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All About The Rock Cycle

Objectives:

  • The students will learn about the Rock Cycle.

  • The students will be able to explain how rocks are recycled.

  • The students will be able to describe the three types of rocks and how they are formed.

Questions that encompasses the objective:

  • Think about rocks. Do you think the Earth can ever “run out of rocks?”

  • Are rocks a renewable resource?

Prepare the Learner: Activating Prior Knowledge. 

How will students prior knowledge be activated?

Warm up by asking students:

  • What do you know about the rock cycle?

Common Core State Standards:

  • CCSS.ELA-LITERACY.SL.2.1

  • CCSS.ELA-LITERACY.SL.2.1 B

  • CCSS.ELA-LITERACY.SL.2.4

  • CCSS.ELA-LITERACY.W.2.2

  • CCSS.ELA-LITERACY.W.3.2

  • CCSS.ELA-LITERACY.W.3.2 B

  • CCSS.ELA-LITERACY.SL.3.1

  • CCSS.ELA-LITERACY.SL.3.4

Materials and Free Resources to Download for this Lesson: 

Rocks and Minerals PPT Review Game

Study Guide

Unit Test

Unit Test (Answer Key)

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Input:
What is the most important content in this lesson?
To reach this lesson’s objective, students need to understand:

  • The rock cycle

  • How rocks are constantly changing and being recycled.

  • There are three types of rocks: igneous, sedimentary, and metamorphic.

  • How each rock is formed/ where the rock comes from.

How will the learning of this content be facilitated?

  • Before the lesson begins, have the students fill out the “What I Know About the Rock Cycle” worksheet.

  • The teacher will begin class by showing the video “What is the Rock Cycle?” (Source: https://www.youtube.com/watch?v=kXV7D89S9sc) The video is about 6 minutes long and discusses the three types of rocks, how each rock is formed, and the process of the rock cycle. After the video, the teacher should begin a discussion with the students about the content presented.

**If the Water Cycle lesson has already been presented to the students, the teacher can reference back to that. It is important that the students learn rock formation is a process and rocks are recycled. A rock that is part of a mountain now could eventually wind up back in the Earth’s mantle**

  • Next, the teacher will begin presenting the information on the rock cycle. If it is possible, project each page of the teacher’s copy of the “Rocks & Minerals” Science Journal worksheet onto the board using a projector or put into a PowerPoint document and project.  The teacher’s copy of the journal has certain words/phrases that are bolded red and highlighted. It is important the teacher explain to the students those words/phrases are to be highlighted in their (students) journal. For this lesson, the teacher should review these pages:

  • 3: Vocabulary  **The teacher should review all of the vocabulary words**

  • 14: The Rock Cycle

  • 15: The Rock Cycle Diagram

  • After the information has been presented, the teacher should gather the students around a table. The teacher will show the students the plastic tub, water and pumice stone. The teacher will ask the students to identify the pumice stone. The students may recognize it as something used by their parents to remove calluses or to clean grills. The teacher should ask the students to describe the stone—size, color, and characteristics. The teacher should pass the stone around and have the students feel it’s weight. Afterwards, the teacher will pour water into the plastic tub and ask the students what they think will happen to the pumice—will it sink or float? The teacher should place the pumice in the water and let the students observe what happens. The teacher should provide this information to the students:

Pumice is a very light rock and has many holes. The rock is not dense because of the holes. Because pumice is less dense than the water, it will float.

**An extension to this activity is to place another rock in the water and observe what happens. Since pumice is the only rock that floats, any other rock will sink.**

Closure

  • After the activities are over, the students should reconvene and the teacher should discuss the class. The teacher should review the vocabulary words with the students and also discuss any topics from the “What I Know About the Rock Cycle” worksheet.

  • They should then fill in the “What I Learned About the Rock Cycle” worksheet.

Time/Application
3-5 minutes
Guided Introduction

Review the class/ agenda with the students:

  1. Have the students fill out the “What I Know About Minerals” worksheet.

  2. Video: “What Is The Rock Cycle? | Chemistry for All | FuseSchool” by FuseSchool - Global Education

  3. Discussion:  “The Rock Cycle” (pages 14 & 15)

  4. Experiment: “Why Does Pumice Float?”

  5. Activity: “Label the Rock Cycle”

  6. Discussion of Activity

  7. Independent Assessment – What I learned about the Rock Cycle.

10 minutes

Introductory Activity: Video: “What is the Rock Cycle?”

10 Minutes

Discussion: The Rock Cycle

  • Instruct the students to open to page 14 in their science journals.

  • Project each page of the science journal onto the board either through a projector or PowerPoint presentation.

  • The teacher copy has bolded red and highlighted words. The students will highlight those words in their science journal.

  • Begin presenting the information. The pages that will be presented include: pages 14 & 15.

10 Minutes

Experiment: “Why Does Pumice Float ”

  • Gather the students around a table.

  • Show the students the plastic tub, water and pumice stone; ask the students to identify the pumice stone.

  • Ask the students to describe the stone—size, color, and characteristics; pass the stone around and have the students feel it’s weight.

  • Afterwards, pour water into the plastic tub and ask the students what they think will happen to the pumice—will it sink or float?

  • Place the pumice in the water and let the students observe what happens.

15 Minutes

Activity: “Label the Rock Cycle”

  • Give each student a “Rock Cycle” diagram, “Rock Cycle” word cards, cardstock/ construction paper, scissors, and glue.

  • Instruct the students to cut out the “Rock Cycle” diagram and glue it onto the paper.

  • Instruct the students should cut out the word cards and glue them into the correct spots on the diagram.

  • Allow the students to work for about 15 minutes

Closure/Assessment
10 minutes

  • After the activities are over, the students should reconvene and the teacher should discuss the class. The teacher should review the vocabulary words with the students and also discuss any topics from the “What I Know About the Rock Cycle” worksheet.

  • They should then fill in the “What I Learned About the Rock Cycle” worksheet.

 

Individualized Instruction/Scaffolding

English Language Learners will be supported in this lesson through data-based heterogeneous grouping, verbal and written repetition of new vocabulary words, and multiple representation of vocabulary words through printed images and video.

Ecosystems, Biomes, and Habitats PowerPoint and Activities