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Rocks are constantly undergoing changes;
some rapid and others are gradual. There
are three rock types which are based upon
how they are formed: igneous,
metamorphic and sedimentary. Rocks
within each rock type are differentiated by
their size, shape and texture. The Rock
Cycle describes how the three rock types are
related and are able to change from one type
to another.
How can the processes that
change one form of rock
into another be described?
www.clipart.com
Last update: May 2011
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module
available at http://questioning.org/module2/quick.html.
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Use the following sites to increase your
knowledge regarding the processes
which cause rocks to change over time.
You will use the Rock Cycle Interactive
to review the three types of rocks and to
learn about the Rock Cycle.
You will use the Rock Cycle
Interactive to review the three types of
rock and to learn about the Rock Cycle.
Highlight the text. Listen and read
along.
Courtesy: National Science Foundation
Last update: May 2011
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module
available at http://questioning.org/module2/quick.html.
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In this investigation, you will:
Click on the star that matches your assigned
color to enter the website that you will be
using for your investigation. Be sure to ask
the teacher what color star you are today.
All stars complete:
a. Read the Introduction tab.
b. Read the Types of Rocks tab.
c. Read and click on animations In the How
Rock Change tab.
d. Explore the Rock Cycle Diagram tab.
e. Complete Activity A
f.
Complete Activity B
Figure 1: The Rock Cycle
Last update: May 2011
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module
available at http://questioning.org/module2/quick.html.
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You will complete Activities A –B in this document: Assessment
Last update: May 2011
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use
only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at
http://questioning.org/module2/quick.html.
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Below are some additional sites
to further develop your
understanding of the Rock
Cycle:
All Stars
BrainPOP
Rock Cycle
Animation(audio+visual)
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Real World
Applications: The
Rock Cycle
Geology and Building
tunnels
Formation of the
Grand Canyon
Rock Cycle Quiz
Last update: May 2011
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school
use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module
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Teacher Notes:
Objective: Students will be to analyze the rock cycle in order to
describe the processes that change one form of rock into another
Differentiation: All students complete the same class work and
assessment and use the same web resource however they are
divided into gold and silver star. Gold stars read the site without
any assistance whereas for silver stars the site
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Maryland State Curriculum Goal:
Standard 2.0 Earth/Space Science: Students will use scientific skills and
processes to explain the chemical and physical interactions (i.e., natural
forces and cycles, transfer of energy) of the environment, Earth, and the
universe that occur over time.
Topic A: Materials and Processes That Shape A Planet
Indicator 1: Identify and describe that some changes in Earth's surface occur
rapidly while other changes occur very slowly.
Indicator
Time Management Strategies: It is suggested that this activity be
completed over the course of two class periods. This activity
could also be conducted in groups of two students.
Technology Infusion: The students will need to be introduced to dropdown menus and entering the text into the enabled areas.
Students should also be familiar with opening hyperlinks in both
the documents and in the Power point presentation. The
students should also be familiar with tabs (sheets in excel),
entering text in boxes, clicking into boxes
AVID Strategy: The following AVID strategies are supported in this
lesson: inquiry based learning, quick write (reaction and
analysis) and use of Costas and Bloom questioning.
Learning Styles: Field Dependent, Field independent, Visual and
Reflective Learners, Global Understanding
4. Differentiate among sedimentary, igneous, and metamorphic rocks based upon
the processes by which they are formed.
Objectives
d. Cite features that can be used as evidence to distinguish among the three types
of rocks and relate these features to the processes that form each rock type.
e. Describe the processes that change one form of rock into another (rock cycle).
Common Core Standards :Reading Standards for Literacy in Science and
Technical Subjects 6–12
Key Ideas and Details
1. Cite specific textual evidence to
support analysis of science and technical
texts.
Craft and Structure
4. Determine the meaning of symbols, key terms,
and other domain-specific words and phrases as
they are used in a specific scientific or technical
context relevant to grades 6–8 texts and topics.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical
information expressed in words in a text
with a version of that information
expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
Range of Reading and Level of Text
Complexity
10. By the end of grade 8, read and comprehend
science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Last update: May 2011
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use
only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module
available at http://questioning.org/module2/quick.html.