Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
This is Your Life
Summary:
This unit helps students become knowledgeable about the three major classifications of
rocks and their relationships in the rock cycle. Students learn about the properties of
Israeli and Cleveland minerals and the rocks that they constitute and how to use
characteristic properties to identify minerals. They learn and compare the composition of
both Cleveland and Israeli geological environments. The latter will have specific focus
on the Beit She’an region, Cleveland’s Partnership 2000 area. Students will learn that if
one knows how to read a rock it has a story to tell. This unit will provide an introduction
into the kinds of stories rocks can tell.
Originally Developed for: Grades 6
What Ohio State Academic Standards does this curriculum address?
Science Standards:
o Describe the rock cycle and explain that there are sedimentary, igneous and
metamorphic rocks that have distinct properties (e.g., color, texture) and are
formed in different ways.
o Explain that rocks are made of one or more minerals.
o Identify minerals by their characteristic properties.
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Describe that in a physical change (e.g., state, shape and size) the chemical
properties of a substance remain unchanged.
Explain how decisions about the use of products and systems can result in
desirable or undesirable consequences (e.g., social and environmental).
Describe that chemical and physical changes occur all around us (e.g., in the
human body, cooking and industry).
Choose the appropriate tools or instruments and use relevant safety procedures
to complete scientific investigations.
Distinguish between observation and inference.
Explain that a single example can never prove that something is always correct,
but sometimes a single example can disprove something.
Describe why it is important to keep clear, thorough and accurate records.
Integration with Social Studies Content Standards (as appropriate)
o Place countries, cities, deserts, mountain ranges and bodies of water on the
continents on which they are located.
o Use coordinates of latitude and longitude to locate points on a world map.
o Describe ways human settlements and activities are influenced by environmental
factors and processes in different places and regions including:
o Bodies of water
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
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This Is Your Life
Eugenia Johnson-Whitt
Landforms
Climates
Vegetation
Weathering
Seismic activity
Integration with “Social Studies Skills and Methods” (as appropriate)
o Analyze information from primary and secondary sources in order to summarize,
make generalizations, and draw conclusions
o Organize information using outlines and graphic organizers
o Read and interpret pictographs, bar graphs, line graphs, circle graphs, tables and
flow charts
o Communicate a position on a topic, orally or in writing, and support the position
with evidence
o Work effectively to achieve group goals:
o Engage in active listening
o Provide feedback in a constructive manner
o Help establish group goals
o Take various roles within the group
o Recognize the contribution of others
As a result of this curriculum, what enduring understanding will the students
attain?
The earth is shaped by the properties and interconnected nature of earth’s systems.
What essential questions will guide or focus the teaching and learning?
What evidence is there of processes changing the earth?
What processes change rock deep within the earth?
How do the characteristics of rocks and minerals determine their use by humans?
How are Clevelanders and Israelis different and alike in their use of rocks and minerals?
Are there differences between Cleveland and Beit She’an geography?
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
What key knowledge and skills will students acquire as a result of this?
unit?
Students will know:
 The characteristics of sedimentary,
igneous and metamorphic rocks
 How rocks & minerals are formed
 Ways that humans have used rocks
 That minerals are used to create new
objects used by humans for a variety of
purposes
 Rocks and minerals have properties that
may be identified through observation and
testing; these properties determine how
earth materials are used.
 Terms relevant to earth science:
o Element
o Compound
o Mineral
o Crystal
o Silicate and nonsilicate minerals
o Moh’s hardness scale
o Erosion
o Deposition
o Uplift
o Igneous
o Sedimentary
o Luster
o Magma
o Metamorphic
o Composition and texture
o Intrusive and extrusive igneous
rocks
o Strata
o Rock cycle
o Clastic, chemical and organic,
sedimentary rock
o Stratification
o Contact and regional
metamorphism
o Foliated and non-foliated
metamorphic rock
 Geological processes that make and
destroy rocks:
o Weathering, erosion and
deposition
o Heat and pressure
o Uplift
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Students will be able to:
 Describe the environments in which
minerals are formed
 Predict the effect of the environment on
the formation of rocks
 Identify minerals by their characteristic
properties (structures, two major groups,
density, specific gravity)
 Classify a rock as one of the three main
classes of rocks (igneous, sedimentary,
metamorphic)
 Explain how each of the classes of rocks
form
 Describe a rock by its composition and
texture
 Use composition and texture to
hypothesize how a rock was formed
 Describe a rock by its origin, place on the
rock cycle, characteristic minerals, and
qualities (color, luster, streak, cleavage
and fracture, hardness, density)
 Identify the geologic formation of an area
based on the visual cues of its rocks
 Identify the individual steps of the rock
cycle, and describe its cyclical process
 Describe the physical properties of rocks
and relate them to their potential uses
 Relate the properties of rocks to the
possible environmental conditions during
their formation
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
What evidence will students provide at the end of the unit that they have
attained the enduring understanding?
Students will be given two to three rock samples and produce creative profiles of the life
history of each. They will describe the composition of the rocks by the various
characteristics studied, explain how they probably developed, tell where they fit on the
rock cycle and give examples of what they are used for by humans.
What resources will help in teacher preparation and/or student learning?
BOOKS
Peterson Field Guide to Rocks and Minerals, by Frederick H. Pough.
New York, NY: Houghton Mifflin Company, 1988.
Peterson First Guide to Rocks and Minerals, by Roger T. Peterson and Frederick H.
Pough. Boston, NY: Houghton Mifflin, 1998.
Rocks, Gems and Minerals (a Golden Guide)
New York, NY: Martins Press, 1985.
Simon & Schuster's Guide to Rocks & Minerals
New York, NY: Simon and Schuster, 1977.
Beit She’an Capital of the Decapolis
Beit She’an, Israel: ERETZ Ha-Tzvi Inc. n.d.
World of Mosaics
Beit She’an, Israel: Media Connections n.d.
WEBSITES
www.edhelper.com – Offers a variety of worksheets, including ones on science and
critical thinking
www.pacificislandtravel.com/nature_gallery/rockcycle.htm - Explains the rock cycle
www.ivyhall.district96.k12.il.us/4th/kkhp/RocksandMinerals/rocks.html - Provides
information and photos on sedimentary, metamorphic and igneous rocks
sln.fi.edu/fellows/payton/rocks/create/index.html – Demonstrates through animations
how the three different kinds of rocks are formed
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
evolution.itgo.com/rock_cycle/cycle.html - Provides information on the rock cycle and
Canada’s geology
www.bbc.co.uk/education/rocks/rockcycle.shtml - Offers a rock cycle diagram that links
to experiments
www.geosci.unc.edu/classes/Geo11Labs/geonote/igneous.html - Provides much
information on the rock cycle
www.minerals.net/ - Provides information on the mineral and gemstone kingdom
walrus.wr.usgs.gov/ask-a-geologist/ - Offers a way for students to e-mail questions to a
geologist
www.nswmin.com.au/minerals/az-minerals.html - Provides uses of rocks and minerals
http://www.dnr.state.oh.us/geosurvey/geo_fact/geo_f11.htm - Provides Ohio Rock
information
http://www.geology-israel.co.il/WEB%20PAGE/MAIN%20MENU.HTML – Offers
wonderful pictures of the geologic formations, types of rocks, erosional surfaces, rock
failures, geologic structures, and stratigraphy found in Israel
http://www.minsocam.org/MSA/K12/rkcycle/rkcycleindex.html - Provides good
description, explanation and diagram of the rock cycle and types
http://www.ohiohistorycentral.org/ohc/nature/geology/rocks-ores/index.shtml - Provides
detailed information about the geologic timeline of rocks found in Ohio
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html - Provides resources and
background information on the rock cycle
http://www.dlese.org - Digital Library for Earth Science Education (DLESE) is a great
resource for finding online information and lessons about Earth science
http://www.stemnet.nf.ca/CITE/rock.htm - An elementary site that explains the rock
cycle, three kinds of rocks, and properties of rocks and minerals.
http://www.rocksforkids.com - Excellent site that students can use for research and to
start and learn about their own rock collection. Great links to other resources as well.
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
MATERIALS LIST
 variety of igneous, sedimentary, and metamorphic rock samples from Cleveland
and Israel (one sample per pair of students)
 student “Rock Journals”
 pens/pencils
 paper
 markers/crayons
 resources about rocks (science and geology textbooks, encyclopedias, field
guides, library resources, computers with Internet access, etc.)
 rock identification kits
- hammer
- identification key
- diluted acid - glass plate
- streak plate - pennies
- steel nail
 Pictures of the amphitheater in Scythopolis, Beit She’an
Israel Science Kit (kit provided to each day school thanks to a generous donation from
The Bennett and Donna Yanowitz Family Foundation)
 Soil (National Geographic) - book
 Beit She’an Capital of the Decapolis - book
 World of the Mosaics - book
 Minerals of Ohio – book
 Rock samples from Israel
 Pictures
What sequence of learning activities will prepare students to provide evidence of the
enduring understanding?
1. Characteristics of sedimentary, igneous and metamorphic rocks
2. Five processes that make up the rock cycle
3. Metamorphism
4. Weathering and erosion (transport and deposition)
5. Cementation
6. Melting
7. Cooling and solidification
8. Categories of rocks: sedimentary, metamorphic, and igneous
9. Characteristics of minerals
10. Ways that humans have used rocks and minerals
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Characteristics of sedimentary, igneous and metamorphic rocks
Simply stated a rock is sedimentary, igneous or metamorphic and made from minerals.
Sediments moved and deposited by rivers into coastal trenches or basins are formed into
sedimentary rocks. Sedimentary rocks are formed from pieces of other rocks; igneous,
metamorphic or sedimentary. Igneous rocks are formed from cooled magma from
volcanoes and intrusions (ex: granite, lava, and pumice). Metamorphic rocks are
formed from heat and pressure on pre-existing rocks. Progression from one form to
another is called the Rock Cycle.
Topic questions
 How are sedimentary, igneous and metamorphic rocks formed?
 Are rocks formed in Cleveland the same way as those in Israel?
 How are sedimentary, igneous and metamorphic rocks different and the same?
 How do climate, location and process impact the composition of rocks?
Learning activities
1. Show a rock from Israel and one from Cleveland. Ask students how the rocks are
different and alike; make a list on the board. Make sure each student has one rock and a
copy of Resource Sheet 1. Students may obtain their rock in any number of ways:
 Found on a hike or caving trip
 Provided in JECC kit
 Brought to class from his or her backyard
 Provided from a classroom collection
Using their rock, have students fill out Resource Sheet 1. Remind them to make detailed
observations and list as many properties of the rock that they can. Log on to
http://www.geoahead.com/petrology/identifyrock.cfm and use the rock identifier to try
and find out what kind of rock they have found.
2. Create a K-W-H-L chart with the class to determine what students know about rocks;
see Resource Sheet 2 for a model. They should use information from their rock
exploration in the first activity as well as what they generally know. Lead a discussion
about characteristics of rocks. As the students generate ideas, record them on the board.
Have students volunteer ways that the list of characteristics can be organized into
categories. Help students understand that what they are doing is called classification.
Tell students that characteristics are used to tell different kinds of rocks apart from one
another.
3. Give small groups of students a set of ten rocks and minerals, a sheet of paper or Rock
Journal, pencil, and magnifying lenses (one for each student). Demonstrate how to
correctly use the magnifying lens. Tell students to categorize and label the samples into
groups according to one characteristic per grouping. Instruct each group to write down
their labels on a piece of paper (answer sheet) without letting the other groups know.
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Have each group tour each other’s group and try to guess how they classified the
samples. Once a group thinks it knows the answer for a particular group, it may look at
the answer sheet. This will allow students to see and identify similarities and differences
of the various types of rocks.
4. Have students look at the following site:
http://www.geology-israel.co.il/WEB%20PAGE/MAIN%20MENU.HTML. This
website shows the geological formations, types of rocks, erosional surfaces, rock failures,
geologic structures, and stratigraphy found in Israel. This site will allow students to
compare Israeli rocks with Ohio rocks. Show students 3-4 Ohio rocks (e.g. clay,
dolomite, flint, gypsum, limestone, sandstone, and shale). Ask students what questions
they have about the rocks in Ohio and Israel to add to our K-W-H-L chart? Add to the
chart. Have any questions on the chart been answered yet?
Questions:
o In what ways are Ohio rocks similar to those in Israel?
o What seems to be similar or different between the rocks in Ohio and
Israel?
Five processes that make up the rock cycle.
Metamorphism
Weathering and erosion (transport and deposition)
Cementation
Melting
Cooling and solidification
Metamorphism – Metamorphism is "changed form". This process changes sedimentary,
igneous, and metamorphic rocks into new metamorphic rocks. The heat and pressure
within the Earth can change mineral content and chemical composition of the rock.
5. Have your students make metamorphic treats. This will demonstrate how, like
metamorphism, the heat changes the pre-existing "ingredients" and forms new rocks
(treats). For a recipe see:
http://www.personal.psu.edu/users/c/l/cll161/insys%20441/meta_act.htm The
metamorphic treat will allow students to make a metamorphic rock model. Gather the
ingredients and prepare the metamorphic treats. Before students eat them, have them
observe their metamorphic treat crystal structure. Have students discuss their findings
before recording them in their Rock Journal.
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Ask students to think of another way to demonstrate metamorphism. [This can be for
homework, or discussed in small groups and demonstrations given by each.]
Reinforce with students that a rock formed via heat and pressure is called a metamorphic
rock. Show samples of metamorphic rocks and ask students to describe their visual
characteristics. Create a chart of these characteristics and post them next to metamorphic
rocks.
Weathering and erosion (transport and deposition) – The process of rocks being eroded
or damaged on the Earth’s surface by rain, snow, wind etc. is called weathering. There
are two types of weathering: mechanical and chemical. Mechanical weathering is when
a rock is broken into smaller pieces. Chemical weathering is a rock that has changed as
a result of a chemical reaction taking place. Erosion is what happens when sediments
loosened from weathering are taken from one area to another by gravity, rain, wind, or
snow etc.
6. Have students compare weathering of different sized rocks quantitatively and make
comparisons. They can make models of weathering and erosion see:
http://www.windows.ucar.edu/tour/link=/teacher_resources/shake_edu.html
 Have students discuss the differences of the two models.
 Ask students to think of another way to demonstrate weathering or erosion. If
time permits allow students to show their suggestions. What if anything
happened to the rocks? How can you explain your results?
Cementation - Layers in sedimentary rocks form from the weathered products of
igneous, metamorphic, or sedimentary rocks. The products from the rock fragments are
called sediments. Sedimentary rock is usually created in water at low temperatures and
pressures near the Earth's surface. Cementation are sediments that are "glued" together
by minerals that precipitate out of water that was between the sedimentary particles
when they were buried (ex: calcite and silica). Clastic sedimentary rock forms when rock
or mineral fragments (called clasts) are cemented together. Chemical sedimentary rock
forms when minerals crystallize out of a solution such as sea water to become a rock (ex:
Dead Sea salt). If a container of Dead Sea water was allowed to evaporate in the sun,
remaining would be a quarter to a third full container of a whitish residue of salt and
other minerals such as magnesium, calcium chloride and bromine, this is called potash.
Potash has been extracted in Israel since 1930. In Ohio, limestone is created from the
skeletal remains of organisms that are precipitated chemically from saturated calcium
carbonate and sea water many years ago.
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
7. Obtain materials for students to make their own sedimentary rock sandwich. 1 pita
for each student (fully cut in half), jelly, cream cheese, knife, (for spreading), and a plate:
 Lay a half slice of pita on a plate. Use the knife to spread a layer of jelly
on the slice of pita. Add a layer of cream cheese on top of the jelly layer.
Place the second half of the pita on top of the cream cheese layer.
 Have the students observe the series of layers differentiated by texture and
color.
 Show an example of cementation, such as a salt sample from Cleveland’s
salt mines and a salt sample from the Dead Sea. Have students compare
and contrast the samples in their Rock Journal.
 Ask students if the rocks from Israel would contain the same sentiments as
the rocks in Israel. How could they test their hypothesis?
 Reinforce with students that a rock being eroded or damaged on the
Earth’s surface by rain, snow, wind etc. is called a sedimentary rock.
Show samples of sedimentary rocks and ask students to describe their
visual characteristics. Create a chart of these and post next to sedimentary
rocks.
Sedimentary rocks form from loose particles that have been carried from one place to
another and redeposit. These rocks usually deposit in a series of layers similar to the
layers in the pita sandwich. The layers can be differentiated by the differences in color,
texture, and composition. The oldest layer is on the bottom while the youngest layer is at
the top. Over a period of time the layers become cemented together to form solid rock.
Melting – Since the inside of the earth is very very hot the rock inside the Earth melts and
becomes magma (liquid rock).
Cooling and solidification – Once the melting magma inside the earth cools, it begins to
solidify, making large crystals (intrusive igneous rocks) that reach the surface of the
Earth. This is called lava. Lava has small crystal structures (extrusive igneous rocks)
due to the hot rock being cooled so quickly.
8. Making rock candy demonstrates crystal formation of igneous rocks. The crystals
form when no more sugar can be added to the mixture (it becomes saturated). When
there is so much sugar dissolved, the water can’t hold it all. Some sugar will remain
insoluble and grow into sugar crystals. Have students make rock candy. See these
websites with background information on making rock candy:
http://www.exploratorium.edu/cooking/candy/recipe-rockcandy.html http://www.sciencebob.com/experiments/rockcandy.html
http://chemistry.about.com/b/a/196422.htm
Reinforce with students that lava forms when melting magma inside the earth cools and
begins to solidify. The large crystals that reach the surface of the Earth is called lava.
Lava has small crystal structures due to the hot rock being cooled so quickly. It is
classified as an igneous rock. Show samples of igneous rocks and ask students to
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
describe their visual characteristics. Create a chart of these and post next to igneous
rocks.
Categories of rocks: sedimentary, metamorphic, and igneous
9. Tell students to divide into groups of three students each. Give each group 3
sedimentary, 3 metamorphic, 3 igneous rocks and 1 mineral. Let students decide who in
their groups will be responsible for each type of rock.
Provide a variety of resources about rocks such as field guides, books, computer
programs and the Internet. Alternatively, take the class to the school or public library.
Using the resources provided, instruct students to investigate the properties of their
specific type of rock.
Ask students to list up to four properties for each rock. Also have them place each of
their rocks in order of when each was probably formed (i.e., to demonstrate the rock
cycle).
Discuss the properties and the order in which students placed the rocks. Help students
understand how rocks are related to each other through the rock cycle.
10. Arrange for students to study and observe rocks from Cleveland and Beit She’an and
identify properties that can be used to classify or divide the rocks into groups. To
introduce the Beit She’an rocks, ask students if they are familiar with Partnership 2000.
Briefly tell them that Partnership 2000 links Jewish communities in North America with
regions in Israel to strengthen both communities, as well as Jewish identity and unity.
The Jewish Federation of Cleveland has partnered with our sister city Beit She’an. Beit
She’an is a town in the process of development located south of the Sea of Galilee. Beit
She’an has approximately 20,000 residents. Show students a map of Israel and have them
locate Beit She’an. Tell students that Partnership 2000’s purpose is to build people-topeople (Israeli Jews and Diaspora) connections. The rocks that students will be looking at
from Beit She’an were gathered for them by teachers who traveled to Beit She’an to
make a science connection.
Israel examples include:
Limestone – Mt. Gilboa,
Marl – Jordan Valley
Chalk – Yezerael Hills
Flint- Jerusalem Hills
Ohio examples include:
Limestone - Lake Erie Islands
Clay – Cleveland
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Flint - Flint Ridge
Coal - Belmont County
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
11. Based on what they have learned to date, have students work in groups and create a
poster showing the rock cycle processes See website: http://www.teachnetlab.org/ps101/bglasgold/rocks/lesson3rockcycle.htm [This activity can be web-based. If
such is desired, see Resource Sheet 3 for student directions.]
Characteristics of minerals
Minerals are the main components of rocks. Rocks are composed of two or more
minerals. (*Minerals are NOT made of rocks). Minerals are made of a single substance
whereas rocks are composed of many grains of different substances. Minerals can
become exposed within a rock by the natural weathering processes.
Minerals have different important properties which can help identify them:
 Color
 Streak
 Luster
 Hardness
 Fracture
 Cleavage
A mineral must satisfy five conditions:
1. A mineral must have definite composition.
2. A mineral must have crystal structure.
3. A mineral must have occurred naturally.
4. A mineral must not be made of carbon.
5. A mineral must be a compound or solid element.
Topic questions
 How are minerals formed?
 Are minerals in Cleveland the same as in Israel?
 How do climate, location and process impact the composition of minerals?
Learning activities
12. Gather samples of rocks with and without visible mineral crystals. [Another option
is to find a necklace with visible mineral crystals.] Ask students to observe the sample
and record their observations. Ask the class, “Is there a difference in the samples? If so,
what?” Explain the observable differences between the samples. Ask the class to
hypothesize, “What is the difference between a rock and a mineral?”
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
13. Have students look at the mineral lesson online at:
http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Minerals/Minerals1.html. Then have
them answer the questions on the Mineral Sheet (See Resource Sheet 4).
14. Enrichment option: Invite a geologist to visit your classroom
15. Create lab stations, each with a rock kit (Purchase at Science Kit; contact 800-8287777 www.sciencekit.com (Fax) 800-828-3299) or use the following:
 Four unknown minerals
 One hammer
 Covering cloth
 Diluted acid
 Scratch plate
 Glass plate
 Penny
 Steel nail
 Identification key
 Goggles
Instruct students to try and identify their unknown minerals using the tools available at
their stations. Circulate around the room to make sure that students are using appropriate
safety techniques and that they are interpreting the properties correctly. Provide
Resource Sheet 5a and 5b for students to record their lab results.
Have students test for hardness and softness of minerals. See website
http://www.geotech.org/survey/geotech/mineral.html or
http://www.sdnhm.org/kids/minerals/howto-hardness.html. Have students study the chart
to determine the hardness and softness of their samples.
Have students calculate the density and specific gravity of the minerals. For testing of
specific gravity see: http://www.minerals.net/resource/property/sg.htm).
To find their mineral, have students look at the website
http://www.uky.edu/KGS/coal/webrokmn/pages/mintype.htm .
Inform students that the minerals should be retested if there are any discrepancies.
As a class, have each group report on any minerals identified with certainty, and discuss
any minerals with unique properties. When the labs are done, ask students place all
information in their Rock Journals.
16. Distribute samples of obsidian (or a similar rock with visible mineral crystals) to
groups of students. Have students write a paragraph in their Rock Journal describing
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
their observations. Then, have students work in pairs to compare and summarize their
descriptions.
Instruct each pair to write its summary on the board. Then, as a class, come to consensus
on a good general description of the obsidian rock.
Have students use the knowledge they accumulated about this rock to create a working
definition of the word “rock” and record in their journals. This is also a good time to revisit the K-W-H-L chart.
17. Distribute a sample of gneiss and a sample of sandstone (or other metamorphic and
sedimentary rocks). Repeat the procedures listed in Activity #16 above. If students add or
delete any part of the definition recorded above, make changes in the definition of rock.
Have students identify the rocks and the minerals that compose the individual rocks.
18. Review the definition of rock and minerals and be sure students understand that there
are many different types of rocks.
Ways that humans have used rocks and minerals
Topic questions
 How have humans used rocks and minerals in architecture, medically, or for
personal use?
 Are rocks and minerals used differently or the same in Cleveland and Beit
She’an?
 Does climate affect the types of rocks used for buildings?
 Which rocks were chosen in the Beit She’an amphitheater? Why?
Learning activities
19. Prepare a shoebox for each group of students with the following items: cereal,
tarragon spice, spoon, wooden clothespins, scotch tape, plate or cup (pottery), eyeglasses
sponge, baby powder, toothpaste, Vaseline and cake mix. Tell the students they need to
examine and sort the objects in their shoebox into three piles.
Objects with materials Objects that do NOT
NOT SURE
that contain rocks
contain rocks and /or
And/or minerals
minerals
See Resource Sheet 6:
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
As a class, ask students to explain how they know whether items are composed of rocks
and/or minerals. How do we as humans use minerals?
20. Ask the class why they think it is important to study rocks and minerals. List their
ideas on the board, and add any other ideas you want to add. Using the following
websites print out information and discuss as a group how minerals are used in products
and provide information about each. Explain how these resources are used in Cleveland
and Israel and if possible show pictures.
ISRAEL
http://www.britannica.com/eb/article-23087
http://minerals.usgs.gov/minerals/pubs/country/2001/ismyb01.pdf
CLEVELAND
http://www.ohiodnr.com/geosurvey/pdf/clevtour.pdf
21. Create a list on the board of what students know about the Dead Sea. Inform students
that there is a push to close the Dead Sea to visitors, then form a debate team and divide
the class into two groups, A and B. Explain to each group that students in group A will
gather information on the health related resources the Dead Sea provides for humans and
why it should remain open. Students in Group B will gather information on the Dead Sea
drying up and discuss why it is important to close it immediately. Offer each group
copies of the resources below that fit their position:
Dead Sea Health remedies resources
http://www.dead-sea.net/
http://www.dead-sea.net/f-healing.htm
http://www.deadsea-health.org/new_html/diseases_main.html
Dead Sea articles related to it drying up
http://www.extremescience.com/DeadSea.htm
http://www.american.edu/ted/deadsea.htm
http://geology.wcedu.pima.edu/~vzinn/saving.htm
http://www.livinglakes.org/deadsea/minerals.htm
22. Show and discuss the rocks in the Beit She’an amphitheater. Analyze photos to
identify which class of rocks they represent. How do we know?
23. Show pictures and discuss the city of Scythopolis. Discuss the characteristics of the
mosaics and rocks found. What can geologists tell about the rocks by studying the
mosaics and rocks? For an extension, create a pattern for a mosaic floor (much line a
coloring page book) and give each area of “color” certain specifications, for example:
a. Stones from all stages of rock cycle (list each one separately)
b. Stones with different hardnesses
2 Rocks.doc
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
c. Stones with and without minerals
In this case, rather than coloring in the page, students write into each section a rock or
mineral name that fits the given definition. For example, in a spot labeled sedimentary,
students might write sandstone.
24. Study the Cleveland Salt Mines and have students discover how salt is processed. See
website: http://www.wcpn.org/news/2001/01-3/0301salt- mine-2.html. Ask students to
compare the usage of Cleveland’s Salt Mine to the Dead Sea.
Unit Extensions:
 Plan field trips to see rock formations, glaciation and rock samples.
 Plan virtual field trips and locate websites to explore the rock cycle.
 Have students investigate careers involving rocks, e.g., archaeologist, geologist,
natural history museum personnel, jewelry maker. This experience could include
speakers.
Final Assessment:
Ask students if they are familiar with the 50’s show entitled “This Is Your Life” that
surprised someone on television and profiled his or her life. Tell students that they have
been asked by a Museum of Natural History to produce a geology video or Power Point
presentation based on “This Is Your Life” in which geological specimens will be profiled.
As a class, discuss what type of scientific information that would be needed about the
rock before beginning to create its profile. List the student responses on the board.
Suggestions include:
 What type of rock? (igneous, sedimentary, metamorphic)
 What are the characteristics?
 What stage of life is the rock?
 Where did the rock form?
 What minerals or other organisms help shape the rock’s life?
Divide students into small groups of four students. Allow each group to select one rock
sample. Using a standard rock identification kit or make your own (see above), have
students investigate and draw conclusions about the identity of their sample.
Once students know their sample and have researched their rock’s history (life) have
them try to answer the questions created in the prior class discussion. Tell students to be
creative and imaginative designing their video or Power Point presentation.
Provide final assessment task list on Resource Sheet 6 for student reference.
2 Rocks.doc
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 1
(for use with activity #1)
Name __________________________________________
Date ________________________
Directions: On the lines provided below, write specific characteristics about
your rock. Give the location of where your rock was found.
Sketch of my Rock
Charactersitics_____________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Location___________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
My rock’s name is ____________________________________
There are___ people in class with rocks that are like mine.
2 Rocks.doc
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 2
(for use with activity #2)
K-W-H-L Chart
What I Know
2 Rocks.doc
What I Want to Know
How I Will Find the Information I am
Looking For
What I Learned
page 18
Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 3
(for use with activity #11)
Name___________________________
Date_________________
ROCK CYCLE INTERNET SEARCH POSTER
1. Log on and go to INTERNET EXPLORER.
2. Go to YAHOO homepage (yahoo.com) select SCIENCE.
3. Select GEOLOGY and GEOPHYSICS.
4. Type in search: ROCK CYCLE.
5. Scroll to the bottom of this page to OTHER SEARCH ENGINES.
6. Investigate as many sites as necessary to understand the rock cycle.
7. Take notes on the rock cycle, sketch diagrams, and be sure to write down the
addresses of any site (s) you obtain information.
8. Your group needs to design a poster size version of the rock cycle based on your
research.
9. Do not use printouts on your poster.
10. You will need to submit 3-5 internet addresses listed as references.
2 Rocks.doc
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Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 4
(for use with activity #13)
Name___________________________ Date____________________
1. In your own words define “mineral”.
_________________________________________________________
____________________________________________________
2. There are five properties discussed in the lesson to classify minerals.
Provide one mineral example and the property
a._____________________________________________________
b._____________________________________________________
c._____________________________________________________
d._____________________________________________________
e._____________________________________________________
3. Who is Frederick Mohs and what did he do?
_________________________________________________________
_________________________________________________________
______________________________________________________
4. Describe how humans use minerals
_________________________________________________________
_________________________________________________________
_________________________________________________________
5. There are only two minerals that are magnetic on earth. Name
them.____________________________________________________
_________________________________________________________
6. The lesson provided information on minerals. Using the Internet find
out how Israel uses minerals.
 Calcite
 Talc
 Hematite
 Magnetite
 Galena
2 Rocks.doc
page 20
Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 5a
H
I
Rocks
smooth
waxy
sharp
gritty
(texture)
The color of
the mineral
after
scratched on
streak plate
Specific
gravity
weight (very
light to very
heavy)
 Red
 Orange
 Blue
 Yellow
 Pink
 White
 Brown
 Other
FEEL
STREAK
WEIGHT
COLOR
SAMPLE
(for use with activity #14)
MINERAL SHEET – Identify minerals using physical properties
A
B
C
D
E
F
G
page 21
Rocks
 Sour
 Sweet
 Rotten
egg
 Other
SMELL







metallic
earthy
chalky
waxy
silky
glassy
pearly
LUSTER
Yes
Yes
No
No
Acid reaction
(fizzle)
CHEMICAL
attracts to
magnet
MAGNETIC
Moh’s scale
Sample
scratched by:
 Fingernail
 Penny
 Steel
 Glass
 Other
HARDNESS
Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 5b
(for use with activity #14)
page 22
Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 6
(for use with activity #18)
Group
Date:__________
members________________________________________________
_______________________________________________________
_______________________________________________________
Objects with materials
that contain rocks
and/or minerals
2 Rocks.doc
Objects that do NOT
contain rocks and /or
minerals
NOT SURE
page 23
Jewish Education Center of Cleveland
Israel Through the Lens of Science
This Is Your Life
Eugenia Johnson-Whitt
Resource Sheet 7
(for use with final activity)
Rationale/Purpose:
Project demonstrates
the earth is shaped by
the properties and
interconnected nature
of earth’s systems.
Information
Collection: The degree
to which information
was gathered
Project presentation:
How clear/well
prepared the
presentation is. The
completeness of the
presenter’s knowledge
and use of resources
Power point display:
How well the power
point is constructed
and organized.
Spelling and grammar
2 Rocks.doc
3
2
1
0
Complete well-written
statement of prior
knowledge that guides
the project
Complete explanation of
prior knowledge
Incomplete
explanation of prior
knowledge
No explanation
Information collected
above expectations
Sufficient information
collected
Insufficient
information collected
No information
collected
Excellent presentation,
very
knowledgeable/great
use of resources
Good presentation
adequate
knowledge/adequate use
of resources
Fair presentation little
knowledge/poor use of
resources
Poor presentation lack
of knowledge/
no use of resources
Exemplary power
point/construction/
grammar/spelling
Good power point/
construction/grammar
/spelling
Fair display/
construction/
grammar/spelling
Poor power
point/construction
/grammar/spelling
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