This Cycle Rocks!
Students should know that some changes in the solid Earth can be described as part
of the "rock cycle." Old rocks at the Earth's surface weather, forming sediments that
are buried, then compacted, heated, melted and often recrystallized into new rock.
Eventually, those new rocks may be brought to the surface by the forces that drive
plate motions, and the rock cycle continues.
Teacher Background Information
How are different kinds of rocks formed?
Rocks are the materials that make up Earth’s crust. Most rocks are composed of combinations of minerals
although a few, like talc, are composed of a single mineral. Minerals are inorganic solid materials found in
nature. Gems such as diamonds, rubies and emeralds are all minerals. The three main types of rocks are
classified by where and how they are formed.
Igneous rock forms by the cooling and crystallization of molten rock, called magma. Magma consists of
molten silicate minerals, water, and gases. Because it is less dense than the surrounding solid rock, it rises
through the Earth’s crust along zones of weakness. As it cools it becomes lithified (i.e. forms into rock). The
size of igneous rock crystals depends upon the rock’s rate of cooling. Magma that flows onto Earth’s surface,
known as lava, cools relatively quickly forming extrusive igneous rock. Extrusive igneous rock is
characterized by little or no crystals. Obsidian is an extrusive igneous rock with no crystals; basalt has very
small crystals. Pumice is an extrusive igneous rock that had millions of gas bubbles in it when it was erupted;
it exhibits no crystals. When magma cools and solidifies below the surface intrusive igneous rock is formed.
These rocks were buried and cooled slowly enough for crystals to grow. Intrusive igneous rock, such as
granite, often has large crystals that can be seen with the naked eye.
Sedimentary rock has been exposed to a variety of processes on Earth’s surface known as weathering. The
processes break down all rock types into smaller pieces known as sediment. These smaller particles are
moved over Earth’s surface by erosional forces such as stream flow, glacial movement, wind, and gravity.
When this debris is deposited as permanent sediment, the processes of burial, compression, and chemical
alteration can modify these materials over long periods of time to produce sedimentary rocks. Most
sedimentary rock has formed on the sea floor; as layer upon layer of sediment is deposited one upon
another, the weight of the continuous deposits squeezes out water and causes chemical changes in the
minerals present. These changes can cause the grains to become cemented together and new sedimentary
rock is formed. Distinct layers, depicting different periods of deposition can usually be found in sedimentary
rock. (Examples: sandstone, shale, conglomerate, limestone, coal, gypsum)
Possible misconception: Some students may think that thicker layers took longer to be deposited.
Metamorphic rock is created as the result of geologic processes, like tectonic folding and faulting. These
processes exert heat and pressure on any type of rock causing it to be altered physically and/or chemically.
The rock undergoes extreme pressure and if buried deeply enough becomes heated and a new rock forms.
Metamorphosis can occur in rocks when they are heated to 300 to 700 degrees Celsius. These rocks do not
melt completely, but their crystals do change. If the rock had crystals already, it may form larger crystals.
(Examples: marble, slate, quartzite, schist, gneiss) It is important to note that igneous, sedimentary and even
metamorphic rock can be buried and metamorphosed into another metamorphic rock. For example, slate,
already a metamorphic rock, could be changed to schist, a different type of metamorphic rock.
Teacher Background Information
What is the Rock Cycle?
The rock cycle never stops. Given enough time every type of rock can become every other type of rock.
Mountains made of metamorphic rocks can be broken up and washed away by streams. Sediments from
these mountains can make new sedimentary rock.
The diagram below illustrates a basic rock cycle. Notice the forces that act upon each rock in order to
change it to a different type of rock.
Courtesy of http://www.personal.psu.edu/users/c/l/cll161/insys%20441/main.html
Image from www.personal.psu.edu/users/c/l/cll161/insys%20441/main.html
How does the rock cycle help shape the Earth’s surface?
Land forms are the result of a combination of constructive and destructive forces. Constructive forces include
crustal deformation and volcanic eruption (both the result of plate tectonics), as well as sediment deposition.
Destructive forces include weathering and erosion. Changes in the shape of Earth’s crust and volcanic
eruption are the result of plate tectonics. Weathering breaks rocks down into sand and clay and other
sediment particles. Erosion is the transport of those particles from one place to another. Erosion can carve
out valleys and canyons. Deposition of sedimentary particles can form deltas, dunes, barrier islands, and
many other features.
ENGAGE
ROCK CYCLE NARRATIVE INPUT CHART
Suggested Time: 45 Minutes
Advanced Preparation: Enlarge a picture of the rock cycle by copying it on
a transparency and projecting it on a large sheet of butcher paper. Outline the
dra wing lightly in pencil. Pencil in your notes near the appropriate areas.
Completing the Narrative Input activity:
Teaching Guide
Materials
For each student:
Rock Cycle
Narrative Input
Chart

As you discuss the different points with students you will first dra w and then color in the pictorial and
“bring it to life”. (If possible, the students should be sitting close to the dra wing, perhaps on the floor in
front of you. The farther they are from the dra wing, the less likely they are to be giving you their full
attention.)

Use color to signify different parts of the cycle. For example, magma and the description of magma could
be in red marker. All of the arro ws could be in blue, etc.

As you dra w students should be watching and listening. This is not a time for active participation.
However, take a short reflection break about every 10 minutes. Have students tell a shoulder buddy
something they just learned.
Begin your discussion with the students:
1. (Write the label at the top of the paper “The Rock Cycle”). Today we are going to look at one example of a
process kno wn as The Rock Cycle. Because this is a cycle, we can really begin our dra wing any w here.
However, I’ve chosen to begin with magma. (Draw magma.) As you kno w, magma is melted rock that
comes from deep under the Earth’s surface. (Add notes near “Magma.”)
2. As the magma cools, crystals form. (Draw arrow and add notes.)
3. Igneous rocks form when magma solidifies. (Draw igneous rock and add notes.) There are two kinds of
igneous rocks. Intrusive igneous rock forms very slowly when magma cools beneath the surface. Then it
may be exposed later after uplift and erosion remove the overlying rock. (Add notes to chart near location
of igneous rocks.) When magma comes to the surface, it is then known as lava. Extrusive igneous rock
forms when lava cools on the surface.
4. On the surface, both of these rocks undergo weathering and erosion. (Dra w arrow and add notes.)
5. The debris produced during weathering are transported during erosion and eventually are deposited
(usually on a sea floor) as sediment. (Draw sediment and notes.)
6. If these sediments become lithified (cemented or otherwise compacted into rock), they become a
sedimentary rock. (Draw arrow and add notes.)
ENGAGE
Teaching Guide
7. If the rock is buried heat and pressure increase (Draw arrow and notes.) What forces could cause these
sedimentary rocks to undergo increases in pressure and temperature? (rapid burial by sediment,
volcanic activity, one continental plate moving under another at a fault line where earthquakes occur)
8. If the temperature and pressure becomes high enough the original sedimentary rock recrystallizes. The
new rock that forms is called a metamorphic rock. (Draw metamorphic rock and add notes.)
9. However, if the temperature gets very high the rock melts and becomes magma again. (Draw arrow and
add notes.) What would need to happen to increase the temperature that high? (buried deep within the
Earth, subduction of one continental plate underneath another at fault lines where earthquakes occur)
10. As you can see, the rock cycle has various stages, but rocks do not necessarily move linearly through
these stages. Can you think of another cycle that does not move in a continuous circle? (water cycle)
After drawing basic cycle

Explain to the students: The cycle can be repeated, as implied by the arrows. However, there is no
reason to expect all rocks to go through each step in the cycle. Rocks can drop out of this cycle and
move to a different stage at almost any time depending on the forces acting upon it. For example,
metamorphic rock can be weathered and eroded on Earth’s surface to form sediments. (Draw arrow from
metamorphic rock to sediments.)

Any rock can move to a different stage, depending upon the forces acting upon it. As you draw other
arrows have the students help you determine what is happening in the cycle.
Go back and add more color to the pictorial by coloring in the circles representing the different types of rocks.
Note: Although a simple rock cycle is provided, you may use any model for this pictorial.
SAVE YOUR DRAWING OF THE ROCK CYCLE.
YOU WILL USE IT AGAIN AFTER THE “EXPLAIN” ACTIVITY.
Intrusive igneous
rock - magma cooled
very slowly beneath
the surface
uplift and erosion
exposes it on the
surface
COOLING &
CRYSTALLIZATION
Magma is
molten rock
If, while buried, the
temperature gets
very high the rock
melts and becomes
magma again
Magma
Temperature and
pressure become so
high sedimentary rock
recrystallizes
MELTING
New rock a
metamorphic rock has totally changed
Igneous
Rock
ENGAGE
Extrusive igneous
rock lava cooled on
the surface
Magma coolscrystals form
ROCK CYCLE NARRATIVE INPUT CHART
Igneous rocks form
when magma
solidifies or hardens
Metamorphic
Rock
- 11 -
HEAT &
PRESSURE
WEATHERING
& EROSION
On Earth’s
surface, rocks
undergo
weathering
and erosion
Sediments
Sedimentary
Rocks
Sediments cemented
into rock forming
sedimentary rock
Teaching Guide
THIS CYCLE ROCKS!
Debris from weathering are
moved during erosion and
deposited (usually on a sea
floor) as sediment
lithification
(compaction & cementation)
Rocks can be
uplifted, subducted,
buried, or exposed
to magma which
can increase heat
and/or pressure
EXPLORE
JOURNEY ON THE ROCK CYCLE
Suggested Time: 45 Minutes
Advanced Preparation: Create the dice and signs for the different
stations of the Journey on the Rock Cycle activity (Available in Blackline
Master section).
Cut out each die pattern and the signs for each station. Assemble die by
folding along lines and taping the edges together. Small station signs are
provided, but you might want to make larger signs for students to see as
they move from station to station.
Teaching Guide
Materials
For each station:
Rock Cycle dice
Rock Cycle station signs
Journey to the Rock Cycle
handout
As the students travel through the rock cycle, they must roll the die at the station and follow the written
directions.
Procedure:
Set up your classroom with seven areas at which a change in the rock cycle occurs. Because it is a cyclical
process, students can start at any area.
At each area the student should role the die provided to determine what path they should take. It is recommended
that each student roll the die and follow their own path. However, students could also work in pairs.
It is possible for the student to remain at the same station for a long time. To make the game more
interesting, you might have a rule that you can only stay at one station for three turns. Then you must go to
another station.
While at each station and while moving to the different stations, students must record what is happening on
their journey chart.
After the game is over students will have a record of what happened. They will use this record for the Rock
Cycle Cartoon found in the Elaborate lesson.
Be sure to discuss the students’ journey on the rock cycle referring back to the pictorial done earlier.
Activity adapted from: http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf
EXPLORE
Student Page
Journey on the Rock Cycle
Name
Teacher
Write about your experiences as a rock during your journey on the rock cycle. You will need to describe your
adventures at each spot and tell about what kind of rock you feel that you were. If you need room for more
than 10 events, use the back of this page.
(1)
I began my adventure at the
.
(2)
The first thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10) The next thing that happened was
,
then I went to
.
(11) The next thing that happened was
,
then I went to
I think I am now a _
.
because
.
EXPLAIN
WHAT’S MY ROCK?
Suggested Time: 45 Minutes
Teaching Guide
Materials
For teacher
In this activity, students will observe the characteristics of rocks and divide
them into igneous, sedimentary or metamorphic. To do this, students will
be given a dichotomous key. They will also test rocks for hardness using a
fingernail, penny, and nail. Be sure to model with students how to use the
dichotomous key to identify their rocks.
You can use the Texas Rock Box or any rocks of your choice as long as
the three types of rocks are represented. It is important that all groups
have identical types of rocks.
Note: If using vinegar, students will need to scratch the rock to form a
powder to see if it will react.
Texas Rock Box can be ordered from
www.beg.utexas.edu/education/nw_online-mod.htm 1-888-839-4365 for
$1.50 per kit (plus shipping) If rocks are not available, this activity can be
done on-line at:
http://www.bwctc.northants.sch.uk/html/projects/science/ks34/rocks/list.html
Share with students the excerpt from the last page of The Pebble in my
Pocket: A History of Our Earth by Meredith Hooper, Chris Coady and
Christopher Coady. You can read this out loud or combine reading with
showing the transparency.
Pictures of rocks
For each group
Rocks
Hand lenses or other
magnifiers
Eye dropper
Nail or penny
Identifying Rock Types
key
“What’s My Rock?” lab
report
Hydrochloric acid – 10%
solution (or vinegar)
Classification of Rocks
chart
For each student
Goggles
Rock Classification NoteTaking Template
“The pebble in my pocket is round and smooth and brown. I found it on the
ground. My pebble has been on top of mountains and under the sea. It has
been buried in ice and buried in rock. It has been covered in drying sand and tropical forest. It has been flung and
dropped, frozen, soaked and baked, squeezed and squashed. It has been stood on and sheltered under and
used. It has traveled huge distances over immense periods of time.”
Have students discuss what kind of rock they think is being described in the excerpt–igneous, sedimentary or
metamorphic.
Explain to students:
As you know, plants and animals are usually organized by their family tree (origin) and by their physical and
genetic characteristics. For example, how would you classify rabbits, monkeys, dogs, and elephants?
(mammals) Why? (live birth, drink mother’s milk, hair, etc.)
Geologists do the same with rocks, which are usually organized by their origin and by their physical and
chemical characteristics.
EXPLAIN
Teaching Guide
WHAT’S MY ROCK? - CONT’D.
Rocks can be precisely classified using various properties which are determined by geological scientists
called petrologists using microscopes and other complicated and sophisticated laboratory equipment.
However, more approximate "field" terms are used by geologists to identify rocks in the field.
Explain to the class: In today’s assignment, you have a possibility of being hired as full-time geologist by
R.O.C. Inc. Part of your interview requires that you show an ability to identify rock samples collected by the
company using their classification schemes (hardness, shape, color, acid test and texture).
Look at the chart on your table. Notice how the chart works. What is the first test you are going to do to your
rock? (acid fizz test. The acid we are going to use for this test is hydrochloric acid. (or vinegar). You may
need to scrape each rock a little and test the powdered sediments to see if the rock reacts to the acid.
SAFETY: Because you will be scraping rocks and working with hydrochloric acid, you must wear your
goggles during this investigation.
Divide the class into groups of three and assign each member one of the following jobs: materials person,
data organizer and lab technician.



The materials person will get and return all necessary materials
The data organizer will take notes on the information template and report these results to the entire class
The lab technician will manipulate the rocks through the flow chart
As you rotate from group to group, focus on the following questions for discussion:
1. How can the dichotomous key be used to classify sedimentary, igneous and metamorphic rocks?
2. Are there any patterns among similar rock types? If so, what are they?
3. What physical characteristics are difficult to observe?
4. What physical characteristics are easily observable?
5. What tests worked best in your lab experiment?
6. What test were difficult to use and least helpful in identifying your rocks?
At the conclusion of the activity, students should answer the following questions in their journals:
1. What tests were most successful in identifying your rocks? Explain.
2. What tests were least successful in identifying your rocks? Explain
3. Identify which rocks were composed of previously-living organisms and explain.
4. Why is it important for geologists to be able to identify types of rocks?
Give groups one 3-column chart. Have groups place each rock on the chart according to their classification
(Igneous, Sedimentary, or Metamorphic).
EXPLAIN
Teaching Guide
WHAT’S MY ROCK? - CONT’D.
Let groups rotate to other tables to compare their placement with those of other groups.
If using the Texas Rock collection, the classification is as follows:
1. Calcite – common mineral found in limestone
2. Granite – igneous rock composed mainly of feldspar and quartz
3. Basalt – igneous rock composed of feldspar, olivine, and pyroxene
4. Sandstone – sedimentary rock composed usually of quartz grains
5. Talc – mineral found in metamorphic rock
6. Limestone – sedimentary rock containing calcite and shell pieces
7. Chert – sedimentary rock made of very fine grained quartz
8. Schist – metamorphic rock composed mostly of biotite, hornblende, quartz, and feldspar
Have students discuss any differences that many have found. Groups should be able to justify their
classification based on the properties identified on the flow chart and from the information gathered on the
Rock Classification Note-Taking template.
Note: You may need to explain to students that there is a difference between a rock and a mineral. A
mineral is composed of one element or compound. Minerals have been formed by nature and have a specific
crystal structure and physical and chemical properties. Rocks are solid Earth materials formed from a
mixture of minerals (and sometimes other materials).
Return to the Narrative Input Chart
** After students have determined the category of each rock, use the small rock pictures provided and place
them in the correct location on the Narrative Input Chart. Review the characteristics of each type of rock. If
you used different rocks, then you will want to provide different pictures.
EXPLAIN
IDENTIFICATION OF ROCK TYPES CHART
Student Page
EXPLAIN
Teaching Guide
Directions: Copy this page. Cut out each rock picture and place in the correct location on the “Rock Cycle
Narrative Input chart”.
Granite
Chert
Vesicular Basalt
Talc
Sandstone
Schist
Limestone
Calcite
EXPLAIN
Student Page
WHAT’S MY ROCK?
Lab Report
Welcome to the R.O.C. Inc, a geology firm located in North Texas. Your team, as well as the other teams in
the room, are being tested to see if they are worthy of being hired as full-time field geologists. Your objective
is to identify the rock specimens placed in front of you as accurately as possible. Speed is not your primary
concern in this activity; however you will be timed. You must observe, classify, and identify our specimens
according to:






Shape
Grain size (for sedimentary rocks)
Texture
Color
Acid test
Hardness
Each group has identical rock samples. You must use the tests listed above and your rock key to guide you in
identifying all of your rocks. Record your notes in the spaces provided on the Rock Classification Note-Taking
Template. Be sure to work efficiently. You and your team will have 25 minutes to complete this task.
SPECIAL NOTES
Acid test—To perform an acid test, take an eyedropper and add two drops of the hydrochloric acid solution
or vinegar to the rock. Try to scratch the rock with a nail to form a powder. If the rock powder begins to fizz,
then record “yes” on your data sheet. If the powder doesn’t fizz, record “no” on your data sheet. Be sure to
wear your goggles while performing this investigation. Note: If using HCl (10%), have baking soda ready in
case the HCl comes in contact with someone’s skin.
Hardness—Begin the hardness test with your fingernail. If your fingernail scratches the rock then record that
on your data sheet. Proceed with a penny if the fingernail doesn’t scratch the rock. Repeat for nail if the
penny doesn’t scratch the rock.
Good luck!
Journal Writing: (Complete this independently, not with your group members)
1. What tests were most successful in identifying your rocks? Explain.
2. What tests were least successful in identifying your rocks? Explain
3. Identify which rocks were composed of living organisms and explain?
4. Why is it important for geologists to be able to identify types of rocks?
Adapted from http://www.leo.lehigh.edu/envirosci/geology/rocks/rockkey.html
ELABORATE
Teaching Guide
ROCK CYCLE CARTOON
Suggested Time: 45 to 90 Minutes
Students will create a comic strip story of their adventures as they journeyed through the rock cycle. They
should use their experiences in the Journey on the Rock Cycle Interactive, along with their knowledge of the
elements found in the rock cycle. Each cartoon page should be divided so there are 12 boxes. The first box
should indicate how the rock began and the last box should show how the rock ended up. Students should
turn in their adventure log and cartoon together so you can see what has occurred in their adventure. Use
the rubric provided to evaluate the project for using the correct terms, accurate information, effort and
completeness.
My Rock Cycle Cartoon
by
ELABORATE
Teaching Guide
ROCK CYCLE CARTOON - CONT’D.
Rock Cycle Cartoon Rubric
Teacher Name: ___
Student Name:
CATEGORY
Accuracy of
Knowledge
Gained
Drawing - effort
_
__
_
_
_
_
_
__
__
_
_
_
_
_
_
4
__
__
_ _
_
_ __
3
2
1
Drawings show a clear
Drawings show an
Drawings show some
Drawings show little
understanding of the
adequate understanding of
understanding of the
understanding of the
elements in the rock
the elements in the rock
elements in the rock cycle.
elements in the rock
cycle. When asked about
items in the cartoon, the
cycle. When asked about
items in the cartoon, the
When asked about items
in the cartoon, the student
cycle. When asked
about items in the
student can identify all of
student can identify most
can only identify a few of
cartoon, the student
them accurately.
of them accurately.
them accurately.
cannot accurately
identify details present.
Entire cartoon shows
Majority of the cartoon
Some of the cartoon
Cartoon shows little or
clear evidence of effort.
shows effort. There are a
shows effort. There are a
no evidence of effort.
There are almost no
erasures or stray marks
few erasures, smudged
lines or stray marks on the
few erasures, smudged
lines or stray marks on the
There are several
erasures, smudged
on the paper. Color is
paper, but they do not
paper, which detract from
lines or stray marks on
used carefully to enhance
greatly detract from the
the drawing OR color is
the paper, which
the drawing.
drawing. Color is used
carefully to enhance the
not used carefully.
detract from the
drawing.
drawing.
Drawing - details
The details are clear and
The details are clear and
A few details are difficult to
Most details are
easy to identify. Creativity
easy to identify. Creativity
identify. Some examples of
difficult to identify.
is obvious.
is apparent.
creativity are apparent.
Drawings show little or
no evidence of
All words are spelled
All common words are
75% of the words are
Fewer than 80% of the
correctly in the title, labels
spelled correctly in the
spelled correctly in the
words are spelled
and caption/description.
Sentence structure and
title, labels and
description. 1-2 scientific
title, labels, and
description. Several errors
correctly in the title,
labels, and description.
grammar are correct.
words may be misspelled.
in sentence structure and
Many errors in
Sentence structure and
grammar can be found.
sentence structure and
creativity.
Spelling/
Gramma
r
grammar are mostly
grammar can be found.
correct.
General
Formatting
The drawings in each
section are large enough
The drawings in each
section are large enough
The drawings n each
section are a little too large
The drawings in each
section are much too
to be clear. All directions
to be clear. Most directions
or a little too small.
small or much too
have been followed.
have been followed.
Student name. Most
directions have been
large. Directions have
not been followed.
followed.
Final Grade -
ELABORATE
Teaching Guide
ROCK CYCLE SONG
(Sing to the tune of "Row, Row, Row Your Boat")
SEDIMENTARY rock
Has been formed in layers
Often found near water
sources With fossils from
decayers Then there's
IGNEOUS rock Here since
Earth was born
Molten lava, cooled and hardened
That’s how it is formed
These two types of rocks
Can also be transformed
With pressure, heat and time
METAMORPHIC they’ll become.
(Don’t forget to sing this as a “Round”; after all, it is the Rock “Cycle”!)
ELABORATE
Teaching Guide
ROCK CYCLE SONG
(Sing to the tune of “This Old Man”)
I looked down, found a rock, picked it up right on the spot
Intrusive igneous formed beneath the crust
Slowly cooling, hard to bust.
I looked down, found a rock, picked it up right on the spot
Extrusive igneous from a lava flow
Maybe from a vol-ca-no
I looked down, found a rock, picked it up right on the spot
Sed-ih-men-tary, I’ll bet the rent
Stuck together like cement
I looked down, found a rock, picked it up right on the spot
Full of hardened parts from an animal
I had found a fah-us-sel (fossil)
I looked down, found a rock, picked it up right on the spot
Heat and pressure, they had done the trick
Changed it to met-a-mor-phic
.
I looked down, found a rock, picked it up right on the spot
When I cracked it open, there inside
Min’ral crystals caught my eye
I looked down, found a rock, picked it up right on the spot
When I got back on my bicycle
My pockets held the rock cycle
Original lyrics penned by Jim Nelson
Permission to use for Classroom Educational Use Only
EVALUATE
Teaching Guide
CREATE A ROCK CYCLE
Suggested Time: 45 Minutes
Using the black line master provided, or a page in their science notebooks, students will summarize the rock
cycle by creating their own version of the rock cycle. They are expected to include the following words in
their illustration: Sedimentation; Weathering, Transportation, Deposition, Melting, Pressure; Heat; and
Crystallization. They should also clearly label areas where Sedimentary, Igneous and Metamorphic Rocks
are being produced.
Then at the bottom of the page they should write several sentences summarizing the rock cycle. Look for
accuracy in the information they provide. A rubric has been provided to assess their picture and information.
EVALUATE
Teaching Guide
Rock Cycle Rubric
CATEGORY
4
3
2
1
Drawing
Drawing is
accurate, neat and
thoroughly
completed.
Drawing is
accurate and
thoroughly
completed.
Drawing is
accurate and most
sections are
completed.
Drawing has
inaccuracies or
has not been
completed.
Directions
Directions were
followed and
creatively modified
in ways that made
them even better.
Directions were
followed and there
was an attempt at
creative
modification to
make them even
better.
Directions were
appropriately
followed
Directions were
not followed which
led to a structure
that performed
poorly.
Scientific
Drawing shows a
clear
understanding of
the elements in the
rock cycle. When
asked about items
in the rock cycle,
the student can
identify all of them
accurately. All
written information
is accurate and
correct scientific
language is
evident.
Drawing shows an
adequate
understanding of
the elements in
the rock cycle.
When asked about
items in the rock
cycle, the student
can identify most
of them
accurately. All
written information
is fairly accurate
and correct
scientific language
is mostly evident.
Drawing shows
some understanding of the
elements in the
rock cycle. When
asked about items
in the rock cycle,
the student can
only identify a few
of them
accurately. Most
written information
is accurate and
correct scientific
language is
evident in most of
the entries.
Drawings show
little
understanding of
the elements in
the rock cycle.
When asked
about items in the
rock cycle, the
student cannot
accurately identify
details present.
Most written
information is not
accurate and
correct scientific
language is not
evident.
All words are
spelled correctly in
the title, labels and
caption/
description.
Sentence structure
and grammar are
correct.
All common words
are spelled
correctly in the
title, labels and
description. 1-2
scientific words
may be
misspelled.
Sentence structure
and grammar are
mostly correct.
75% of the words
are spelled
correctly in the
title, labels, and
description.
Several errors in
sentence structure
and grammar can
be found.
Fewer than 80%
of the words are
spelled correctly
in the title, labels,
and description.
Many errors in
sentence structure
and grammar can
be found.
Knowledge
Written
information
Grade -
READING CONNECTION
Teaching Guide
Girls Who Looked Under Rocks: The Lives of Six Pioneering Naturalists
Jeannine Atkins. Dawn Publications, 2000.
This collection of short biographies profiles six women whose interest in nature began as young girls. The women: Maria Sibylla
Merian, Anna Botsford Comstock, Frances Hamerstrom, Rachel Carson, Miriam Rothschild, and Jane Goodall, all became pioneers
in male-dominated fields. ISBN 1584690119
Exploring Caves: Journeys into the Earth
Nancy Holler Aulenbach and Hazel A. Barton. National Geographic Children’s Books, 2001.
This book describes adventures exploring different types of caves such as in Greenland's ice cap, Mexico's Yucatan Peninsula,
underwater caves, and the Grand Canyon. It includes views of rock formations, the animals that live there, and describes effo rts to
take care of these geological wonders. A glossary and an index for student reference are included. See other books in this series.
ISBN 079227721X
Pebble in My Pocket: A History of Our Earth
Meredith Hooper. Viking Juvenile, 1996.
The history of a pebble begins with the cooling of lava from an ancient volcano. As the story unfolds, the changes in the formation and
development of life on Earth is explained and illustrated with rich double-page spread paintings. Concepts touched upon include erosion,
wave action, glaciations, and sedimentation. It includes a timeline charting the main periods in Earth's history. ISBN 0711210764
Stone Wall Secrets
Kristine Thorson and Robert Thorson. Tilbury House Publishers, 2001.
As he and his grandson walk along the stone walls surrounding his New England farm, an old man shares stories about the geologic
history of the stones as well as some of the memories they hold for him. This book is illustrated with rich watercolor artwor k. STONE
WALL SECRETS: EXPLORING GEOLOGY IN THE CLASSROOM; TEACHER'S GUIDE by Ruth Deike, a geologist with the USGS,
is also available. ISBN 0884482294
If You Find a Rock
Peggy Christian. Harcourt Children’s Books, 2000.
Hand-tinted, black-and-white photographs provide a background to poetic text celebrating the variety of rocks that children might find,
such as those for skipping across ponds, for wishing, for hiding creatures, and to use for leaping across a river. This book can be
used to peak interest in rocks, although there is no scientific classification for them. ISBN 0152393390
Magic School Bus: Inside the Earth
Joanna Cole. Scholastic, 1993.
On a special field trip, the Magic School Bus takes Ms. Frizzle and her class deep into Earth. They learn first-hand about different
kinds of rocks and the formation of Earth. The detailed illustrations offer an opportunity for further exploration. See other books in this
series. ISBN 05907278226
Earthsteps: A Rock's Journey Through Time
Diane Spickert. Fulcrum Publishing, 2000.
A chunk of granite perched high on a mountaintop is dislodged and begins a 250 million year odyssey during which geologic forces
transform it into a grain of sand in a sandstone rock ready to repeat the cycle. As it passes through the Triassic and Jurassic periods,
the plant and animal life around it is highlighted. It contains a geologic time scale, a glossary, and a bibliography. ISBN 1555919863
How Mountains Are Made
Kathleen Zoehfeld Weidner. HarperTrophy, 1995.
This very basic book tells the story of a group of children who go mountain climbing and discover clues about the formation and
movement of the land. Fossils, Earth's layers, plate tectonics, and the wearing down of mountains are all unveiled to the rea der. The
bright illustrations show the forces and processes that mold mountains. See other books in this series. ISBN 0064451284
READING CONNECTION
Earth's Crust
Teaching Guide
Conrad J. Storad. Lerner Publications, 2006.
Part of the “Early Bird Science Series”, this book introduces children to plate tectonics, how mountains are formed, and different
types of rocks as well as discussing the rock cycle. ISBN 0822559447
The Rock Factory: A Story About the Rock Cycle (Science Works)
Jacqui Bailey. Picture Window Books, 2006.
This mostly factual book describes how the different types of rocks form and the forces at work during the rock cycle. ISBN 1404815961
Weathering And Erosion And The Rock Cycle (The Shaping and Reshaping of Earth’s Surface)
Joanne Mattern. PowerKids Press, 2005.
This book contains beautiful illustrations of various landforms caused by the forces of weathering and erosion. It also includes
information regarding the role of the rock cycle in the shaping of the Earth’s surface. ISBN 1404231986
All literature summaries courtesy of California Department of Education
REFERENCES
Teaching Guide
References:
Earth’s Floor - http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html contains information about plate
tectonics, the rock cycle and understanding geological time
Women in Mining - http://www.womeninmining.org offers resources for teachers on minerals
Illinois State Museum Geology Online - http://geologyonline.museum.state.il.us offers a wide variety of lesson
plans for teachers on geology
Interactive Rock Cycle http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm provides animation of the common rock-forming processes.
The Rock Cycle - http://www.rocksandminerals.com/rockcycle.htm is a SciLinks site describes the differences
between rocks and minerals and gives information about the rock cycle. It also has information about the
layers of the Earth.
Brain Pops - http://www.brainpop.com/science/theearthsystem/rockcycle/ - is an animated movie about the
rock cycle and the processes responsible for the formation of the different types of rocks
Stories in Stone by Lawrence Hall of Science, University of California at Berkeley
Essential Science for Teachers – Earth and Space Science by Annenberg/CPB
Glencoe Texas Science, Grade 6 (ISBN 0078254590)
Rocks may be purchased from:
Texas Rock Kit
www.beg.utexas.edu/education/nw_online-mod.htm
1-888-839-4365 for $1.50 per kit (plus shipping)
Note: The company requests that if you are interested in purchasing a large order (more than 100 kits);
please let them know two months in advance of the event so that they can start working on it. Each kit is
packed upon request.
MATERIALS LIST
Engage For each student:
 Rock Cycle Narrative Input Chart
Explore For teacher:
 Pictures of rocks
For each station:
 Journey on the Rock Cycle dice
 Journey on the Rock Cycle station signs
For each student:
 Journey to the Rock Cycle handout
Explain For each group:
 Texas Rock Kit
 Hand lenses
 Eye dropper
 Nail or penny
 Identifying Rock Types key
 Blackline Master - “What’s My Rock?” lab report
 Hydrochloric acid – 10% solution (or vinegar)
 Classification of Rocks chart
For each student:
 Goggles
 Rock Classification Note-Taking Template
 Blackline Master -Three-column chart - Rock Classification chart
 Blackline Master - Dichotomous key - What’s my Rock?
Elaborate For each student:
 Blackline Master - Rock Cycle Cartoon
 Blackline Master - Rock Cycle Cartoon rubric
Evaluate For each student:
 Blackline Master - Rock Cycle rubric
Teaching Guide
Student
Pages
GRADE 6
ROCK CYCLE NARRATIVE INPUT CHART
Igneous rocks form
when magma
solidifies or hardens
Extrusive igneous
rock lava cooled on
the surface
Intrusive igneous
rock - magma cooled
very slowly beneath
the surface
uplift and erosion
exposes it on the
surface
Magma coolscrystals form.
If, while buried,
the temperature
gets very high the
rock melts and
becomes magma
again
Magma is
molten rock.
COOLING &
CRYSTALLIZATION
Magma
MELTING
Igneous
Rock
New rock a
metamorphic rock has totally changed
Metamorphic
Rock
- 6- A -
On Earth’s
surface, rocks
undergo
weathering and
erosion
Temperature and
pressure become so
high sedimentary rock
recrystallizes
HEAT &
PRESSURE
WEATHERING
& EROSION
Sediments
THIS CYCLE ROCKS!
Debris from weathering are
moved during erosion and
deposited (usually on a sea
floor) as sediment
lithification
(compaction & cementation)
Sedimentary
Rocks
Sediments cemented
into rock forming
sedimentary rock
Rocks can be
uplifted, subducted,
buried, or exposed
to magma which
can increase heat
and/or pressure
Flood water
causes redeposit of silt
to flood plain.
Go to
Sediment
Gluing flap
Gluing flap
Sediments
form
Water washes
away layers.
Silt washed
into ocean.
Go to
Sediment
Go to
Mountains
Go to Ocean
R
Go to Earth’s
Interior
Remain here.
Gluing Flap
Gluing Flap
Gluing Flap
Ice melts
carrying rocks.
STATION:
RIVER
Gluing Flap
Gluing Flap
Sediments
under
pressure
Sand washes
up onto shore.
Go to
Sediment
Gluing flap
Gluing flap
Ocean floor
being
subducted.
Sand washes
up onto shore.
Go to
Sediment.
Go to Earth’s
Interior.
Water
condenses on
dust.
Go to Clouds.
O
Gluing Flap
Gluing Flap
Gluing Flap
Sand washes
up onto shore.
Go to
Sediment.
STATION:
OCEAN
Go to Earth’s
Interior.
Gluing Flap
Gluing Flap
Ocean floor
being
subducted.
Tectonic
plates move.
Go to Volcano.
Gluing flap
Gluing flap
Pressure
occurs; more
layers form.
Magma is
forced up.
Pressure
occurs.
Go to Volcano.
Remain here.
Remain here.
E
Pressure
occurs.
STATION:
EARTH’S
INTERIOR
Gluing Flap
Gluing Flap
Gluing Flap
Tectonic
plates push
upward.
Go to
Mountains.
Gluing Flap
Gluing Flap
Remain here.
Pressure
Occurs.
Go to Earth’s
Interior.
Gluing flap
Gluing flap
Pressure
occurs.
Rocks break
down.
Sediment
being formed.
Go to Earth’s
Interior.
Remain here.
Remain here.
S
Pressure
occurs.
Gluing Flap
STATION:
SEDIMENT
Remain here.
Gluing Flap
Gluing Flap
Rocks break
down.
Gluing Flap
Gluing Flap
Remain here.
Wind erosion
occurs.
Go to
Sediment.
Gluing flap
Gluing flap
Wind erosion
occurs.
Ice melts
carrying rocks.
Go to
Sediment.
Go to River.
Glacier or
avalanche
occurs.
Go to Ocean.
Ice melts
carrying rocks.
M
Go to
Sediment.
Gluing Flap
Gluing Flap
Gluing Flap
Wind erosion
occurs.
STATION:
MOUNTAINS
Gluing Flap
Gluing Flap
Go to River.
Rain
Go to
River.
Gluing flap
Gluing flap
Snow
Rain
Snow
Go to
Mountains.
Go to
Ocean.
Go to
Mountains.
Rain
Gluing Flap
Gluing Flap
Rain
Gluing Flap
Gluing Flap
Gluing Flap
Go to
River.
STATION:
CLOUDS
Go to
Ocean.
Volcano erupts
spewing forth
lava.
Go to Mountain.
Gluing flap
Gluing flap
Intrusive rock is
exposed at the
surface.
Go to Sediment.
Volcanic ash
and dust are
pushed into
atmosphere.
Go to Clouds.
Magma
crystallized.
Remain Here.
V
Lava flows into
the ocean.
STATION:
VOLCANO
Gluing Flap
Gluing Flap
Gluing Flap
Tectonic plates
push upwards.
Go to
Mountains.
Gluing Flap
Gluing Flap
Go to Ocean.
JOURNEY ON THE ROCK CYCLE
Name
Teacher
Write about your experiences as a rock during your journey on the rock cycle. You will need to describe your
adventures at each spot and tell about what kind of rock you feel that you were. If you need room for more
than 10 events, use the back of this page.
(1)
I began my adventure at the
.
(2)
The first thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
The next thing that happened was
,
then I went to
.
(3)
(4)
(5)
(6)
(7)
(8)
(9)
The next thing that happened was
,
then I went to
.
(10)The next thing that happened was
,
then I went to
.
(11) The next thing that happened was
,
then I went to
I think I am now a _
.
because
_
_.
Pebble in My Pocket Transparency –
“The pebble in my pocket is round and
smooth and brown. I found it on the ground.
My pebble has been on top of mountains
and under the sea. It has been buried in ice
and buried in rock. It has been covered in
drying sand and tropical forest. It has been
flung and dropped, frozen, soaked and
baked, squeezed and squashed. It has been
stood on and sheltered under and used. It
has traveled huge distances over immense
periods of time.”
The Pebble in my Pocket: A History of Our Earth by Meredith Hooper, Chris Coady and Christopher Coady.
Directions: Copy this page. Cut out each rock picture and place in the correct location on the “Rock Cycle
Narrative Input chart”.
Granite
Chert
Vesicular Basalt
Talc
Sandstone
Schist
Limestone
Calcite
GRADE 6
Rock Classification Note-Taking Template
Sample
Number
Rock Properties
Rock Classification
Rock Type
How did these rocks have been formed?
(texture, minerals,
Fossils, color, etc
igneous, sedimentary,
metamorphic
granite, basalt, sandstone,
gneiss, etc.
use rock cycle as a guide
- 6- M THIS CYCLE ROCKS!
Igneous
Sedimentary
Classification of Rocks
Metamorphic
WHAT’S MY ROCK?
Lab Report
Welcome to the R.O.C. Inc, a geology firm located in North Texas. Your team, as well as the other teams in
the room, are being tested to see if they are worthy of being hired as full-time field geologists. Your objective
is to identify the rock specimens placed in front of you as accurately as possible. Speed is not your primary
concern in this activity; however you will be timed. You must observe, classify, and identify our specimens
according to:






Shape
Grain size (for sedimentary rocks)
Texture
Color
Acid test
Hardness
Each group has identical rock samples. You must use the tests listed above and your rock key to guide you in
identifying all of your rocks. Record your notes in the spaces provided on the Rock Classification Note-Taking
Template. Be sure to work efficiently. You and your team will have 25 minutes to complete this task.
SPECIAL NOTES
Acid test---To perform an acid test, take an eyedropper and add two drops of the hydrochloric acid solution
or vinegar to the rock. Try to scratch the rock with a nail to form a powder. If the rock powder begins to fizz,
then record “yes” on your data sheet. If the powder doesn’t fizz, record “no” on your data sheet. Be sure to
wear your goggles while performing this investigation.
Hardness—Begin the hardness test with your fingernail. If your fingernail scratches the rock then record that
on your data sheet. Proceed with a penny if the fingernail doesn’t scratch the rock. Repeat for nail if the
penny doesn’t scratch the rock.
Good luck!
Journal Writing: (Complete this independently, not with your group members)
1. What tests were most successful in identifying your rocks? Explain.
2. What tests were least successful in identifying your rocks? Explain
3. Identify which rocks were composed of living organisms and explain?
4. Why is it important for geologists to be able to identify types of rocks?
Adapted from http://www.leo.lehigh.edu/envirosci/geology/rocks/rockkey.html
My Rock Cycle Cartoon
by _
_
CREATE A ROCK CYCLE
Name
Teacher
Create your own Rock Cycle. Be sure to use the following words in your illustration: Sedimentation,
Weathering, Transportation, Deposition, Melting, Pressure, Heat, and Crystallization. Make sure you label
areas where Sedimentary, Igneous and Metamorphic Rocks are being produced. Then, at the bottom of this
page, write several sentences summarizing your rock cycle.