1. Everest Rocks 8844 m 29,000 feet Chomolungma:means: mother goddess of the universe in Tibet Sagarmatha (means: goddess of the sky) in Nepal

2. Lesson 1 – Rock Groups! BATs Work collaboratively to collect facts about Everest (3) (TW, IQ) Identify different types of rocks using a key (4) (IQ) Describe rocks as containing different grains which fit together. (L4) What do you know about Mount Everest? How Science Works -Describe and record observations and evidence systematically.

3. Everest http://uk.youtube.com/watch?v=Q9dHML7oa dUhttp://uk.youtube.com/watch?v=Q9dHML7oa dU panorama from summit of Everest Base Camp: 17,000ft — ABC: 21,300ft — Camp 1: 23,000ft — Camp 2: 24,750ft — Camp 3: 25,600ft — Camp 4: 27,400ft

4. Everest Fact Finding Mission! Outside are facts about Everest In your team one person goes outside to find one fact and comes back in with the answer to one of the questions on the sheet. The first team to collect, and fill in, all the answers will win! Good Luck!!

5. Can you identify rocks? Use the following tests to sort rocks in to groups… 1.Use a hand lens to see if the rock is made of crystals or grains 2.Prod the rock to see if it is hard or soft (can be scratched/broken up easily) Sharp object – take care 3. Put the rock in a small beaker and add a few drops of acid – does it fizz? GOGGLES

6. Use the key to identify which rock is which Is the rock made of grains or crystals? Use the hand lens to find out grains crystals Does the rock fizz in acid? Add a few drops of acid onto rock in a dish fizzes Doesn’t fizz Is the rock very soft? Use the knife sandstone Yes = chalk No = limestone Is it made of different types of crystal? yes granite no Does it fizz in acid? fizzes Doesn’t fizz marbleslate

7. Are you a Rock Detective? A = granite B = sandstone C= chalk D = marble E = slate F = Limestone

8. Can you sort the rocks into groups? Look carefully at your rocks Do any of them have similar characteristics? Can they be placed into groups? Why did you choose those groups?

9. Rock Groups There are 3 Types of Rock Each type was formed differently Sedimentary – sandstone, chalk, limestone Igneous – granite, basalt, obsidian, pumice Metamorphic – slate, marble

10. Plenary Place the rock samples into the 3 rock types Have you achieved your BAT’s today? Fill in your BELT sheet!!

11. Lesson 2 – Growing and Shrinking Mountains BATs Describe what effect weathering has on rocks. (L4) Make a risk assessment for an experiment (SM) Relate expansion and contraction to the particle theory. (6) (CT – making links, modelling) Starter Match the rock to the rock type A. Sedimentary B. Igneous C. Metamorphic How Science Works - Explain how approaches to practical work were adapted to control risk

12. How did Everest get so big? http://www.youtube.com/watch?v=paVslJS ktyM&feature=relatedhttp://www.youtube.com/watch?v=paVslJS ktyM&feature=related Describe how Everest got so big… Write a few sentences Or Bullet points Or cartoon/diagram 5 minutes

13. Mountains are also shrinking! In your group discuss ways in which mountains might get smaller. (2 mins) Erosion – wearing away, rivers, wind, rain, sea Weathering – changes in temperature, acid rain

14. Changes in temperature Experiment 1: Aim – to see how extreme changes in temperature affect rocks. Method: Heat a small piece of granite in a roaring flame, then put the rock in some iced water. Repeat Write a risk assessment for this experiment What safety precautions will you take?

15. Weathering - expansion of rock Freeze thaw is the not the only cause of weathering. In places with large daily changes in temperature (e.g. deserts) expansion and contraction of the rock itself occurs. The surface gets the hottest and so expands the most. This may cause it to “peel off.” Additionally, some rocks contain crystals that expand by very different amounts. This too can cause cracks. In Geography they call this ‘the Onion Skin effect’

16. Expansion and Contraction Role play or draw a diagram of what is happening to the rock particles when the rock expands and contracts 2 minutes

17. What happened to the bottle? The water expanded in the bottle. The bottle could not stretch, so huge forces were exerted on the glass and it cracked!

18. Weathering – freeze-thaw You may have heard of the saying, This is because as water freezes it expands. This creates powerful forces that can enlarge the cracks. freeze–thaw scree As this freeze–thaw process is repeated and cracks spread through the rock. Eventually small pieces of rock (called scree) break off altogether. Most rocks are hard, but despite this they can be broken by just a small amount of water getting into cracks in the rock. “Hard as rocks”.

19. Why does Water expand when it freezes!!! When water cools the hydrogen atoms join together to form a crystal lattice in a hexagonal shape. The molecules are held apart, so there is lots of space between them, and so the ice takes up more room! Hydrogen atoms in a water molecule are strongly attracted to other Hydrogen atoms. GCSE stuff!

20. Chemical Weathering Experiment 2: Making Acid rain This experiment will be set up today and checked next lesson Method: Pour some DISTILLED WATER into a dish Test the pH (is it acid or not) of the water (it should be green = not acid) Leave on a window sill in the open air The pH will be tested again next lesson P189 of the Collins Book shows how to do this

21. Chemical Weathering Take a tour of the school to observe examples of chemical weathering! Can you spot stalagmites and stalactites!!

22. Plenary Describe freeze/thaw action. Have you achieved your BAT’s today? Fill in your BELT sheet!! BATs Describe what effect weathering has on rocks. (L4) Make a risk assessment for an experiment (SM) Relate expansion and contraction to the particle theory. (6) (CT – making links, modelling)

23. Lesson 3 – Erosion BATs Describe what happens to rocks during erosion (L4) Explain the difference between erosion and weathering (L6) Make a link between how porous a rock is and how grains fit together. (L6) (CT) Starter How did these pebbles become so smooth? How Science Works - Use and apply independent and dependent variables in an investigation by choosing an appropriate range, number and value for each one

24. Chemical Weathering Re-test the water in the dish you left last lesson with indicator paper Is it still NEUTRAL (green) or has it changed? If it has gone greeny/yellow, orange or red the water has become ACIDIC. The Carbon Dioxide in the air has dissolved in the water to make it more acidic Acid rain can react with rocks to wear them away

25. Weathering or Erosion? Weathering is when weather conditions like changes in temperature and chemicals in rain affect the rock Erosion is when there is a physical wearing away of rocks by the KINETIC energy of wind, rain, sand, rivers, glaciers and the sea

26. Porosity of Rocks Weigh either a piece of chalk, sandstone, granite, slate, limestone or marble Place the rock in a small bag or baker of water Leave for the rest of the lesson

27. Which rocks are most resistant to erosion? You will need: Glass jar or bottle Small rocks and/or sugar cubes Marker pen Balance tray Method: 1. Write a number on your rocks or cubes 2. Weigh each cube on the balance (record these) 3. Put the rocks in the jar and shake 10 times 4. Tip rocks on tray, note any changes and weigh again 5. Repeat steps 3 an 4. Record results in a table

28. Results ‘Rock’ Mass after 10 shakes (g) Mass after 20 shakes (g) Mass after 40 shakes (g) Mass after 80 Shakes (g) Overall change in mass (g) Sugar Mass at start ……g Granite Mass at start ……g Sandstone Mass at start ……..g

29. Which rock eroded most? 1.What happened to the shape of the cubes? 2.How did the mass change? 3.What new material did you see at the bottom of the jar? 4.What is the likely shape of the rocks if you continue shaking? If time draw a line graph to show which rock eroded the most, with line of best fit (level 6) PLENARY 1

30. Which rocks are POROUS? Take the rock out of the water. Find its mass Has it changed? If it has got heavier, why is that? What does it tell us about how close together the rock particles are? Rocks that soak up water are POROUS – this is because they have space between each other. PLENARY 2

31. Lesson 4 – Keeping Warm on Everest BATs Design an experiment to see which material keeps you warmest. (4) CT Negotiate which variables to control (4/5) IQ/TW/EP Evaluate how planning and implementation could be improved (5) RL, IQ Starter What is frostbite? What effects can it have on the body? http://www.project- himalaya.com/gallery- everest-frostbite.html How Science Works - Explain how approaches to practical work were adapted to control risk

32. Why is it so cold on Everest? What is the temperature high on Everest? At the summit, the temperature can be -73°C below zero. But on a good summit day, a climber can expect around -26°C As air rises, the pressure decreases. It is this lower pressure at higher altitudes that causes the temperature to be colder on top of a mountain than at sea level. (When you pressurize air (or any gas), it gets hotter, and when you release the pressure on air it gets colder. ) Sea level =14.7 PSI 9,000m = 4.3 PSI

33. Which material keeps you warmest? Look at the samples of material Which would keep you warmest on Everest? Discuss this in your group. Give a reason for your answer wool cotton thinsulate

34. Insulation! Air is a good INSULATOR – that means it cuts down the amount of heat that can be CONDUCTED/CONVECTED (moved) away from a material. Air particles get trapped in between the very small fibres in wool, cotton wool and Thinsulate. It’s difficult for the heat to ‘escape’.

35. Design an experiment to find out which is best at keeping heat in! You can use any of the following.. Small beakers Kettle Thinsulate, wool, cotton Thermometer stopwatch What variables will you need to test? The Independent variable is ……….. The Dependent variable is ……………………… material Temperature change Now plan your experiment RISK ASSESSMENT?!

36. Results (data) Material Temp at start 0 C Temp 2 mins 0 C Temp 4 mins 0 C Temp 6 mins 0 C Temp at 8 mins 0 C Temp 10 mins 0 C Change in Temp 0 C Thinsulate Cotton wool

37. Analysing data Draw a line graph for each material What does the graph show – which was the best material at keeping heat in? Why do you think that is? A drawing may help you to explain it!

38. Plenary Evaluating In your group – discuss what went well in your experiment Were your results reliable? How could you improve reliability and accuracy? Did you achieve your BATs

39. Lesson 5 – Oxygen on Everest BATs Describe the test for oxygen. (L4) IQ Use data from secondary sources to plot a graph ( scale on axes given L5 ), ( no axes given (L6) IQ Link altitude to oxygen levels (6) CT/IQ Starter Why do mountaineers have to wear oxygen masks on Everest? How Science Works - Recognise the range of variables involved in an investigation and decide which to control Describe and suggest how planning and implementation could be improved http://www.youtube.com/watch?v=paVslJSktyM&feature=related

40. Altitude Is the air very thin on Everest? As the altitude increases, the oxygen content of the air decreases dramatically. At 2,900m, for example, there's about 2/3 of the oxygen in the air than at sea level. At 6,100m, there is roughly half the oxygen content in the air. At 8,850m, the summit of Everest, there is only a third of the oxygen in the air. Lake Titicaca - Peru = 4, 300m Maccu Picchu Peru = 2,700m Use the worksheet to plot a line graph

41. Which ‘oxygen tank’ contains oxygen? Test for Oxygen – If you light a splint then blow it out it glows. If you place the glowing splint into a tube of oxygen it will relight!! Use this test to find out which ‘tanks’ are empty and which have oxygen in. Risk assess this test first!!

42. How does your body get used to high Altitude? Read the fact sheet and answer the questions Or Create a leaflet for climbers to give them tips on how to prevent Altitude Sickness.

43. Plenary Have you achieved your BATs? Judge which leaflet is best and say why! Describe the test for oxygen. (L4) IQ Use data from secondary sources to plot a graph (scale on axes given L5 ), (no axes given (L6) IQ Link altitude to oxygen levels (6) CT/IQ

44. Lesson 6 – Fossils on Everest! BATs Name some sedimentary rocks (L4) Describe how sedimentary rocks are formed (L5) Explain how a fossil can end up on top of Everest (L7) Starter Look at the samples of rock What is special about them? What are these called? How Science Works - Describe and record observations and evidence systematically

45. How are sedimentary rocks formed? You will need: A jar with a lid Gravel Stones sand Method: Mix all the gravel, sand and stones in a jar Add water to about half way up the jar Put on the lid Shake thoroughly – but carefully Leave to settle Draw what you see

46. Which rocks are oldest? A C B E D

47. How were fossils formed? Why are Fossils often found in Sedimentary rocks? Act out how you think fossils were made (think about how sedimentary rocks, coal and oil were formed)

48. Lets make a fossil!! You will need: A bench mat or tray A fossil Plasticine Strip of card and sellotape Plaster of Paris Cup and stirrer water 1.Make a mould, by pressing some plasticine into a fossil. 2.Surround your mould with the strip of card and secure with sellotape 3.Mix up the plaster of Paris until it is runny 4.Pour into the mould 5.Leave overnight to harden

49. Plenary Have you achieved your BATs? Level? How is it possible for a fossil to appear on Everest 8850m above sea level? Name some sedimentary rocks (L4) Describe how sedimentary rocks are formed (L5) Explain how a fossil can end up on top of Everest (L7)

50. Lesson 7 - Volcanoes BATs (4) Describe how igneous rocks are formed (6) Make links between the speed lava cools to the size of crystals (CT) (6) Identify whether an igneous rock was formed intrusively or extrusively by observing its crystal structure (IQ,RL) Starter Watch the video Where does the lava come from? http://uk.youtube.com/watch?v=488BkTUsMa4 http://uk.youtube.com/watch?v=OowFvnlWI90

51. Hot Rocks! Look at the samples of rocks with a hand lens What differences can you see? Jot down your observations in writing or drawings with labels. basalt granite gabbroobsidian

52. Structure of the Earth the crust mantle outer core inner core

53. Where do volcanoes happen?

54. A river of fast flowing lava (pahoehoe) – the rock is a liquid because it is so hot. How will the particles be arranged?

55. Cooling Lava To model what is happening when lava cools do the following experiment: 1.Place a drop of molten SALOL onto a warm slide (keep it warm by standing it over a beaker of hot water). 2.Place another drop of SALOL on a cold slide water. 3.With a hand lens watch as the salol solidifies Is there a difference in the size of the crystals formed? Can you explain why this happens? (CT) Assess risks!! Wear goggles!!

56. Igneous Rocks Intrusive Lava cools underground It cools slowly because it is hotter underground Forms larger crystals because they grow more slowly E.g. granite and gabbro Extrusive Lava comes out of the ground It cools quickly Small crystals, because they are formed quickly E.g basalt and obsidian

57. 1.vent 2.crater 3.Side vent 4.Lava flow 5.conduit 6.Magma chamber Fill in the worksheet or copy this diagram and label it Mark on your diagram where INTRUSIVE and EXTRUSIVE rocks would form (L6)

58. Rock Detectives Look at the samples of rocks again – can you name them and say how each was formed? Granite (intrusive) Gabbro (intrusive) Basalt (extrusive) Obsidian (extrusive)

59. Lesson 8 – The Rock Cycle! BATs (L4) – Describe how the 3 types of rocks are formed (L5) - Create a poster or role play to model the Rock Cycle (CT, EP) RL – Evaluate how to improve a presentation Starter Unravel these words and say what they mean vsrxetuie eiurnitsv tnrgaie taabsl Extrusive intrusive granite basalt Homework – Revise for a test on Rocks for next week

60. Weathering Physical Chemical Biological Weathering produces small pieces of rock called SEDIMENT

61. Conglomerate Fossils Limestone Sandstone Formed from material that settles on sea beds and river bottoms (deposition/sedimentation). As the thickness of sediment builds up, the layers underneath become compressed and form sedimentary rocks. These layers often provide evidence of how and when they were formed.

62. Sedimentary Rock Sediment is transported to the sea; It settles on the sea bed; It gets compressed and glued together; Dead plants and animals become trapped in the layers forming fossils; Sedimentary rock is formed over millions of years. This is a picture of limestone Other examples include: Chalk Sandstone Mudstone

63. Quartzite Marble Slate Formed as the rock structure is changed by heat and/or high pressure deep underground. The heat is usually from nearby magma. ‘Meta’ means CHANGE ‘Morph’ means SHAPE

64. Metamorphic rocks can be formed from contact with igneous rocks. The heat from the cooling magma bakes the surrounding rocks.

65. BasaltGranitePumice Formed when magma cools and solidifies. Intrusive igneous rock is formed under the surface, extrusive rock forms on the surface. Slow cooling causes larger crystals in the rock. Intrusive rocks cool slower than extrusive rocks.

66. These 3 rock types can be put together to show how their formation is linked. This is called …

67. The Rock Cycle

68. SEDIMENTATION

69. Be Creative!! Get Involved!! Explain The Rock Cycle by any means your team chooses! Some ideas … - Role play - Large poster - Poem - Storyboard You must use the key words shown on this diagram (and the one you have just labelled)

70. Questions Copy the following sentences into you exercise book in the correct order, starting with A. Use your diagram of the rock cycle to help you. A. Rock is weathered from mountains and forms sediment in seas. B. If they are forced deep enough they will be drawn into the magma, melt and re-emerge as igneous rocks. C. Their weight squeezes out the water and the particles become cemented together. D. This often takes millions of years. E. Alternatively they may be forced deep underground, here they will be exposed to heat and pressure to form metamorphic rocks. F. The magma could cool slowly underground to form intrusive igneous rock, or the lava could cool quickly above ground to form extrusive igneous rock. G. The sedimentary rocks can be uplifted to the surface where once again they will be exposed to the effects of weathering. H. Both igneous and metamorphic rocks can eventually be forced to the surface where as with sedimentary rocks the weathering process begins again. I Sedimentary rock is formed from layers of this sediment being deposited, one on top of the other.

71. Plenary Share each other’s creations!! Decide on one good point about each and one area for improvement. How could you improve your presentation? Which PLTS have you achieved today?