Sequence of Lesson for Naming Igneous Rocks
1.
Learning Objectives
Preclass video: Students view Naming Igneous Rocks and answer related
questions in an online quiz (for example see
Learning Objectives of the Video Naming Igneous Rocks
1. I can explain how we can use textures to place an igneous
rock into one of two major groups.
2. I can describe how geologists use color to separate igneous
rocks into compositional groups.
3. I can classify common igneous rocks on the basis of
textures and composition.
https://geosciencevideos.files.wordpress.com/2015/06/igneousrocks_quiz1.pdf).
2.
Class begins with a review of learning objectives from video and class
lesson (slide 2).
3.
Students answer a series of multiple choice and short answer questions
(slides 3,4,5,6) related to video. We spend about 10 minutes checking on
student comprehension of video learning objectives (they do well).
4.
The bulk of this lesson focuses on a discussion of partial melting. We
define partial melting, discuss how it produces a more felsic magma, and
explain the principal melting processes. Next we ask student to predict
the type of partial melting associated with different plate settings. Then
we describe this relationship in more detail and end with a group activity
that asks students to match the melting process and igneous rocks with
each plate setting. If there is time, students complete a concept map
exercise (slide 7).
5.
Learning Objectives of the Related Class Lesson
1. I can describe how mafic magma differs from felsic magma.
2. I can explain three mechanisms for melting rocks.
3. I can define the term partial melting.
4. I can explain how different types of magma form in
association with different plate settings.
2
Class ends with a reflection exercise (slide 8) that can be completed later
1
and review of the day’s learning objectives.
LO: I can explain how we can use textures to place an igneous rock into one of two major groups.
LO: I can describe how geologists use color to separate igneous rocks into compositional groups.
What do geologists mean when they use the term
“texture” in descriptions of igneous rocks?
A. The elements present in the common minerals
found in the rocks
B. The size, shape and arrangement of the
mineral grains
C. The distribution of colors among the minerals
and in the whole rock
Classify these igneous rocks as felsic, intermediate,
or mafic on the basis of the color of their minerals
3
LO: I can classify common igneous rocks on the basis of textures and composition.
LO: I can classify common igneous rocks on the basis of textures and composition.
Grain Size
Which table best illustrates the
classification scheme for igneous rocks?
C
Large
Small
100%
D
B
Silica Content
A
4
D
E
C
F
B
50%
G
A
Match the names
of the igneous
rocks listed below
with the lettered
symbols on the
diagram.
Granite
Basalt
Gabbro
Andesite
0%
5
6
1
LO: I can explain how different magmas and igneous rocks form in association with plate settings
3 types of plate boundaries
Reflection Exercise
Convergent
Divergent
Ocean/Ocean
Ocean/continent
____________
Continent/continent
Partial melting of ultramafic
rocks (asthenosphere)
Partial melting of
Little or no
igneous rock
formation
___________
by
by
Little or no
melting and
igneous rock
formation
__________
1. Look over your notes and draw and label a
sketch that illustrates the relationship
between partial melting processes and plate
tectonics.
melting
addition of water from
subduction zone
generates
generates
_______ magma
Mafic magma that heats
continental crust
that produces
Basalt (volcanic
rock) that makes up
ocean floor
to produce
_______ magma
Andesite
from
volcanoes
Diorite
below
mountains,
volcanoes
______
(plutonic rock) that
forms below the
ocean floor
Felsic magma
some
Rhyolite
from
volcanoes
but mostly
_______
below
mountains, volcanoes
Fill in the
blanks to
complete
this
concept
map.
2. Answer the following:
a) What was the most interesting thing you learned
today?
b) What remains the most confusing concept?
Same low silica magma
from hot spot
volcanoes  mild
eruptions
7
8
2