Science (5 th Grade) Planning and Observation Guide for Science Lesson Earth/Space Science Institute Dr. Scott Sinex
Jacqueline Wood & Nancy Stewart The Rock Cycle Simulation Lab Using Crayons Fri., Jul. 17, 2009
120 Minutes
5 E’s
Questions for Planning
2 Classes *Indicates part of every lesson.
5 minutes *Daily Engagement
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*Objective is stated both in
Objective – Students will differentiate among sedimentary, igneous, and metamorphic written form and orally, and is explained/interpreted
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Relates rocks based upon the processes by which they are formed in order to understand the rock cycle. (State Standards Grade – 6.2.A.4)
Essential Question – How the processes on the surface and inside Earth change rocks exploration/explanation activities from previous day(s) to culminating unit from one kind to another?
Materials – neighborhood rocks, crayons (various colors), 1-2 coins or grater, plastic performance task
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Reviews work of previous day(s) knife, aluminum foil, paper towels, heavy books, iron, hot plate, bucket with ice water, and “Rock Cycle Simulation Lab Instructions,” “Rock Cycle Simulation Lab Sheet,” and
“Rock Cycle Simulation Questionnaire.”
Engagement – Students will have samples of igneous, metamorphic, and sedimentary
55 minutes Exploration
 Cooperative/whole
 class/independent groupings
Use of equipment and
 materials for conducting investigations
Data collection and

 organization
Use of technology for data acquisition
Teacher demonstrations/modeled behaviors rocks (may use pictures). They will make observations of the rocks and answer the questions – How are rocks made? Is each of these rocks made the same way?
In groups, students will complete a rock cycle simulation lab where they will use crayons to represent rocks through the different stages in the rock cycle. (1) Sedimentary rock will be made by scraping (weathering - wind, ice, rain, sun) crayons (rocks) with a coin.
The crayon fragments (sediment) will be moved (transported) and piled (deposited) on a piece of foil in layers of different colors. The foil will be folded around the crayon fragments making a flat packet. Then a book will be placed on top of the packet and pressed (compacted) with possibly a student standing on top of the book. (2)
Metamorphic rock will be made by placing and pressing an iron at low temperature (heat and pressure) on the wrapped foil packet of “sedimentary” rock. (3) Igneous rock will be created by putting the foil packet of “metamorphic” rock on a very hot plate or covering it with a hot iron “melting” the crayons (magma) and then placing the packet in ice water to cool. During each stage, observations will be recorded through pictures and written descriptions.

20 minutes Explanation
 Concepts and vocabulary are developed through class and
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 group discussions
Teacher provides assistance in developing concepts and skills where students need help
Clarification of misconceptions
 Use of textbooks and other print materials
25 minutes Elaboration
 Application of data and
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 concepts from explorations/explanations to new or modified situations
Independent or group activities
Constructed responses
15 minutes *Evaluation
 Journal
 Science PLUS Data and
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Answer Booklet
Section Assessments, Chapter
Projects, Chapter Tests,
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Module Pre/Post Tests
Use of performance lists and rubrics
Student interviews
*Closure/review of daily activity
A viewing of a teacher created PowerPoint presentation about the rock cycle will be shown clearing any misconceptions students had during their explorations. During the
PowerPoint presentation, students will complete the “Rock Cycle Simulation
Questionnaire.”
Students will create a story, brochure, or poster that follows a rock through all stages of the rock cycle. Pictures and written descriptions will include the type of rock in the rock cycle, how it was formed, how it is changed into the different types of rock in the rock cycle, the processes that make the changes, and its characteristics at all stages. The project will be completed at home.
Rock Cycle Simulation Lab Sheet
Rock Cycle Simulation Questionnaire
Student interviews during lab
Rock Traveling Through the Rock Cycle story, brochure or poster project (to be turned in at a later date)

(Crayons represent rocks during this simulation activity.)
1.
Use a coin or grater to shave the yellow and blue crayons into small pieces on a paper towel.
Mix the pieces together. Be as neat as you can.
2.
Put the yellow and blue crayon pieces in the center of the aluminum foil. Spread the pieces.
3.
Use a coin or grater to shave the orange crayons into small pieces on a paper towel.
4.
Put the orange crayon pieces on top of the yellow and blue pieces. Try not to mix the orange pieces with the yellow and blue ones.
5.
Use a coin or grater to shave the purple crayons into small pieces on a paper towel.
6.
Put the purple crayon pieces on top of the orange pieces. Try not to mix the purple pieces with the orange ones.
7.
On your individual lab sheet, make a drawing of the crayon pieces as seen on the foil. Use colored pencils. Write a description.
8.
Carefully fold the edges of the foil over top the crayon pieces.
9.
Put the foil packet on the floor. Place an old book that the teacher has given you on top of the foil packet. Have someone in the group stand on top of the book.
10.
Very carefully open the foil packet. You have made Rock 1.
11.
With the plastic knife, make a cut down the center of Rock 1. Separate the two halves.
12.
On your individual lab sheet, make a drawing of Rock 1 as seen on the foil. Use colored pencils. Write a description. Describe how Rock 1 is different than the layers of rock pieces.
13.
Save and label one small piece of Rock 1.
14.
Put the two halves back together. Carefully fold the edges of the foil over top Rock 1. Place your folded foil packet on another piece of foil. Carefully fold the edges of the second sheet over the original foil packet.
1.
Take your packet to the heating station (warming plate and warm iron). Place the packet on top of the warming plate and put a warm iron on top of the packet. Press down with the iron.
2.
Put the packet into the bucket of ice water to cool.
3.
Pull the packet out of the ice water and dry with a paper towel.
4.
Very carefully open the foil packet. You have made Rock 2.
5.
With the plastic knife, make a cut down the center of Rock 2. Separate the two halves.
6.
On your individual lab sheet, make a drawing of Rock 2 as seen on the foil. Use colored pencils. Write a description. Describe how Rock 2 is different than Rock 1.
7.
Save and label one small piece of Rock 2.
8.
Put the two halves back together. Carefully fold the edges of the first foil sheet over top
Rock 2. If there is a tear in the outside foil layer, replace it with a new foil sheet.
1.
Take your packet to the heating station (warming plate and warm iron). Place the packet on top of the hot spot on the warming plate and put a hot iron on top of the packet.
2.
Put the packet into the bucket of ice water to cool.
3.
Pull the packet out of the ice water and dry with a paper towel.
4.
Very carefully open the foil packet. You have made Rock 3.
5.
Save and label one small piece of Rock 3.
6.
With the plastic knife, make a cut down the center of Rock 3. Separate the two halves.
7.
On your individual lab sheet, make a drawing of Rock 2 as seen on the foil. Use colored pencils. Write a description. Describe how Rock 2 is different than Rock 1.

Name ___________________________________________________ Date __________
Class ________________________
(Crayons represent rocks during this simulation activity.)
Side Cut View of Layers of Rock Pieces Description
(Part I – Step 7) (Include condition)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Side Cut View of Rock 1 Description
(Part I – Step 12) (Include condition)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Describe how Rock 1 is different than the layers of rock pieces.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Cut View of Rock 2 Description
(Part II – Step 5) (Include condition)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Describe how Rock 2 is different than Rock 1.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Side Cut View of Rock 3 Description
(Part III – Step 4) (Include condition)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Describe how Rock 3 is different than Rock 1 and Rock 2.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Name ___________________________________________________ Date __________
Class ________________________
sedimentary erosion weathering wind transport rain deposition ice metamorphic igneous heat pressure melting cooling crystallization cementation sun compaction
(Which crayon rock is it?)
1. What do the different colored crayons represent?
___________________________________________________________________________
2. Scraping the crayons (rocks) to make fragments represents what process in nature?
___________________________________________________________________________
3. What are some of nature’s tools to break rocks?
___________________________________________________________________________
___________________________________________________________________________
4. Are the crayon fragments all the same size or shape? Describe.
___________________________________________________________________________
___________________________________________________________________________
5. Would this be true of rock fragments in nature?
___________________________________________________________________________
___________________________________________________________________________

6. Moving the crayon fragments from one place to another using the paper towel represents what process with rock fragments in nature?
___________________________________________________________________________
7. How would nature move rock fragments?
___________________________________________________________________________
___________________________________________________________________________
1. Piling the crayon fragments in layers on the foil represents what in nature?
___________________________________________________________________________
2. Describe the shape and size of spaces between the crayon (rock) pieces. Are they large or small and irregular or regular shaped?
___________________________________________________________________________
___________________________________________________________________________
1. Having a student stand on top of the crayon fragment packet represents what process in nature?
___________________________________________________________________________
2. How does the process in question 1 happen in nature?
___________________________________________________________________________
___________________________________________________________________________
3. Do you see any layers? Are they thin or thick?
___________________________________________________________________________
___________________________________________________________________________

4. Describe the crayon fragments after they were pressed with force. Are the fragments tightly or loosely pressed together?
___________________________________________________________________________
___________________________________________________________________________
(Which crayon rock is it?)
1. Do you see any layers? Are they thin or thick?
___________________________________________________________________________
___________________________________________________________________________
2. Describe the crayon rock material. Can you see the original crayon fragments? Are the fragments tightly or loosely together?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(Which crayon rock is it?)
1. Describe what the melted crayon (rock) looked like.
___________________________________________________________________________
___________________________________________________________________________
2. Where would melted rock be found in nature? What do we call the melted rock?
___________________________________________________________________________
___________________________________________________________________________

3. In nature, where does melted rock cool?
___________________________________________________________________________
___________________________________________________________________________
4. Describe what the cooled melted crayon looks like.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
1. Describe sedimentary rocks and how they are formed.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Describe metamorphic rocks and how they are formed.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Describe igneous rocks and how they are formed.
___________________________________________________________________________
___________________________________________________________________________
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