Lesson 8Hb: Igneous and metamorphic Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Starter: Growing crystals Starter: Growing Resources n/a Students model Recall that the Earth consists of a core, Show students some copper crystals from 8Hb the cooling mantle and crust. sulfate crystals formed by allowing a Extend the Exploring rates of Describe how magma can be erupted solution to evaporate slowly in a cool discussion to Science. intrusive and to form volcanoes. place. Show them some smaller cover the idea extrusive Describe how igneous rocks are crystals formed by heating a solution that with the magmas by formed. to evaporate it. Describe the larger crystals measuring the Recall the of some igneous and differences in the way they were there was more cooling rate of metamorphic rocks. prepared and ask students to suggest time for particles two beakers of Describe the textures and properties of why crystals of different sizes were to join up. Use hot water, one igneous and metamorphic obtained. this opportunity surrounded by Describe how metamorphic rocks are to probe sand formed. Exploring: Cooling students’ (representing Explain how the size of crystals in Ask students to model the cooling understanding of rock) and one igneous rocks is evidence for the speed rates of intrusive and extrusive what crystals are. surrounded of cooling and describe some factors magmas by measuring the cooling by air. that affect this. rate of two beakers of hot water, one Explaining: Securing surrounded by sand (representing Modelling Use crystal size to classify igneous rock) and one surrounded by air. metamorphism as intrusive and extrusive. Extend this to Explain the variation in crystal size in Explaining: Modelling metamorphism model the an igneous intrusion, in terms of Model metamorphism by showing deformation of cooling rate. students unbaked cake mixture and a grains in the Exceeding baked cake, emphasising that there metamorphism of Compare the densities of igneous have been no chemicals added in the a sedimentary and relate them to the minerals transformation of one to the other. rock and the contained in the rocks. alignment of Plenary: Thinking about igneous and platy minerals metamorphic rocks when mudstone Consider All Possibilities: A rock has or shale is changed to a metamorphic rock. converted to (Possible answers: the original rock slate. was buried by movements; some
Lesson 8Hb: Igneous and metamorphic Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that the Earth consists of a core, mantle and crust. Describe how magma can be erupted to form volcanoes. Describe how igneous rocks are formed. Recall the of some igneous and metamorphic rocks. Describe the textures and properties of igneous and metamorphic Describe how metamorphic rocks are formed. Explain how the size of crystals in igneous rocks is evidence for the speed of cooling and describe some factors that affect this. Securing Use crystal size to classify igneous as intrusive and extrusive. Explain the variation in crystal size in an igneous intrusion, in terms of cooling rate. Exceeding Compare the densities of igneous and relate them to the minerals contained in the rocks. Starter: Growing crystals Show students some copper sulfate crystals formed by allowing a solution to evaporate slowly in a cool place. Show them some smaller crystals formed by heating a solution to evaporate it. Describe the differences in the way they were prepared and ask students to suggest why crystals of different sizes were obtained. Exploring: Cooling Ask students to model the cooling rates of intrusive and extrusive magmas by measuring the cooling rate of two beakers of hot water, one surrounded by sand (representing rock) and one surrounded by air. Explaining: Modelling metamorphism Model metamorphism by showing students unbaked cake mixture and a baked cake, emphasising that there have been no chemicals added in the transformation of one to the other. Plenary: Thinking about igneous and metamorphic rocks Consider All Possibilities: A rock has changed to a metamorphic rock. (Possible answers: the original rock was buried by movements; some Starter: Growing crystals Extend the discussion to cover the idea that with the larger crystals there was more time for particles to join up. Use this opportunity to probe students’ understanding of what crystals are. Explaining: Modelling metamorphism Extend this to model the deformation of grains in the metamorphism of a sedimentary rock and the alignment of platy minerals when mudstone or shale is converted to slate. Resources from 8Hb Exploring Science. n/a Students model the cooling rates of intrusive and extrusive magmas by measuring the cooling rate of two beakers of hot water, one surrounded by sand (representing rock) and one surrounded by air.
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