The Rock Cycle
Lesson 6 of 8
Objective: SWBAT create a diagram of the rock cycle that includes accurate, reliable information.
- What causes igneous rock to change to magma?
- How are igneous rock, sedimentary rock, and metamorphic rock similar? Different?
- What role does pressure have in the rock cycle?
- You find a rock that contains a fossil. What type of rock is this?
In this Think Pair Share activity, I want students to write for 2 minutes and answer the questions in their Science Notebook (Journal), turn and talk with their partner for 2 minutes and then take 1 minute to share thoughts and ideas with the class. Time to Think Pair Share is important for students to build their speaking and listening skills. When answering these questions, I want students to verbalize information they have learned in the previous lessons about rocks, minerals, and the rock cycle. Students should write and/or draw their answers to each of the questions.
To enhance the learning during this part of the lesson, I put samples of rocks with fossils on a tray to pass around the classroom because then students can look at, touch, and examine closer these rocks with fossils.
Create A Model
As students develop a model of the rock cycle, they master a variety of standards. SP#2 students develop a model to test ideas about phenomena in natural systems and use a model to describe unobservable mechanisms (rock cycle) and SP#6 construct explanations of phenomena for science (Why does the rock cycle have more than one path?). CCC #4 Systems & Models students understand that systems may interact with other systems and use models to represent systems and their interactions (interactions in the rock cycle), and CCC #2 Cause & Effect relationships may be used to predict phenomena in natural systems (heat & pressure cause sedimentary rock to change to metamorphic rock). The lesson also addresses NGSS MS-ESS 2-1 Earth's System students develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process (diagram of the rock cycle).
I provide the Directions and Rubric for students to complete the task of developing an accurate, reliable model of the rock cycle. I also provide supplies such as paper and colored pencils as well as resources such as textbooks, and Tradebooks. By providing supplies and time to work in class, I can circulate the classroom, monitor and assess student progress, and then I will see greater success as students SP#8 communicate information on the final product.
I review the goals and objectives for this summative assessment such as the essential question, target, directions, and criteria for student success. For ELL and Special Education students, I provide printed images for them to enhance their diagram. The directions clearly state terms/words that should be incorporated into the model such as sediment, heat & pressure, melting, and weathering & erosion. By clearly stating your expectations for the model, there is a greater chance of achievement from your students.
Option: Have students create a model of the rock cycle using Google Draw and submit it via Google Classroom. Go paperless!