Yakima WATERS Mini Lesson
The Rock Cycle
Targets and Assessment
Lesson Parameters
WA Science Standards Addressed:
 6-8 ES2H- The Rock Cycle: The rock cycle describes
the formation of igneous rock from magma or lava,
sedimentary rock from compaction of eroded
particles, and metamorphic rock by heating and
pressure.
 6-8 INQE- Model: Models are used to represent
objects, events, systems, and processes. Models can
be used to test hypotheses and better understand
phenomena, but they have limitations.
Assessments:
Content Area: Geology
Overview: Introduction to rock types and the rock cycle with
a quick activity adapted from Silver and Wynne (1997), the
“Rock Recycle Wheel” is a model that depicts the rock cycle.
Grade Level: 6-8. Note that this lesson has been modified
from a rock cycle model designed for students in grades 3-6.

Collect science notebooks to check and grade student
work for completeness and correctness in the answers
recorded in their rock cycle tables.
Suggested Time: 45 Min.
Special Materials:
Rock Samples (listed in Materials)
Silver and Wynne, 1997 (full reference in Sources)
LEARNING OUTCOMES:
Knowledge:
Student should be able to:
1) Explain how rocks are formed, degrade and regenerate to form new rocks.
2) Infer that the rock cycle continually produces and recycles rock.
Skill:
1) Student can identify samples of igneous, sedimentary, and metamorphic rock from their properties
and describe how their properties provide evidence of how they were formed.
SCIENCE CONCEPT BACKGROUND:
As stated on the Washington State OSPI website: In prior grades students learned how Earth materials
change and how they can be used for various purposes. In grades 6-8 students learn about planet Earth
as an interacting system of solids, liquids, and gases. Solar energy powers the water cycle and drives
the weather system and ocean currents. Energy from within the planet drives the rock cycle and moves
huge plates on the Earth's surface, causing earthquakes and volcanoes. The landforms we see today
result from processes that build up and break down Earth structures. These fundamental ideas will
enable students to understand the history of their planet, Earth processes occurring today, and future
geologic events.
Definitions
The Rock Cycle: the never ending process of rocks forming, weathering and changing into other rocks.
The rock cycle comes “full circle” from the primary driving forces of plate tectonics and the water cycle.
Igneous Rocks: A rock made from molten (melted) material that has cooled and solidified.
Sedimentary Rocks: A rock made from the consolidation of solid fragments or chemical processes.
Metamorphic Rocks: A rock that has undergone chemical or structural changes due to extreme
temperatures and/or pressures.
Sediments: unconsolidated, solid fragments (i.e. silt, sand, etc.)
MATERIALS:
Each student will need:
Scissors
1 Brass fastener
Colored pencils, crayons or markers (optional)
A copy of the rock recycle wheel from pages 58 and 59 in Silver and Wynne (1997)
Recommended samples to have on display and share during lesson:
Rock samples:
 Igneous
o Intrusive: Granite
o Extrusive: Basalt
 Sedimentary
o Limestone
o Conglomerate
o Sandstone
 Metamorphic
o Slate
o Schist
o Gneiss
PROCEEDURE:
Engagement & Mini Lesson
1. Science Notebook Entry:
Have students warm up with an entry in their science notebooks. Begin with a thinking question (see
question #1 below), allow a few minutes for students to think about their answer. To encourage
everyone to participate I wrote the question where do rocks come from? on the board and had them
record their answers onto a sticky note. Once all of the notes were posted up on the board each
answer was read aloud and briefly discussed.
Rock Types and the Rock Cycle
Date: ____________
1. Where do rocks come from? __________________________________________________________
____________________________________________________________________________________
2. Rock Types:
Now that the class has thought about where rocks come from, define what the rock cycle, sediment,
Igneous, Sedimentary and Metamorphic rocks are (definitions are listed above in the “Science Concept
Background”). After I defined each rock type on the board I showed examples, describing and
discussing the physical characteristics of each sample.
3. The Rock Cycle:
Rather than making copies of the rock cycle diagram below I used this as a guide to draw it on the
white board. I recommend describing the rock cycle in steps so students can follow along, and ask
questions. Try probing the students with questions that will draw upon the knowledge of the rock
types they just learned about.
Here are some examples of how this could be described, lets assume you begin with magma:
Ask: What is the rock type and rock making process that originates from magma?
Answer: Igneous and crystallization
Ask: What results from erosion of an igneous rock?
Answer: Sediment
Ask: What rock type might form from the accumulation, compaction and cementation of sediments?
Answer: Sedimentary rock
Activity Directions
Step 1: Pass out the rock recycle wheel parts (pages 58 and 59 from Silver and Wynne, 1997).
Student Directions:
1. Cut out each wheel
2. Color the rocks (optional)
3. Cut out the three windows on the notched wheel labeled “Rock Cycle Wheel”
4. Stack the notched wheel on top of the other and push the brass fastener through the small
center circle/hole.
Step 2: Now the students can explore their rock recycle wheels. To get the model in action have each
student align “IGNEOUS” within the notch at the top of the wheel. Granite should appear in the top
window. Have students answer the following questions:
Ask: What type of rock is granite?
Answer: Igneous
Ask: How does granite form?
Answer: Granite forms from cooling underground
Ask: What happens when granite weathers? (Instruct to follow the appropriate window/arrow)
Answer: It erodes to sediment
Ask: What happens to granite under great pressure and heat? (Instruct to follow the appropriate
window/arrow)
Answer: It forms a metamorphic rock
Step 3: Repeat Step 2 for SEDIMENTS, SEDIMENTARY and METAMORPHIC rocks. Have the students
record their answers. The wheel is only correct when the rock types are set within the notch, not all
rock combinations that appear in the windows are true. To save time I created a table (below) for the
students to record their answers to the questions above, this will likely save some time and confusion.
Rock Type
Name of Rock
Result of Weathering
Result of Heat & Pressure
Igneous
Metamorphic
Sedimentary
Sediments
EXTENSION(S):
This particular lesson was integrated into Lesson 18: Fossils as Evidence of Asteroid Impact from the
Earth and Space curriculum, this particular topic in middle school science curriculum is not particularly
strong and therefore was developed as a supplement within the unit.
TEACHING TIPS:
-I was initially concerned about the appropriateness for 7th and 8th grade levels but found that it was a
fitting lesson, as these students had not been introduced to the topic before.
-Keep in mind that the vocabulary can be complex (and discouraging to students), particularly
pronunciation of certain rock names.
-And finally, the class took notes during the entire lesson, they were required to draw the rock cycle
diagram (which can be done with some creativity) and also drew the table (above) in their science
notebooks.
SOURCES:
The Rock Cycle:
http://www.uwsp.edu/geo/faculty/ritter/images/lithosphere/rock_cycle.gif
For the Rock Recycle Wheel:
Silver, D.M. and Wynne, P. J., 1997, The Amazing Earth Model Book: Easy-To-Make, Hands-On Models
That Teach (p.55). Scholastic Inc., New York, NY.
Author: Tabitha Trosper, Yakima WATERS Project, CWU, Winter 2011