Lesson Title: The Rock Journey
Topic/ Focus Area: The rock cycle
Grade Level: 4
Earth Science
Major Concept of Lesson:
Rocks change from one kind to another in the rock cycle. Some of the processes in the rock cycle are weathering, erosion, melting, compaction/cementation, sedimentation, and being subjected to great heat and pressure.
Model:
Students will create a pictorial, diagrammatic, and written model that explains the three processes that change rocks from one form into another, emphasizing the cyclical nature of rock formation in the earth.
California Standard(s) to be addressed:
Fourth Grade, Earth Science Standard 4a . The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).
Fourth Grade, Investigation and Experimentation Standard 6c . Scientific progress is made by asking meaningful questions and conducting investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: c. formulate and justify predictions based on cause and effect relationships.
Student Objectives:
Students will be able to differentiate between the different types of rocks, and analyze the cause and effect relationship between natural processes and rock formation.
Materials and Resources:
Rock Cycle animation: http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm
Rock Sort - 5 labeled rock samples, vinegar, dropper, hand lenses, safety goggles, paper towels, paper plate, investigation log
Introduction to Rock Types ( flip book ) - student textbook, blank paper, scissors, pencils, markers
Crayon Rock Cycle - foil, tea light candle holder, 5 different colored crayons, grater, paper plates, paper towel
Rock Cycle Lesson - flip books, student text books, rock cycle graphic organizer
The Rock Journey - description cards, instruction cards, number cubes, pencil, record sheet

Lesson Implementation Logistics:
Before this lesson on the rock cycle, the teacher will have taught a lesson on Earth’s processes, processes that shape the Earth, and the properties of minerals. After this lesson the students will complete a culminating task to demonstrate their understanding of the rock cycle process.
This lesson should take place over 60 minutes. Students will work with a partner to complete this activity. Each rotation should take approximately two minutes. Students will complete their “ Journey on the Rock Cycle
” data sheet as they rotate through the stations. Students will also create a comic strip to describe their journey, a Venn diagram to compare their journey to the journey of another group, and a creative writing assignment.
Related vocabulary and phrases: erosion weathering deposition compaction volcanoes tectonic plates earthquakes magma mountains heat mass movement (land slide, creep)
Earth’s interior (crust, mantle, core) pressure cementation sediments silt subduction avalanche sedimentation crystallization
Learning Activities which lead to Model:
Rock Sort Activity: Students will group rock samples based on their observations. The purpose of this activity is to pique student interest in rocks and to activate their prior knowledge of rocks and/or minerals.
1.
Student groups of 4 get one piece of chart paper, a marker, and rock samples.
2.
Students put all rocks in top corner of paper, then proceed to observe and classify rocks into smaller circles based on
Teacher Questions for Activity:
Key questions that show progression from lower to higher order thinking.
What are some properties of rocks?
How did you classify your rocks?
Anticipated Student
Responses, Questions and
Errors
Color, texture, weight, how crumbly it is.
What is a rock? What is the difference between a rock and a mineral?
Teacher Response to
Students and Teacher
Intervention Activities or Strategies
A mineral is made up of a definite chemical composition.
A rock may be made up of several different kinds of minerals.

adjective or not adjective. Ex: smooth, not smooth
Learning Activities which lead to Model: Teacher Questions for Activity:
Key questions that show progression from lower to higher order thinking.
Crayon Rock Cycle Lab
Purpose-Students will simulate processes involved in rock formation such as weathering, sedimentation, compaction/cementation, melting, pressure, cooling and solidification.
Teacher will guide students with completing the
“Rock Crayon Lab Sheet” flow map . The flow map allows students to track the changes that their “crayon rock” is going through.
Teacher information:
Solid crayon=igneous
Shaved, clumped, and pressured crayons= sedimentary because it has been “weathered” into pieces, and the pieces (sediments) have been pressured into layers.
Heated crayon layers=metamorphic because heat has transformed the crayons
If crayons continue to be heated and melted, then cooled and solidified= igneous, if they reach the earth’s surface.
Before Ss start the lab:
T: What does the crayon look like?
What are some ways we can change the way the crayons look?
How can the same changes you suggest for the crayons occur for a rock in nature?
Anticipated Student
Responses, Questions and
Errors
S: It’s solid and it’s one color. We can cut it into pieces, add heat, mix it with other crayons, apply pressure by putting books on it.
Erosion and weathering can break it down; the heat from a volcano can melt it. The pressure from the earth can mix it slowly with other rocks.
Teacher Response to
Students and Teacher
Intervention Activities or Strategies
Monitor groups to make sure they are filling out the lab sheet steps correctly.

Learning Activities which lead to Model: Teacher Questions for Activity:
Key questions that show progression from lower to higher order thinking.
PART I: The Crayon Lab:
1. Student Explanation
Teacher provides opportunity for students to share what they noticed, observed, thoughts, during the lab. They can share first with a partner or group, then share with the rest of the class.
2.Teacher Explanation
T: “What things change rock?” Teacher will debrief students on the Crayon Rock Cycle activity by creating the “
Class Summary of
Rock-Crayon Lab Poster as follows:
Step 1:
How could forces of nature affect rocks in the same way as what occurred in step 1?
Step 3:
How could forces of nature affect rocks in the same way as what occurred in step 3?
Step 2:
How could forces of nature affect rocks in the same way as what occurred in step 2?
Step 4:
How could forces of nature affect rocks in the same way as what occurred in step 4?
Teacher explains
: “A rock starts as one type, but changes such as heat and pressure can change it to another type. The solid crayon was an example of an igneous rock. After we
“weathered” it by shaving pieces off, and put layers in the bag and applied pressure-it became a sedimentary rock. When we applied the heat to the crayon shavings, and let it melt and cool-it became a metamorphic rock. If it is further heated, and reaches the earth’s surface and
1. What did you notice about the crayon?
How was the crayon like a rock?
2. How did you change your crayon?

Was it a new rock or the same rock?

Was it always made of the same shavings?

What processes did your crayon go through? What natural processes do these steps represent?

How does our lab today illustrate the rock cycle?
For pages 2-4 of Vocabulary Flip Book:
What different ways are rocks formed? How do you think these rocks (real rocks) were formed?
1.
What are some of the adjectives you came up with yesterday?
Anticipated Student
Responses, Questions and
Errors
Student responses may be: “When we shaved the crayon, it created little pieces.” “When we smashed it, it became clumpy.” “When we heated it, it melted and the colors blended.”
We broke it into pieces, mushed it back together, and melted it back together.
It was the same rock. Different rock. It was different colors after it melted.
1.
Shiny, dark, smooth, rough, bumpy, etc.
Teacher Response to
Students and Teacher
Intervention Activities or Strategies
T can list the following in a T chart to clarify crayon processes with the natural processes that occur with rocks:
Solid crayon=igneous
Shaved, clumped, and pressured crayons= sedimentary because it has been “weathered”, and the sediments have been pressured into layers.
Heated, melted crayons=metamorphic because heat has transformed the crayons
If crayons continue to be heated, then cooled and solidified= igneous, if they reach the earth’s surface.
2. You’re right – you had different ideas. Scientists use the same words to describe rocks. They have three words

cools, it will be an igneous rock again, completing the rock cycle!
PART II: Reinforcing Vocabulary: The
Vocabulary Flip Book
Holding up a sample, teacher explains to students how to fold and label the Flip Book, and what will be included in each section.
See the handout “Making a Flip Book” for detailed instructions.
Distribute a handout to students to assist them as they create their Flip Books.
Learning Activities which lead to Model:
The Rock Journey Game
1. Before students begin the activity teacher will post a prompt on the board for the students to respond to before and after the lesson.
Prompt for Initial Model:
Explain, in your own words, how the three types of rock can change into a different type. You should explain the three processes separately.
Include a labeled drawing that shows how these three processes are related (the rock cycle). You can use prior knowledge from the activities we have done so far. ”
Students take 5-10 minutes to answer the prompt and share their answers.
2.
Did all the groups have the same descriptions?
3.
Look at this rock (show igneous rock <obsidian>).
What are some words to describe it?
4.
Now look at this rock. <Show the sandstone>.
This is sedimentary. What are some words to describe it?
5.
Now look at this rock. <Show the marble>.
Teacher ensures that students include the following terms when completing the seventh page (natural formation processes).
avalanche
evaporation tectonic plates subducted
Compaction cementation
crystallize sedimentation erosion wind erosion glacier
Pressure/heat
Weathering
2.
No – the groups did it differently
3.
Shiny, black, dark, smooth, hard, jagged, etc.
4.
Layered, stripes, sandy, little particles, rough, grainy.
5.
White, hard, blocky, square, pointy, etc.
Why are the rocks of different colors, surface texture, etc? This could be used in the elaborate phase as well.
Teacher Questions for Activity:
Key questions that show progression from lower to higher order thinking.
Anticipated Student
Responses, Questions and
Errors so nobody gets confused.
These words are igneous, sedimentary, and metamorphic.
3. Write those words in your flip book. Let’s draw a picture of it.
4. Write those words in your flip book. Let’s draw a picture of it.
5. Write those words in your flip book. Let’s draw a picture of it.
6. Scientists don’t just use what they look like to decide if they are metamorphic, igneous, or sedimentary. They use how they are made as well.
Teacher Response to
Students and Teacher
Intervention Activities or Strategies

2. Review Student Instructions for the Rock
Journey Game.
Distribute attached handout to students.
Teacher explains: You are going to be a rock going through the rock cycle. You will visit places where rocks change, such as soil, volcanoes, the Earth’s interior, and the ocean.
You are going to record your journey as a rock, describing where you went, what happened to you while you were there and the different rock types you became.
Using the Journey Chart, T models for Ss how to roll the die, find the corresponding steps on the station card, and how to record results on chart.
3. Students work with a partner to explore the stations. All Ss begin their journey as a
METAMORPHIC ROCK! Record where your adventure began on your “
Journey on the Rock
Cycle ” sheet. (Teacher will assign students to a station).
1. Student Explanation
Teacher calls on groups to share what they observed or learned during the Rock Journey
Game, encouraging questions about the processes as well.
2. Teacher will debrief with students what took place during their journeys.
3. Create a comic strip story of your experiences using the boxes on the back of your “Journey on the Rock Cycle” sheet. Be sure to include
2. Remember to think of yourself as a rock while going through the stations. Picture yourself at the location (mountain, ocean, etc) and imagine the process going through you!
T clarifies that there will be two of each station to reduce traffic at any one station.
Also, tell Ss they must roll again if they end up at same station more than twice.
1. What did you observe, notice, or learn during this game?
2. Which rock cycle(s) did you go through? How do you know?
What evidence can you provide to validate your findings?
Is it possible for processes to overlap? Give an example.
Monitor groups to clarify any confusion about the process they undergo at each station.
Ask what they think is happening at each station.
2. Why do some rocks get stuck in one location for a long time?
Does this happen in real life?
I don’t know the process
Know process partially
Unclear/ confused about portions of process
Could a rock go through multiple processes?
2. Yes, this happens in real life, that is, rocks do get stuck in the rock cycle. Not all rocks go through the complete cycle as depicted in our textbooks.
Some rocks stay in a sedimentary layer for millions and millions of years without any changes happening to them.

pictures and a written explanation of what is happening to you as a rock. Be sure to compare this comic to your initial model. a. Share your rock comic with another partner group. b. Listen to the other group’s rock journey. c. With your partner, compare and contrast the two journeys by creating a Venn Diagram on a poster board.
4. Revised Model:
Based on your experience in the Rock Journey activity, go back to your initial model to make any changes, additions, etc.
Learning Activities which lead to Model:
4. Important! Make clear to Ss: “You may include information that you already included in your initial model so that your revised model is complete.” Many
Ss will leave out what they already have in the initial model, thinking that they do not need to rewrite the model.
Alternatively, T may decide to evaluate both models collectively, without having Ss repeat info. in their initial model. This might be a good idea if the model takes a long time to write or produce.
Teacher Questions for Activity:
Key questions that show progression from lower to higher order thinking.
Anticipated Student
Responses, Questions and
Errors
Teacher Response to
Students and Teacher
Intervention Activities or Strategies
1.
Identification of Rocks Activity
Students will identify assigned rocks based on their characteristics to determine whether they are sedimentary, metamorphic, or igneous.
Small groups of 3- one rock per student.
2. Creative Writing Assignment
Create a descriptive narrative about the experiences each rock has undergone during the process of each of their respective cycles
(metamorphic, igneous, and sedimentary cycle). a.
First, teacher will read the book, A Rock
Grows Up: The Pacific Northwest Up
Close and Personal by Randi and Mike

Goodrich. This book tells the story of a young rock coming up through a subduction zone and being exposed to different forces on the Earth’s surface. b.
Students will write a creative story using their imagination and knowledge of the rock cycle. They choose a rock and describe what happens during its geological changes.
Teacher provides a sample of a “rock story” using the transparency “My Adventurous
Journey: Student Sample.” Teacher will also provide an outline (Suggestions for the Rock
Cycle Story) for the rock story task.
Learning Activities which lead to Model: Teacher Questions for Activity:
Key questions that show progression from lower to higher order thinking.
T: We have learned A LOT about the Rock
Cycle. Your job is to create a Final Model
(diagram, cartoon strip, or other…) that shows your teacher that you CLEARLY understand the
Rock Cycle.
Students will be graded on:

Accurate description of the processes and conditions that change rocks from and to igneous, metamorphic, and sedimentary

Clear description of what the rock looks likes at each stage of the rock cycle.

At least 3-4 steps that show the processes of the rock cycle.
What are some words we should consider when we’re thinking of the steps in the rock cycle?
Teacher explains : that not all rocks go through all of the stages of the rock cycle. Our models do not provide all of the restrictions/possibilities that nature would.
Anticipated Student
Responses, Questions and
Errors
Teacher Response to
Students and Teacher
Intervention Activities or Strategies