
systems;
EM1.01 - identify
different minerals by their physical and chemical properties, and demonstrate
understanding that minerals are the constituents of rocks;
EM2.01 - apply a
series of tests to identify common minerals;
EM2.02 - identify
and classify selected hand samples of unknown minerals on the basis of their
physical properties;
EM3.01 - explain the
importance of minerals and other Earth resources and of exploration for these
resources, for the local, provincial, and national economies;
ES1.01 - demonstrate
an understanding of the range of physical scales that apply in the Earth
sciences (e.g., the atomic level of chemical bonding of elements);
ES1.03 - demonstrate
an understanding of the continuous recycling of minerals throughout Earth
history;
SIS.01 - demonstrate
an understanding of Workplace Hazardous Materials Information System (WHMIS)
legislation by selecting and applying appropriate techniques for handling,
storing, and disposing of laboratory materials (e.g., following safety
procedures when identifying minerals), and by using appropriate personal
protection;
SIS.02 - select
appropriate instruments and use them safely, effectively, and accurately in
collecting observations and data (e.g., hand lens, polarizing microscope);
SIS.04 - demonstrate
an understanding of emergency laboratory procedures;
SIS.05 - select and
use appropriate linguistic modes of representation to communicate scientific
ideas about the classification of minerals;
SIS.06 - select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs;
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports (e.g., prepare a table of known and
unknown minerals sorted in groups according to physical properties such as
hardness, colour, and streak);
· Laboratory investigative skills previously developed
· Research skills developed in previous courses and earlier in this course
· Knowledge of chemical bonding from Grade 10 Science
· Prepare samples to show mineral characteristics.
· Prepare Internet URLs for research into N.L. Bowen’s contributions.
5.2.1 Student
Activity: From textbook
readings, a review of Activity 5.1.3, or a teacher- directed lesson, the
students add the terminology used to classify minerals to their glossary. The
terms including colour and streak, fracture and cleavage, crystal structure and
crystal form are listed in Activity 5.1.3.
Teacher
Facilitation: The teacher
reviews with students the difference between a rock and mineral along with a
lesson explaining the standardized mineral classification system. The teacher
demonstrates the application of this system with a few suitable samples (e.g.,
sulfur, galena, calcite).
5.2.2 Student
Activity: Students apply a
series of standardized tests (e.g., streak, hardness) and make observations in
order to identify and classify common rock forming minerals by their physical
and chemical properties.
Teacher
Facilitation: The teacher
assembles sets of suitable samples that best represent the characteristics of
minerals to be identified (e.g., quartz, hornblende, augite, biotite,
muscovite, potassium feldspar, plagioclase feldspar, calcite, pyrite, talc,
apatite, fluorite, sulfur, graphite, copper, gold, silver). Mineral
identification reference books should be made available to assist students with
this activity. This lab activity could be completed in small groups or by a
bell ringer process whereby students are given a few minutes to examine a
sample and record their findings before passing on the sample to another
student.
5.2.3 Student
Activity: Students conduct an
Internet search to identify the contributions that N. L. Bowen made to the
understanding of the crystallization of rock forming silicates from a melt.
Students write a biographical review of Bowen’s life and scientific
contributions to the development of geological understanding.
Teacher Facilitation: The teacher introduces the topic of silicates
by presenting a brief overview of the chemical composition and characteristics
of the major mineral families. The emphasis of this student activity will be on
the most common rock forming minerals of the silicate family. The explanation
should provide an explanation of chemical bonding as it applies to the silicate
family only, i.e., the silica oxygen tetrahedra. Reference materials and appropriate
URLs should be prepared ahead of time. Present the expectations of the
biographical review as to content and length. Students should be expected to
present Bowen’s discoveries about the formation of silicate minerals by means
of a fully annotated flow chart. The report should also highlight the
importance of the silicate family of minerals as natural resources (e.g., clays
of feldspar minerals used in the production of ceramics).
· The Mineral Identification Chart could be evaluated for evidence of the students’ ability to Make Connections between hand samples of minerals and the glossary of terms previously created. The biographical review of N.L. Bowen could be used to assess Inquiry and Communication skills. A bell-ringer quiz could be used to assess Knowledge/Understanding of different mineral properties.
· Mineral Identification Chart (K/U, MC, I); Biography (I, C) Quiz (K/U, MC)
· As an extension, students could research into the principles of chemical bonding and thereby explain why silicate minerals are so common.
Rock and
mineral samples are available from kits listed in scientific supply catalogues
(e.g., Wards, Boreal)
Bob’s Rock
Shop (contains a great deal of information for mineral collectors)
– http://www.rockhounds.com/
Smithsonian
Museum (website for mineral and gem collection)
– http://galaxy.einet.net/images/gems/gems-icons.html
Chesterman,
C.W. The Audubon Society: Field Guide to North American Rocks & Minerals.
Alfred A. Knopf. 1997.
Mottana A.,
R, Crespi, and G. Libori. Simon & Schuster’s Guide to Rocks &
Minerals. Simon & Schuster Inc., 1977.
O’Donoghue,
M. Rocks and Minerals. Gallery Books, 1990.
Time: 6 hours
Through careful
laboratory examination, students identify the physical properties of a range of
igneous and sedimentary rocks. Based on these observations, they deduce the
mode of formation of these rock types.
Strand(s): Earth Materials
Learning
Expectations
EMV.01 - distinguish
between minerals and rocks, and describe the formation and characteristics of
both;
EMV.02 - apply a
series of specific tests to identify minerals and rocks, including those in the
local area, and to determine their physical properties;
EMV.03 - demonstrate
an understanding of societies dependence on Earth Materials,
EM1.02 - describe
the formation of igneous rocks (plutonic and volcanic), and identify their
distinguishing characteristics;
EM1.03 - describe
the formation of clastic and chemical sediments, and of the corresponding
sedimentary rocks;
EM1.05 - explain
(e.g., by interpreting a rock cycle diagram) how rocks and their constituent
minerals are continuously being recycled;
EM2.03 - apply a
series of tests to identify common igneous rocks (e.g., granite, obsidian,
andesite, basalt, gabbro, peridotite), and classify each according to its
origin (e.g., volcanic, plutonic), texture (e.g., coarse- or fine-grained,
vesicular, glassy), and composition (e.g., mafic, felsic, intermediate);
EM2.04 - apply a
series of tests to identify sedimentary rocks (e.g., conglomerate, breccia,
sandstone, shale, limestone, chert, gypsum, rock salt, coal), and classify each
according to its origin (e.g., clastic, chemical), texture (e.g., coarse- or
fine-grained, detrital), and composition;
EM2.05 – apply a
series of tests to identify and classify metamorphic rocks (e.g., slate,
phyllite, schist, gneiss, quartzite, marble) and, on the basis of the
characteristics of each type, identify its parent rock and the temperature,
pressure, and chemical conditions at its formation;
EM3.01 - explain the
importance of minerals and other Earth resources (e.g., sand, gravel, dimensional
stone) and of exploration for these resources;
SIS.01 - demonstrate
an understanding of Workplace Hazardous Materials Information System (WHMIS)
legislation by selecting and applying appropriate techniques for handling,
storing, and disposing of laboratory materials (e.g., following safety
procedures when sampling rocks; using materials safely when identifying
minerals and rocks), and by using appropriate personal protection (e.g.,
wearing safety glasses when sampling, and hard hats when visiting outcrops and
quarries);
SIS.02 - select
appropriate instruments and use them safely, effectively, and accurately in
collecting observations and data (e.g., hand lens, polarizing microscope);
SIS.04 - demonstrate
an understanding of emergency laboratory procedures;
SIS.05 - select and
use appropriate linguistic modes of representation to communicate scientific
ideas, plans, (e.g., use standardized classification terminology);
SIS.06 - select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs
(e.g., use the Internet to reference classification systems for sedimentary and
igneous rocks);
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports (e.g., prepare a table of known and
unknown rocks sorted in groups according to physical properties).
· Laboratory investigative skills previously developed
· Research skills developed in previous courses and earlier in this course
· Knowledge of chemical bonding from Grade 10 Science
· Knowledge of use of microscope from Grade 9 Science
· Prepare samples of igneous and sedimentary rocks.
· Prepare research material or book student access on the Internet.
5.3.1 Student
Activity: After a
teacher-directed lesson, students observe and record physical features of selected
igneous rock samples (of unknown name and origin) and by deduction, hypothesize
as to their processes of formation. Using an organizing chart, students record
these physical characteristics (e.g., relative heft, texture, size of grains,
presence or absence of pores, colour, hardness etc.). Students explain the
evidence upon which their hypotheses are based (e.g., a light weight porous
rock such as pumice or scoria suggests cooling from a gaseous lava; a dense
non-porous igneous rock such as granite, gabbro, or diotite suggests slower
cooling below the surface; an igneous rock with large crystals such as
pegmatite, suggests very slow cooling over an extremely long period of time; a
glassy textures igneous rock such as obsidian suggests rapid cooling of lava
possibly by quenching in water; angular fragments imbedded in a matrix of finer
grained material such as volcanic breccia suggests a pyroclastic material
ejected from a volcano).
Teacher Facilitation: Prior to the lab activity, the teacher
presents a lesson on the classification and formation processes associated with
intrusive and extrusive igneous rocks. The subsequent activity provides the
teacher with an opportunity to stress the importance of careful observation of
hand samples of rock (by eye, hand lens, and binocular microscope) in order to
identify clues and suggest factors affecting the processes of formation. After
the lab activity, a follow-up discussion might involve a short oral
presentation in which the student states the hypothesis and explains the
characteristics that he/she used to make the deduction. The responses can be
tabulated and the factors affecting the formation of these samples discussed
(e.g., the rate of cooling/solidification of molten material, mineral
composition of the parent lava and magma, crystallizing of magma from a
subsurface melt or from surficial volatile lavas).
5.3.2 Student
Activity: Students investigate
and write a report on the factors affecting the formation of intrusive and
extrusive igneous rocks. With reference to composition of the molten material,
viscosity, volatile gasses, water, rate of cooling, etc., explain how igneous
rocks can be grouped by texture (e.g., aphanetic, phaneritic, pyroclastic,
vesicular, glassy) and the relation that these textures have to the mode of
formation.
Teacher Facilitation: The teacher provides students with hand
samples of common igneous rocks which may be used as examples to illustrate
variations in rock texture and mode of formation. Examples could include
pumice, scoria, rhyolite, obsidian, granite, diorite, gabbro, basalt, tuff,
volcanic breccia, andesite.
5.3.3 Student Activity:
Students investigate and explain the processes of formation of sedimentary
rocks by means of an annotated flow chart.
Teacher
Facilitation: The teacher
organizes reference texts and/or an opportunity to use the Internet. From this
the students should be able to identify the major subgroupings of sedimentary
rocks (e.g., detrital and chemical) as well the natural processes involved. The
teacher stresses the importance of explaining the complete stages in the
processes of formation of the detrital group (e.g., lithification by weathering
erosion deposition, accumulation and cementation and the type of geologic
environments in which the final stage occurs) and chemical subgroups
(e.g., evaporates, precipitates). A teacher-led demonstration, or student lab
activity could be used to demonstrate the natural processes in the formation of
chemical precipitates and evaporates which lead to the formation of non-clastic
sedimentary rocks (e.g., limestone, travertine, salt, potash, gypsum).
5.3.4 Student
Activity: Students identify
and classify samples of sedimentary rocks using a chart organizer: heft,
porosity, relative hardness, colour, size of mineral grains, presence of
fossils, mode of formation etc.
Teacher Facilitation: The teacher prepares sets of the following
rocks for students to examine and classify: shale, mudstone, siltstone,
sandstone, conglomerate, limestone, rock salt, gypsum, travertine, coquina, and
coal.
· A written quiz could be used to assess student’s Knowledge of important terminology and Understanding of formation processes. A bellringer identification test of rock samples could test student’s skills of recognizing new samples and applying the system of classification to them. Checklists could be used to assess both the Igneous and Sedimentary Rock Identification Charts and the Sedimentary Rock Formation Flow Chart. The Igneous processes report could be used to assess Communication skills (of logical and sequential explanations) as well as demonstrating the ability of students to Make Connections between physical features of rock samples and their mode of formation.
· Quiz (K/U, MC); Bell Ringer (K/U); Report (I, C); Identification
Chart (K/U, I);
Flow Chart (K/U, C, MC)
Rock and mineral samples are available from kits listed in scientific supply catalogues (e.g., Wards, Boreal).
Bob’s Rock Shop (contains a great
deal of information for mineral collectors)
– http://www.rockhounds.com/
Smithsonian Museum (website for
mineral and gem collection)
– http://galaxy.einet.net/images/gems/gems-icons.html
Bob’s Granite Page
(information related to granite and igneous activity with many links to other
sites)
– http://uts.cc.utexas.edu/~rmr/
Time: 4 hours
Through research,
students determine the factors that contribute to the different ways in which
metamorphic rocks are formed. A laboratory exercise requires that students
prepare a chart to identify and compare the physical characteristics of various
metamorphic rocks. A group jigsaw activity provides opportunity for students to
investigate the type of ancient geologic environments in which selected samples
of metamorphic rocks form.
Strand(s): Earth Materials
Learning
Expectations
EMV.01 - distinguish
between minerals and rocks, and describe the formation and characteristics of
both;
EMV.02 - apply a
series of specific tests to identify minerals and rocks, including those in the
local area, and to determine their physical properties;
EMV.03 - demonstrate
an understanding of societies dependence on Earth materials, of the effects of
developments in technology on the exploration and mining of Earth materials,
and of the ways in which the use and extraction of Earth materials have
affected natural and human-made environments;
EM1.04 - describe
the different ways in which metamorphic rocks are formed and the factors which
contribute to their variety;
EM1.05 - explain how
rocks and their constituent minerals are continuously being recycled;
EM2.05 - apply a
series of tests to identify and classify metamorphic and, on the basis of the
characteristics of each type, identify its parent rock and the temperature,
pressure, and chemical conditions at its formation;
EM3.01 - explain the
importance of minerals and other Earth resources (e.g., sand, gravel, dimension
stone, oil and gas), and of exploration for these resources, for the local,
provincial, and national economies;
SIS.01 - demonstrate
appropriate techniques for handling, storing, and disposing of laboratory
materials (e.g., following safety procedures when sampling rocks; using
materials safely when identifying rocks);
SIS.02 - select
appropriate instruments and use them safely, effectively, and accurately in
collecting observations and data (e.g., hand lens, polarizing microscope);
SIS.04 - demonstrate
an understanding of emergency laboratory procedures;
SIS.05 - select and
use appropriate linguistic modes (terminology) to communicate scientific ideas;
SIS.06 - select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs;
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports (e.g., prepare a table of known and
unknown minerals sorted in groups according to physical properties).
· Research skills gained in previous courses and earlier in this course
· Prepare class sets of samples of metamorphic rocks.
· Prepare geologic reference materials for the jigsaw activity.
5.4.1 Student
Activity: By means of textbook
readings, students explain the agents, factors, and processes of formation that
lead to the development of metamorphic rocks. By using a geologic map of
Canada, they compare the distribution of metamorphic rocks to the distribution
of current landform types and account for the similarities and differences in
patterns by applying the knowledge of metamorphic processes. Students add to
their glossary.
Teacher
Facilitation: By means of text
readings, teacher-directed lesson, and demonstrations, the teacher reviews the
processes of formation of metamorphic rocks and the role that extreme heat,
extreme pressure, and hydrothermal ionized solutions play as they contribute to
the alteration and recycling of pre-existing rocks. The following concepts are
included in order to provide students with some of the necessary background
information to complete the jigsaw activity in 5.4.3:
· Distinguish between the geologic environments/conditions and processes involved in contact and regional metamorphism.
· Use some samples such as garnet, staurolite, kyanite, sillimanite, andalusite to explain and illustrate the importance of index minerals in interpreting the geologic conditions at the time of formation.
· Explain the location and formation of metamorphic aureoles which form as a result of proximity to sources of extreme heat such as a batholith, and/or skarns which form as a result of hydrothermal activity.
5.4.2 Student
Activity: Students use a
conventional metamorphic classification chart to identify and describe the
physical characteristics of a selected set of metamorphic rocks.
Teacher Facilitation: The teacher demonstrates how to identify and
classify metamorphic rocks. The metamorphic rock chart (and new terminology)
should include a description of the texture (foliated, non-foliated), rock
cleavage (platy, schistose, flaky, phyllitic), particle size, composition, the
original parent rock, type of metamorphism, major metamorphic agents, type of
metamorphic environment, original parent rock, possible uses. Samples to be
studied could include slate, phyllite, schist, gneiss, quartzite, marble,
amphibolite, and anthracite coal.
5.4.3. Student
Activity: As a member of an
expert group, each student researches a given topic (from resources provided by
the teacher), and returns to their home team to present their findings. The
home group collectively studies and reviews each member’s oral presentation and
prepares for a follow-up quiz on the five topics. The concepts presented to the
expert groups are:
· Use of samples of shale, slate, phyllite, schist, to explain and illustrate the process of progressive metamorphism by load pressure in areas of regional metamorphism.
· Use of limestone and marble to explain and illustrate the process of recrystallization by extreme heat and chemically active solutions in zones of contact metamorphism.
· Use of samples of lignite, bituminous coal, anthracite to explain the progressive metamorphism by load.
· Use of samples of iron ore to explain the process of metasomatism (intrusion/replacement of rocks by crystallization of ionized solutions) by iron-rich hydrothermal solutions which form skarns.
· Use of examples of granite and gneiss, and basalt and amphibolite to explain the process of metamorphism which leads to foliation. Describe the characteristics of foliation and the geologic environments in which it takes place.
Each concept investigated should include a
component that requires the students to explain the economic importance of the
metamorphic rocks.
Teacher
Facilitation: The teacher
divides the members of the class into appropriate home teams and expert groups.
Sets of relevant geologic reference materials from reference texts, scientific
periodical reprints, and/or Internet sources are assembled. These reference
sets are provided to each expert group in the class. Additional research by the
students beyond the resources provided by the teacher is not an expectation of
this activity.
· A written response to compare a geologic map of Canada to a landform regions map could in itself be used as an activity to assess Making Connections. The classification of samples of metamorphic rock also demonstrates the student’s ability to make connections between appropriate terminology and the physical samples to which they apply. The multiple-choice quiz related to the jigsaw activity would be an appropriate means of assessing the students acquisition of Knowledge/Understanding.
· Written Response (C, MC); Classification (K/U, I); Quiz (K/U, MC)
Rock and
mineral samples are available from kits listed in scientific supply catalogues
(e.g., Wards, Boreal)
Bob’s Rock
Shop (contains a great deal of information for mineral collectors)
– http://www.rockhounds.com/
Smithsonian
Museum (website for mineral and gem collection)
– http://galaxy.einet.net/images/gems/gems-icons.html
Metamorphic Rocks(information from University of British Columbia’s Metamorphic Rocks Home Page) – http://www.science.ubc.ca/~geol1202/meta/metamorphic.html
Time: 4 hours
Through a variety of
research and reporting activities, students apply previous knowledge gained in
this unit to explain basic geologic concepts such as rock cycles, formation and
use of Earth resources, resource extraction technologies, and disposal
technologies of by-product wastes.
Strand(s): Earth Materials
Learning
Expectations
EMV.01 - distinguish
between minerals and rocks, and describe the formation and characteristics of
both;
EMV.03 - demonstrate
an understanding of society’s dependence on Earth materials, of the effects of
developments in technology on the exploration and mining of Earth materials,
and of the ways in which the use and extraction of Earth materials have
affected natural and human-made environments;
EM1.05 - explain how
rocks and their constituent minerals are continuously being recycled;
EM3.01 - explain the
importance of minerals and other Earth resources (rocks);
EM3.02 - describe
and assess the role of Earth materials in the safe disposal of industrial and
urban waste and toxic materials;
EM3.03 - describe
the uses and evaluate the economic importance of minerals, rocks, and metallic
resources and non-metallic resources;
EM3.04 - describe
the use of dimension stone and explain how the development of new technologies
has influenced the type of stone used in the local area;
EM3.05 - describe
some of the technologies used to recover natural resources from the Earth, and
evaluate economic, social, and environmental ramifications of their use;
SIS.01 - demonstrate
an understanding of appropriate techniques for handling, storing, and disposing
of laboratory materials (e.g., following safety procedures when sampling rocks;
using materials safely when identifying minerals and rocks), and by using
appropriate personal protection (e.g., wearing safety glasses when sampling,
and hard hats when visiting outcrops and quarries);
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental
results;
SIS.06 - select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs;
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports;
SIS.10 - identify
and describe careers related to Earth and Space Science (e.g., careers related
to hydrology, meteorology, geology, mineralogy, astronomy, and remote sensing).
· Research and investigative skills previously developed
·
Prepare topics
for investigation.
·
Plan for student
access of computers, and provide a clear list of expectations and evaluation of
the oral presentation.
·
Design rubrics to
be used.
5.5.1 Student
Activity: Students research,
prepare, and deliver an oral/visual presentation on one of the following
topics. A career component should be included where relevant.
Topics may include:
· The Rock Cycle: Develop and construct an annotated flow chart to represent the links among the processes of formation of the three major families of rocks. Include the sequence of steps in the processes of formation as well as the sub groups of each family supported with examples studied in previous activities.
· Earth Resources: Explain the economic classification and uses of Earth resources, e.g., mineral fuel, metallic ore, industrial minerals, non-metallic dimensional stone, aggregates, fossil fuels, mineral fuels, etc.
· Resource Technologies: Write a report on one of the technologies used to recover and to safely dispose of industrial by-product wastes. Select one rock or mineral resource and describe the extractive methods and technologies used (e.g., biochemical uranium extraction and disposal of uranium wastes in Elliot Lake, nickel ore extraction/refining and acid rain in Sudbury, etc.).
· Economic Geology: Create a visual display on the economic geology of a selected province of Canada to include:
1. a provincial map to show the location and distribution of major geologic resources in relation to the regional bedrock geology;
2. an explanation of the relationship between the bedrock geology and the particular mineral resource;
3. a description of the uses of the mineral resources and the social and environmental consequences of their use (e.g., alteration of the landscape, drainage patterns, runoff effluent, waste disposal etc.);
4. graphs to illustrate the economic importance of the resource to the provincial economy (e.g., the value of production as a percentage of provincial GDP).
Teacher Facilitation: In order to maintain relatively small groups
with different topics, the teacher could provide a list of specific examples
that could be used as a focus for each topic (e.g., different rock/mineral
resources for topic 3, and different provinces could be selected for
topic 4).
· The 10-minute oral presentation could be assessed for both Inquiry and Knowledge/Understanding and communications components. An evaluation checklist for oral presentations could be used to evaluate one or more of the components, (e.g., Inquiry, Communications, Knowledge/Understanding, or Making Connections).
See the list of
resources in previous activities.
Time: 2 hours
In this activity,
students participate in a field trip to a selected local site to gain insight
into the geologic history and Earth resources produced within the local region.
Students draw on the knowledge and skills gained throughout the unit, as well
as the data recorded in the field trip, to prepare a report on the rock and/or
mineral resources of the local area.
Strand(s): Earth Materials
Learning
Expectations
EMV.02 - apply a
series of specific tests to identify minerals and rocks, including those in the
local area, and to determine their physical properties;
EMV.03 - demonstrate
an understanding of society’s dependence on Earth materials, of the effects of
developments in technology on the exploration and mining of Earth materials,
and of the ways in which the use and extraction of Earth materials have
affected natural and human-made environments;
EM2.06 - investigate
and describe the geological setting of the local area;
EM3.03 - describe
the uses and evaluate the economic importance of minerals, rocks, and metallic
resources;
EM3.05 - describe
some of the technologies used to recover natural resources from the Earth, and
evaluate economic, social, and environmental ramifications of their use;
SIS.01 - demonstrate
an understanding of Workplace Hazardous Materials Information System (WHMIS)
legislation by selecting and applying appropriate techniques for handling,
storing, and disposing of laboratory materials (e.g., following safety
procedures when sampling rocks; using materials safely when identifying
minerals and rocks), and by using appropriate personal protection (e.g., wearing
safety glasses when sampling, and hard hats when visiting outcrops and
quarries);
SIS.02 - select
appropriate instruments and use them safely, effectively, and accurately in
collecting observations and data (e.g., hand lens, polarizing microscope);
SIS.05 - select and
use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., use an appropriate time scale when representing geological time, or
appropriate units to represent astronomical distances);
SIS.06 - select,
integrate, and analyse information from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including flow charts, tables, and graphs
(e.g., use the Internet to compile information on areas of major mineral/rock
extraction, and compare the location and distribution to other rock types of
the area/region);
SIS.07 - communicate
the procedures and results of investigations and research for specific purposes
using data tables and laboratory reports;
SIS.08 - express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures (e.g., measuring the thickness of
outcrop exposures and the angle of dip);
SIS.09 - select and
use appropriate SI units (units of measurement of the Systéme international
d’unités, or International System of Units);
SIS.10 - identify
and describe careers related to Earth and Space Science (e.g., careers related
to hydrology, meteorology, geology, mineralogy, astronomy, and remote sensing).
Students use research and investigative skills previously developed
·
Access
topographical maps.
·
Prepare (with
students) a rubric to be used to assess the report.
·
Visit the site of
the field trip along with making all other necessary arrangements, including
permission forms.
5.6.1 Student
Activity: Students, with
teacher input, brainstorm and select a local site where bedrock is exposed
(e.g., river valley, escarpment, shoreline, quarry, brickyard, mine). As a
class, a set of activities that provide opportunities to collect information in
order to write a geologic field report, as identified in activity 5.1.1, is
designed.
Teacher Facilitation: The teacher provides a set of topographic
maps, land use maps, and air photos of the local region to serve as reference
resources for students. The teacher guides students in the brainstorming
activity by having them reflect upon the activities and products generated in
this unit. During the field trip to the site(s), students should be expected to
sketch bedrock exposures and label geologic structures, measure the thickness
of exposed formations, measure the angle of dip of the bedding planes, collect
representative samples of the rocks/minerals of the area. The teacher prepares
necessary equipment for the excursion, rock hammer, chisels, protective eye
glasses, hard hat, field collecting bag, note pad, recording work sheets, etc.
The teacher reviews safety rules to be observed and checks with the board
regarding field trip procedures and regulations. It is crucial to pre-visit the
site to ensure it is accessible and safe. The teacher provides a letter to
parents to explain the purpose and nature of the trip, as well as permission
forms, including an itinerary of stops and activities to be completed.
5.6.2 Student Activity: Students participate in the field trip as
described in Activity 5.6.1
Teacher Facilitation: The teacher is responsible for planning the
field trip and ensuring student safety (see Teacher Facilitation Activity
5.6.1).
5.6.3 Student
Activity: Students write a
field report on the rock/mineral resources of the local area.. In their report,
students:
· describe the geological setting of the local area from first hand field observation (e.g., site and situation of the location visited, drainage pattern, overburden type and thickness, thickness of exposure, etc.);
· classify the representative field samples of Earth resources collected and describe their economic uses (e.g., metallic or non-metallic mineral ore, dimensional stone, aggregate, mineral fuel, etc.);
· prepare a display of samples collected;
· describe the methods and technologies used in extraction of one of the local Earth resources by means of a pictorial flow chart.
Teacher Facilitation: The teacher organizes students into working
groups of about three or four. Provide students with reference resources such
as Physiographic regions map of Ontario, local topographic maps, Conservation
Authority maps, air photos, road maps, outline base map of the local region, as
well as public information brochures which may be available from local
conservation parks, mines, quarries or pits.
· Evaluation would focus on inquiry, organizational, and communication skills. A rubric and/or checklist could be used as a tool to assess the final field report.
· Report (K/U, MC, I, C)
·
For the
excursion, wherever possible select sites that are accessible to all students;
if necessary, arrange for additional assistance in transporting students.
Consider sites with board walks or wide walking trails. By calling ahead, some
field site areas will allow vehicle access (e.g., they will unlock gates to
maintenance roads) to allow transporting students with physical challenges.
·
Visually
challenged students can often make use of visual descriptions provided by their
classmates to supplement their own tactile observations.
·
The teacher may
decide to contract the group work ahead of time so that individual skills may
be matched to suitable tasks within the group. To accommodate and assess
individual contributions to this group activity, have students keep a log of
their time and task activities started and completed.
Hewitt, D.
F. Geology and Scenery: Peterborough, Bancroft and Madoc Area.
Dept. Mines, Geological Guide Book No. 3, 1969.
Sabina, A.P.
Rocks & Minerals for the Collector: Bancroft - Parry Sound area and
Southern Ontario. Geologic Survey of Canada, Misc. Report #39, 1986.
Chapman,
L.J. and D.F. Putnam. The Physiography of Southern Ontario, 3rd ed.
Ministry of Natural Resources. 1984.
Chesterman,
C.W. The Audubon Society: Field Guide to North American Rocks & Minerals.
Alfred A. Knopf. 1997.
Mottana A.,
R. Crespi, and G. Libori. Simon & Schuster’s Guide to Rocks &
Minerals. Simon & Schuster Inc., 1977.
O’Donoghue,
M. Rocks and Minerals. Gallery Books, 1990.
Roberts,
J.L. The Macmillan Field Guide to Geologic Structures. The MacMillan
Press Ltd., 1989.
Reid, I. Land In Demand: The Niagara Escarpment, Book Society of Canada Ltd. 1977.
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