Lesson Plan 1: Investigation on sample pairs of parent and metamorphic rocks to determine

the types of changes that occurred in the parent rock to produce the metamorphic rock.

The Subject: Earth Science Grade Level: 7

Name: Sahada B. Kanapiya

Time Frame:( Approximate number of hours/ minutes) - 2 hours

1.Topic: Metamorphic Rock

2. Content: Connect metamorphic rock specimens to the metamorphic rock processes that

form them.

3. Content Standard: Demonstrates understanding of the physical features of metamorphic

rocks.

4. Learning Competencies/ Objectives:

At the end of the topic students should be able to:

terms of physical properties and formation.

 analyze changes to pre-existing rocks that produce metamorphic rocks (e.g., granite to

gneiss, limestone to marble).

 explain how specific metamorphic rocks (i.e., gneiss, quartzite, marble, and slate) form

in terms of Earth processes.

5. Teaching Strategies Areas:

Inquiry- base approach using visual materials, group work, lecture, and discussion

6. Assessment Srategies:

Group work on classifying the different types of metamorphic rocks.

7. References:

Teacher's Reference: Gene E. Likens, Science Spectrum 7- pp 266-273

8. Materials:

 pictures of metamorphic rocks

 plastic magnifying lens, one per student

 box of numbered metamorphic rock specimens (gneiss, quartzite, marble, and slate)

with key, one per student group.

 one copy per student of Metamorphic Rock Worksheet

 one copy per student of Metamorphic Rock Essay Questions and Rubric

9.Procedures:

a. ELICIT ( Access Prior Knowledge)

rock to resulting metamorphic rock (i.e., gneiss, quartzite, marble, and slate). Students

interpret their findings to explain the formation of metamorphic rocks.

b.ENGAGE ( Focus on the topic)

 Teacher present the topic about the characteristics and physical feautures of

metamorphic rocks.

 Students will defined the created words.

 What are the characteristics of metamorphic rocks?

 How do you classify rocks as metamorphic?

c. EXPLORE : ( Provide Common Experience )

 Preliminary activity

 General Instruction
 Rubrics criteria

 Introduce the activity: How students connect Earth processes to the formation of
metamorphic rocks?

 Activity Proper

 Group the students into 5 groups

 Get the activity sheet and materials

 First read through the procedures.

d. EXPLAIN ( Post- Activity )

 Each group will have a representative to present and explain their output6.

 Where is the term metamorphic comes from?

 Do you think these changes would involve melting?”

 Look for the feldspar, biotite, and quartz crystals that make up the granite. Can you

recognize them?”

 “Do you think the changes would involve weathering into sediments?”

e. ELABORATE ( Applying and Making use of Information )

 Do you see crystals of feldspar, biotite, and quartz?”

 Is there a difference in how the mineral crystals are arranged in the gneiss as

compared to the granite?”

 How can you distinguish the sandstone specimen from the quartzite specimen?
  How did the sandstone change into quartzite?”

f. Evaluate ( Measuring Learning )

1. In regional metamorphism the source of increased temperature and pressure is _________ .

a. a local intrusive heat source

b. impact metamorphism

c. the increase in temperature with increasing depth of burial

d. due to increased rate of radioactive decay

2. A Geologist suffers from a black eye after yelling "Gneiss!!!" to a classmate, who happened to
be sunning on a large boulder. The geologist really meant to tell the classmate that the rock
they were laying on _______________ .

a. would fizz with the application of acid

b. is commonly used in billiard table construction

c. demonstrates schistosity

d. is a high-grade, silicate-rich, mineralogically banded metamorphic rock

3. A combination of shallow earthquakes, tension, and contact metamorphism characterizes

a. transform fault margins

b. spreading centers

c. continent/continent margins

d. subduction type margins

4 In contact metamorphism there is a ____________ .

a. local heat source

b. frictional heat source

5. Within a 50 mile traverse you walk from a shale into a slate into a phyllite. You are walking in
the direction of _________ .

a. increasing metamorphic grade

b. decreasing metamorphic grade

c. increasing degree of contact metamorphism

6. Marble is a metamorphic rock that forms from a ___________ parent .

a. granite

b. limestone

c. sandstone

d. shale

7. The pressure and heat that drive metamorphism result from which three forces?

a. The internal heat of the Earth, the weight of overlying rocks, and horizontal pressures
developed as rocks become deformed

b. The weight of the overlying rocks, solar heating, and nuclear fusion

c. Horizontal pressures developed as rocks deform, bonding, heat released during crystallization

d. Internal heat of the Earth, nuclear fission, heat released during chemical weathering

8. A geothermometer is?

a. a device that measures temperature in deep drill holes

b. a device that measures current rock temperatures at the surface

c. a mineral assemblage that can reveal the minimum temperature attained during heating

d. the range of temperatures experienced by a rock during its geologic history

9. Which type of pressure will result in the alignment of metamorphic minerals?

contact pressure

a. directed pressure
b. confining pressure

c. chemical pressure

10. During metamorphism, changes in the bulk composition of a rock occur primarily as a result
of __________?

a. increases in pressure

b. increases in temperature

c.reaction with hydrothermal fluids

d. all of these

g. EXTEND ( Deepening Understanding in new content )

Explain what metamorphic rocks are and how they form. Your explanation must include: 1) a
general explanation of what metamorphic rocks are; 2) a description of the general conditions
under which metamorphic rocks form; 3) a summary of the two general types of changes that
transform parent rocks to metamorphic rocks; and 4) an explanation of what parent rocks are.