Lab Report - Eva Varga - Page 4


November 21, 20144

On our last day in Quito, we had a few hours of leisure time prior to our flight to Guayaquil. Just enough time to visit La Mitad del Mundo, the place where Charles-Marie de La Condamine made the measurements in 1736 showing that this was indeed the equatorial line. His expedition’s measurements gave rise to the metric system and proved that the world is not perfectly round, but that it bulges at the equator.

ScienceEquator

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Despite the touristy nature of the equator monument that now sits here (souvenir shops and small restaurants crowd the entrance), there is simply no excuse to come this far and not see it. You just have to get into the spirit of things. It was worthwhile to visit for the family picture straddling the “equator” with the monument in the background.

The highlight of this excursion, however, was the Intiñan Museum just a short distance away – where the proprietors proudly advertise it as the home of the “true” equator. The museum is bisected by a line of red paint. GPS tests come back with mixed results, and the rocky surroundings make accurate readings difficult to obtain, but we were close. Very close.

Our visit here was much more rewarding in regards to having a true equatorial experience.  Located in the foothills of the Andes Mountains, the Intiñan Museum features an unexpected triumvirate of physics, folklore, and culture.

A museum guide conducted an informative tour around the premises, stopping occasionally at life-size dioramas depicting Ecuadorian daily life. The central focus of the museum is a totem pole surrounded by several stations, each designed to test the unique physical forces at work in the equatorial region.

equatorscience

Science Experiments at the Equator

Some of the science experiments at the Equator are clearly parlor tricks, but others are appreciable demonstrations of physics. The one demonstration that was the most impressive (if you use the audience’s exclamations of surprise as any indication), was how water drains at the equator compared to the northern and southern hemispheres.

I recorded a video while we there with the intentions of sharing it with you – but as I was fact checking for this post, I stumbled upon this video that was better than mine. I made the mistake of stopping each time the guide moved; I didn’t record the entire process. I thereby missed the ruse.

Admittedly, I was as caught up in the parlor trick as everyone else. This was contrary to what I had been taught in physics class. I knew this was a misconception I had to address with my kids upon our return home.

His trick plays on the idea that people think water will drain (or flush in a toilet) in one direction north of the equator, and in the opposite direction in the southern hemisphere. Most people know hurricanes rotate one way (counterclockwise) in the north and the other (clockwise) in the south, so there’s some basis for this. This fact is due to the Coriolis effect.

Using our North Star Geography program as our guide, I began a discussion with the kids about the Coriolis effect.

 “Named after nineteenth-century French mathematician and engineer Gustave-Gaspard Coriolis, the Coriolis effect is the force the rotation of the earth exerts on air, water, and flying objects.”

This only works over distances where the spin of the Earth makes a difference when you head north or south. Your bathtub or the basin in the video is simply not big enough to make a difference. Random currents in the water completely overwhelm any tiny coriolis effect going on.

North-Star-Geography
As a Brand Ambassador for Bright Ideas Press we have received a complimentary copy of North Star Geography in exchange for our honest insights about how this program is working in real life with our family.

Let’s review the video very carefully; here’s a play by play:

  • First he goes through a show of finding north and locating the position of the Equator.
  • He then goes to a water filed basin on the Equator. The basin is already filled – just as it had been when we were there. The point is, the water had been sitting in the basin for awhile. When he pulls out the plug the water drains straight down.
  • He then grabs the basin and bucket and moves a few meters south. He pours the water from a bucket, making sure the water is flowing in to the left of the drain hole. When he does this, it sets up a natural clockwise spin to the water overall. Low and behold, when he pulls out the plug, the water drains in a clockwise direction.
  • He then moves moves the basin to the north of the Equator. Someone steps in front of the camera so it is a little hard to tell, but you do very certainly see him pouring the water to the right of the drain hole, natural counter-clockwise spin to the water overall. No surprise then when he pulls out the plug, the water drains in a counter-clockwise direction.

It has nothing to do with where the basin is; if he had poured the water to the right of the drain in the north, it would have drained in a counter-clockwise direction and vice versa. As for the water in the basin on the Equator – as you recall it had been sitting there for a while – he probably filled it carefully so there was no circular motion of the water. That way, when it drains, it drains straight down.

But the bottom line is this – for hurricanes and launching missiles, yeah, the Coriolis effect is important. For draining sinks and flushing toilets, though, it’s all a matter of spin.

Try it Yourself !

geo-surveyBright Ideas Press has created a survey to see what kinds of geography products homeschool moms most want. They need their feedback no later than Wednesday, Nov. 26.

As a thank you, you will receive a freebie code for an audio workshop at the end of the survey. It’s called History and Geography Through Literature, a $5.00 value.



November 20, 20143

We began our human anatomy today with the Integumentary System – the organ system consisting of the skin, hair, nails, and exocrine glands.  The skin is only a few millimeters thick yet is by far the largest organ in the body.

Skin forms the body’s outer covering and forms a barrier to protect the body from chemicals, disease, UV light, and physical damage. Hair and nails extend from the skin to reinforce the skin and protect it from environmental damage. The exocrine glands of the integumentary system produce sweat (sudoriferous glands), oil (sebaceous glands), and wax (ceruminous glands) to cool, protect, and moisturize the skin’s surface.

skinmodels

Hair, Skin, & Exocrine Glands

We began our session with three short demonstration activities to familiarize ourselves with the organs of the integumentary system. We first observed hair under the microscope and differentiated between dog, cat, rabbit, and human hair.

Secondly, we explored our fingerprints or the images made by the tiny ridges that cover our skin on the tips of our fingers. We collected the fingerprints from each person in class and then made careful observations under a magnifying lens. I then distributed to the class a mystery print and allowed time to identify to whom it belonged.

Lastly, we talked about how our skin works to help keep our body at a constant temperature with the help of our sudoriferous or sweat glands. These glands are located deep in our skin and produce a salty liquid we call sweat. To demonstrate how these glands work, we first blew on the inside of our forearm when it was dry and then again when it was wet. As sweat reaches the surface of our skin, it evaporates or dries. As it does so, the area feels cooler as warmth is drawn away from the skin.

Somatosensation Inquiry Lab

Somatosensation, or your sense of touch, is controlled by tiny receptor cells in your skin. Because your skin is the largest organ in your body, you have millions of these receptor cells scattered throughout your body.  Somatosensative cells respond to four separate sensations: pleasure, pressure, pain, or temperature.

We did an experiment to see which parts of our skin are most sensitive:  fingertip, back of hand, palm, forearm, and back of neck. With the testing device pictured here, the kids partnered up and gently placed the two ends of the toothpicks on one of the five areas of their partner’s body. Their partner then stated whether they could feel both toothpicks or only one.

They first made a guess as to which body part would be the most sensitive (their hypothesis), numbering them in order of sensitivity. They then took turns testing one another. Their data was recorded on a table in their notebooks.
integumentaryWhen we had completed the data collection period, we gathered together to discuss the following questions:

  1. Which part of the body seems to have the least sensitivity?
  2. Which part of the body seems to have the most sensitivity? Why do you think that part of the body is the most sensitive?
  3.  Your skin is designed to help protect you from harm. Describe at least two situations in which your skin helped protect you or was trying to protect you.
  4. You’ve probably noticed that when you sit for a long period you have to shift your weight from one part of your rear to the other. You simply become uncomfortable and must move a bit. Why do you think this happens? Why do sensory cells in that part of your skin indicate too much pressure exists?
  5. What do you think people who are paralyzed from the waist down (paraplegics) must do every 20 to 30 minutes, whether they can feel anything or not? Why?

For homework, I encouraged students to continue this lab again with other family members. Alternatively, I suggested they examine other sensations, such as temperature, and design alternative methods to map out skin sensitivity levels.

Models of Skin

Additionally, I asked students to use materials they found around their house to create a model of skin (as shown in the picture at top). They were asked to label the following structures and to orally describe the function of each:

  • epidermis
  • dermis
  • fatty layer
  • fascia
  • collagen
  • hair follicles
  • oil glands
  • sweat glands / pore
  • nerves
  • blood vessels

We used the models to discuss skin pigmentation. We noted that under the top layer of skin, with its varying amounts of melanin, we are the same.

It was a great start to our anatomy cycle. Next week we will explore the nervous system in depth. The kids are very excited as we will be dissecting a bovine eye! Come join us! 



November 13, 201420

As many of you know, I teach a science class for local area homeschool students that I have come to call STEM Club.  Our focus this cycle is human anatomy or human body systems.

Each week, I will be sharing with you the hands-on activities and inquiry based labs that I use with my students. If you follow along with me and do the suggested extension activities, the material covered will be equivalent to a full semester course.

humananatomy
This post contains affiliate links.

Getting Started – Printables

The biological levels of organization of living things arranged from the simplest to most complex are: organelle, cells, tissues, organs, organ systems, organisms, populations, communities, ecosystem, and biosphere.

To review this with my STEM Club students, I created a levels of organization printable chart and asked that they complete it as homework in advance of our first class.

The purpose of this unit is to understand that there are different systems within the body and that they work independently and together to form a functioning human body. At the middle school level, students should begin to view the body as a system, in which parts do things for other parts and for the organism as a whole.

To assess the students’ prior knowledge, I distributed a black outline master of the human body and asked them to draw and label the parts of the body that they knew.

I also created an accordion style mini-book of the body systems that we will use throughout the unit. Students were asked to print it and secure it in their notebooks for easy reference and note taking throughout the course.

Lastly, they were asked to complete the vocabulary worksheet.

The FREE download link for each of these printables will be available to my newsletter subscribers.

anatomyprintables

The Human Body Systems

Integumentary System – the organ system that protects the body from various kinds of damage, such as loss of water or abrasion from outside.  Major organs include skin (epidermis, dermis, hypodermis), hair, nails, and exocrine glands.

Nervous System – consists of the brain, spinal cord, sensory organs, and all of the nerves that connect these organs with the rest of the body. Together, these organs are responsible for the control of the body and communication among its parts.

Endrocrine System – includes all of the glands of the body and the hormones produced by those glands. The glands are controlled directly by stimulation from the nervous system as well as by chemical receptors in the blood and hormones produced by other glands.

The endocrine system works alongside of the nervous system to form the control systems of the body. The nervous system provides a very fast and narrowly targeted system to turn on specific glands and muscles throughout the body. The endocrine system, on the other hand, is much slower acting, but has very widespread, long lasting, and powerful effects.

Head to Toe Science by Jim Wiese is a collection of demonstrations that illustrate scientific principles about the human body. The projects are geared to 9-12 year olds and arranged by system (nervous, digestive, respiratory, circulatory, muscular, skeletal, reproductive, and integumentary).

Each project includes an introduction, a list of materials, procedural guidelines, and an explanation of the science involved. It is a great resources for hands-on activities and demonstrations. The instructions are easy to follow and include fun facts to keep kids interested.

It is definitely worth buying, even though the activities are not inquiry based, as it provides background information and vocabulary. Some of the activities in the book are too simple for even junior high but most are perfect for middle school age learners.

Skeletal System – includes all of the bones and joints in the body. Each bone is a complex living organ that is made up of many cells, protein fibers, and minerals. The skeleton acts as a scaffold by providing support and protection for the soft tissues that make up the rest of the body.

Muscular System – responsible for the movement of the human body. Attached to the bones of the skeletal system are about 700 named muscles that make up roughly half of a person’s body weight. Each of these muscles is a discrete organ constructed of skeletal muscle tissue, blood vessels, tendons, and nerves.

Digestive System – a group of organs working together to convert food into energy and basic nutrients to feed the entire body. Food passes through a long tube inside the body known as the alimentary canal or the gastrointestinal tract (GI tract). The alimentary canal is made up of the oral cavity, pharynx, esophagus, stomach, small intestines, and large intestines.

I highly recommend Human Anatomy Coloring Book by Margaret Matt (geared for ages 13-16).  I know what you are thinking. “A color book? Really?! ”

Yes, really.  Each detailed illustration in the Human Anatomy Coloring Book is accompanied by concise, informative text and suggestions for coloring.  Numerous views, cross-sections, and other diagrams are included for each of the body’s organs and major systems.

Combine inquiry based activities and demonstrations that illustrate scientific principle, the memorization of vocabulary, and daily practice tracing the organ systems with the aide of this book and will discover your students will not only understand how their body works but will be able to illustrate the organs as they share what they know.

For younger students (ages 3 to 11), I recommend the alternative, My First Human Body Book by Donald Silver and Patricia Wynne. It includes 28 fun and instructive, ready-to-color illustrations that explore the human body systems. The illustrations are detailed and yet simple enough to not be overwhelming.

Excretory / Urinary System – consists of the kidneys, ureters, urinary bladder, and urethra. The kidneys filter the blood to remove wastes and produce urine. The ureters, urinary bladder, and urethra together form the urinary tract, which acts as a plumbing system to drain urine from the kidneys, store it, and then release it during urination. Besides filtering and eliminating wastes from the body, the urinary system also maintains the homeostasis of water, ions, pH, blood pressure, calcium, and red blood cells.

Respiratory System – provides oxygen to the body’s cells while removing carbon dioxide, a waste product that can be lethal if allowed to accumulate. There are 3 major parts of the respiratory system: the airway, the lungs, and the muscles of respiration. The airway, which includes the nose, mouth, pharynx, larynx, trachea, bronchi, and bronchioles, carries air between the lungs and the body’s exterior.

Cardiovascular / Circulatory System – consists of the heart, blood vessels, and the approximately 5 liters of blood that the blood vessels transport. Responsible for transporting oxygen, nutrients, hormones, and cellular waste products throughout the body, the cardiovascular system is powered by the body’s hardest-working organ — the heart.

Blood and Guts by Linda Allison is written for the middle school aged student and is organized well. The author devotes a chapter to each of the following topics: skin, bones, teeth, muscles, heart, lungs, cells, digestion, kidneys, eyes, ears, balance, brain and nervous system, and reproduction. She provides a basic but informative narrative for each as well as illustrations.

Numerous hands-on activities and demonstrations are described for students to try. Most are relatively simple but some are difficult and require adult supervision; others require materials that may be difficult to find.

The book uses cartoon illustrations (as shown on the cover). I would suggest supplementing with models, more accurate drawings (the Dover Publication mentioned above, for example), and photos.

Lymphatic / Immune System – our body’s defense system against infectious pathogenic viruses, bacteria, and fungi as well as parasitic animals and protists. The immune system works to keep these harmful agents out of the body and attacks those that manage to enter. The lymphatic system is a system of capillaries, vessels, nodes and other organs that transport a fluid called lymph from the tissues as it returns to the bloodstream. The lymphatic tissue of these organs filters and cleans the lymph of any debris, abnormal cells, or pathogens. The lymphatic system also transports fatty acids from the intestines to the circulatory system.

Reproductive System – The female reproductive system includes the ovaries, fallopian tubes, uterus, vagina, vulva, mammary glands and breasts. These organs are involved in the production and transportation of gametes and the production of sex hormones. The female reproductive system also facilitates the fertilization of ova by sperm and supports the development of offspring during pregnancy and infancy.

The male reproductive system includes the scrotum, testes, spermatic ducts, sex glands, and penis. These organs work together to produce sperm, the male gamete, and the other components of semen. These organs also work together to deliver semen out of the body and into the vagina where it can fertilize egg cells to produce offspring.

Next week we will explore the integumentary system in depth. I will share a few demonstration activities as well as an inquiry science activity that tests our sense of touch, or somatosensation. You won’t want to miss it!



October 9, 20143

Gravel, sand, silt, and clay, collectively known as sediment, are produced by the mechanical and chemical breakdown of rocks. Once disaggregated from the original source rock, this material is then eroded and transported by either wind, water, or ice, often ending up at the deposits of rivers or lakes, or ultimately as sediment in the sea.

In STEM Club last week we had learned how to identify rocks and minerals. This week, we took it a step further and discussed how scientists use the characteristics of composition and texture to help hypothesize where a sand sample may have been collected.
sandsaroundworld

Background Information

Composition

The composition of sediment is largely dependent on the source material. For example, the sand around volcanic islands is often composed of volcanic rock fragments, volcanic glass (obsidian), and mineral (such as olivine) associated with volcanic rocks. Sediment found on beaches of southern California are largely composed of quartz and other minerals associated with igneous rocks, which form the bulk of our local mountain ranges.

In areas where there is no good source of sedimentary material from nearby mountains or volcanoes, the sand is often entirely composed of organic material (i.e. shell fragments, coral, etc). These sediments are called carbonates, because they are nearly entirely composed of calcium carbonate (CaCO3).

Texture

The texture of sediment is largely determined by the transportation process. The three important characteristics used to assess the texture of sediment are rounding, size, and sorting.
rounding

Rounding

As material is transported, it is subject to abrasion and impact with other particles which tends to “round-off” the sharp edges or corners. A well rounded sand grain has probably traveled a great distance from its original source area, while angular grain has probably only been transported locally. However, large particles tend to round much faster than smaller particles.

Grain Size

The terms gravel, sand, silt, and clay carry with them a size connotation. Gravel is any material greater than 2 millimeters in its largest dimension. This includes boulders, cobbles, pebbles, and granules (in decreasing size order). Sand is any material between 2 mm and 0.06 mm in size.

We usually sub-divide this category into very coarse, coarse, medium, fine, and very fine. In practical terms, very fine sand is about the smallest grain size you still see with your naked eye. Silt is material which is finer than sand, but still feels gritty when rubbed on your teeth. Clay is the finest material of all, and pure clay will feel smooth on your teeth, and will form a sticky ball when wet.

As a general rule, material gets smaller the more it has been transported. Therefore very coarse material usually indicates a short distance of transport and vice versa.
sorting

Sorting

The sorting of a sediment is simply how well the sedimentary material is separated out by size. For example, if all the grains in a sediment sample are very nearly the same size then we say the sample is “well- sorted”. If a sedimentary sample were to contain pieces gravel, as well as sand and silt, it would be a “poorly- sorted” sample.

Sorting is primarily effected by the agent of transport. Water is an excellent medium for sorting of particles by size and density. Wind is probably the best sorting mechanism of all, but of course, only operates on the finer grain sizes (not much gravel is moved by wind transport). Ice is the poorest sorting mechanism, transporting and depositing all sizes of sediment with equal ease.

Sand PowerPoint

Some time ago, I found a wonderful Sands PowerPoint but I have sadly been unable to locate it again. Please – if you are familiar with the original source, I would so much like to point my readers directly to the source and give proper credit.

The following image is a slide excerpted from the presentation. Three sand samples have been photographed under magnification from which the roundness of each sample can easily be identified. The graph below each sample illustrates how well the sedimentary material or sand sample was separated by size.

sands
Sample 1 – This is a medium sized sand with a few sea shell fragments. The sorting of the sand is good. There is not a huge variation in the size of the sand. The graph shows a bell curve with a relatively equal distribution of small, medium, and larger size grains. This is a good example of a BEACH SAND.

Sample 2 – This is a classic example of a DUNE SAND. It is very well sorted and fine grained. Well sorted means that the size of the grains is not varied. Most of the grains of this dune sample are in one size group (96.7% are in the size .009 to .005).

Sample 3 – This is a very poorly sorted sand. There are coarse particles and fine grained particles. This, along with the fact that the sand particles are very angular are the indications that it is a RIVER SAND. In other words, it has not traveled far from its original source.
sandslab

Hands-on Sand Lab Activity

Materials

  • At least 4 different sand samples collected from different locations; the greater the variety the better
  • Metric ruler
  • Microscope
  • Microscope slides
  • Sand gauge (optional)
  • Sediment or sand sieve kit (optional)

Procedure

In their science notebooks, I instructed the students to create a data table with the following 8 column headings:

  • Sample Name or Number and Location
  • Color
  • % Dark Minerals
  • Grain Size
  • Rounding
  • Sorting
  • Organic Material
  • Other (probable origin, sketches of grain shape, etc.)

I then encouraged them to examine at least 4 different sand samples from the sand collection provided. To guide their observations, students were asked to fill out the table as they went along. A microscope was also available so they could observe their samples under magnification.

Using the data on their charts and their microscope observations, students should have been able to identify the environment of deposition (beach, dune, or river) of the various sand samples.



October 2, 2014

It is not easy to tell the difference between rocks & minerals because there are so many kinds of them. It takes years of study to be able to accurately identify a mystery rock.

Last week, we learned of the rock cycle which describes the dynamic changes over time among the three main rock types: sedimentary, metamorphic, and igneous. Today, the kids took part in two rock identification labs to further develop their understanding of the basic rock types.

A mineral is a naturally-occurring substance formed through geological processes that has a characteristic chemical composition, a highly ordered atomic structure, and specific physical properties. A rock is a naturally occurring aggregate or combination of minerals. Rocks do not have a definite chemical composition. All rocks are made of 2 or more minerals, but minerals are not made of rocks.

typesofrocksThe Three Main Rock Types

Twelve stations were set up around the room – each with a rock specimen and a card that provided hints as to how that rock was formed. The students rotated amongst the stations and recorded first the name of the rock and then identified which of the tree rock types to which it belonged.

Here are just a few examples of the text clues given on the cards:

Marble :: In the past this was a sedimentary rock called limestone. However, heat and pressure have changed it into a much harder rock called marble. Marble today is used as a building material.

Limestone :: This rock formed when the small skeletons of diatoms, plankton, and other water animals sink to the bottom and are then buried and squeezed to form rock.

Pumice :: This rock came from the foot of a small volcano in central Oregon called a pumice cone. It is so full of holes that it will float in water.

typesrocksIdentifying Rocks – Using a Dichotomous Key

We then utilized a dichotomous rock key to identify a dozen or so small rock and mineral samples.  In most cases, we don’t see a rock during its formation, so we rely on rocks’ observable clues to infer their formations. Two clues that indicate a rock’s formation are its composition and texture.

  • Composition refers to what a rock is made of. The color of a rock can provide a clue to the composition. Fragments of other rocks, fossils, and identifiable mineral grains are also aspects of composition.
  • Texture is a description of the rock material. It includes characteristics such as crystal size and shape, number of different grain sizes, and alignment of grains.

Together we observed the rock’s texture, conducted a basic hardness test, and identified the minerals that compose it as best we could.

When Using a Rock Key there are a few things you need to know:

When minerals have the time and space to grow into their crystal forms, they grow to beautiful regular shapes that are easy to recognize once you have seen a few examples. In rocks, crystals grow up against each other; they have straight edges and often show flat shiny faces that reflect light like tiny mirrors.

Grains that are not crystals in rock do not have flat shiny faces. They are rounded, like grain of sand, or jagged, like a piece of broken rock. Grain size in rocks can mean the size of crystal grains or of fragments:

  • Coarse Grained – the rock is mostly made of grains as large as rice, or larger
  • Medium Grained – the individual grains can be seen without a magnifier, but most of the rock is made of grains smaller than rice
  • Fine Grained– the individual grains can not be seen without a magnifier

Layers in rocks show in different ways.

  • In some rocks (gneiss for example) different colored minerals are lined up in ribbons.
  • In schists, the layers are most often thin layers of mica or chlorite around masses of feldspar or quartz. The top and bottom is almost always mica or chlorite.
  • In sandstones, different sized sand grains sometimes show as different colors. When the grains are sorted by running water or wind, they show different shades of the same color.
  • The layers in slate are very thin and straight. The top and bottom layers are usually flat and quite smooth.

Gas bubbles form round or elongated holes in rocks. In pumice, the bubbles may be very tiny. In scoria or vesicular basalt, the bubbles are larger, often as large as peas.

rocktypes

For more information on rock types and identifying rocks, I recommend these resources:



September 25, 2014

Rocks, like mountains, do not last forever. The weather, running water, and ice wear them down. All kinds of rocks become sediment. Sediment is sand, silt, or clay. As the sediment is buried it is compressed and material dissolved in water cements it together to make it into sedimentary rock. If a great amount of pressure is exerted on the sedimentary rock, or it is heated, it may turn into a metamorphic rock. If rocks are buried deep enough, they melt. When the rock material is molten, it is called a magma. If the magma moves upward toward the surface it cools and crystallizes to form igneous rocks. This whole process is called the Rock Cycle.

In STEM Club this week, I shared a game with the students with which we simulated cycling through the rock cycle. I began the lesson with a visual diagram of the rock cycle laid upon the tables and requested the students copy it into their journals. The three major rock types (igneous, metamorphic, and sedimentary) were illustrated, as well as the processes that act upon the rock material.

rockcycle

Magma is molten rock.  Igneous rocks form when magma solidifies. If the magma is brought to the surface by a volcanic eruption, it may solidify into an extrusive igneous rock. Magma may also solidify very slowly beneath the surface. The resulting intrusive igneous rock may be exposed later after uplift and erosion remove the overlying rock. The igneous rock,  may then undergo weathering and erosion and the debris produced is transported and ultimately deposited (usually on a sea floor) as sediment.

If the unconsolidated sediment becomes lithified (cemented or consolidated into rock), it becomes a sedimentary rock. As the rock is buried the additional layers of sediment and sedimentary rock build and thereby heat and pressure increase. Tectonic forces may also increase the temperature and pressure. If the temperature and pressure become high enough, usually at depths greater than several kilometers below the surface, the original sedimentary rock is no longer in equilibrium and recrystallizes.

The new rock that forms is called a metamorphic rock. If the temperature gets very high the rock melts and becomes magma again, completing the cycle. The cycle can be repeated, as implied by the arrows. However, there is no reason to expect all rocks to go through each step in the cycle. For instance, sedimentary rocks might be uplifted and exposed to weathering, creating new sediment.

Rock Cycle Game

Set up eight stations at which a change in the rock cycle occurs:

  • Earth’s Interior
  • Soil
  • River
  • Ocean
  • Clouds
  • Mountains
  • Volcano

Each student starts at one area. At each area is a die that the student should role to determine what path they should take. It is possible for the student to remain at the same station for a long time.  To alleviate frustration, I thereby stated that after 3 turns the student could go to another station.

While at each station and while moving to the different stations, students must record what is happening. For example,

“I began my adventure at ________ .  The first thing that happened was _________, then I went to ___________.”

Students continued to work through the rock cycle for several minutes (until the majority had cycled through 12 steps).

Cartoons

After their journey through the rock cycle is complete, students are encouraged to create a cartoon describing their adventures in the rock cycle. Each cartoon page should be divided so there are 12 boxes (one for each ‘step’ in the rock cycle).

Try it yourself! Download the student handouts and station cards .. Rock Cycle Journey.