LESSON PLAN
Prepared by: Ma. Shiela N. Velasco
STANDARD/S:
GLE: 5.2.C.a, 5.2.C.c, 1.1.1.b
THEME:
LESSON TOPICS: THE ROCK CYCLE
OBJECTIVES:
Language objective:
Write a summary of the rock cycle
- Explain orally to a partner the different processes that rock undergoes as it changes form from one form to another.
Concept Objective:
-Explain how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rock.
-Explain and diagram the external and internal process of the rock cycle (e.g., weathering and erosion, sedimentation, compaction, heating, recrystallization, resurfacing due to forces that drive the plate motion.)
-Explain that the amount of water remains constant while being recycled through the rock cycle.
LEARNING STRATEGIES
Scaffolding, modeling, use of graphic organizer/diagram
KEY VOCABULARY:
Igneous rock, Sedimentary rock, Metamorphic rock, erosion, weathering,
MATERIALS:
For the overall activity
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Copies of handouts for each student
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Rock samples including conglomerate and other sedimentary rocks, metamorphic rocks, and igneous rocks
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Newspaper to cover work area
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Hand lens for each student
For Weathering and Sedimentary Rocks Simulation
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Four different colors such as blue, yellow, red, and green
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Two pencil sharpeners
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Clean paper to hold shavings
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One 45 x 45 cm square heavy duty aluminum foil
For Metamorphic Rock Simulation
 8”x8”x2” blocks wood

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Container to preserve model rocks
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Aluminum pie trays ( 10cm in diameter)
For Igneous Rock Simulation
 Two 8”x8”x2” blocks of wood
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Safety goggles
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Hot plate
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Two pairs of tongs
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Hot mitts
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Basin with crushed ice
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Squares of aluminum foil
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Several folded sheets of newspaper (to use for cooling purposes)
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One basin of ice.
MOTIVATION:
Students will be shown a video about uses of rocks-Let’s Explore Soil and Rocks. Before the video will be shown they will be given Focus Questions which they will be asked to be answer it while the video will be shown. The video may be paused, stopped, or replayed if necessary to emphasize important key concepts and vocabulary. Discussion about students answer to focus questions will follow after students watch the video.
( Focus Questions : 1.) Describe rocks in terms of its size, shape, color, etc. 2.) Where do we find rocks? 3.)
What information do we get from rocks? 4.) What are the uses of rocks? 5.) How are they important to our daily lives?
PRESENTATION:
Introductory Activity:
Students will asked about what they know about rocks. They will be asked to fill out KWL chart.
Learning Activity:
Step 1.
To explain the rock cycle, students will be shown a video about the rock cycle (Chalwaves: The Water,
Carbon and Geological Cycles). The video may be paused, stopped, or replayed if necessary to emphasize important key concepts and vocabulary. Students are encouraged to take down notes while viewing. The teacher may provide cue for key concepts and vocabulary. Before they will watch the video, students will be given
Guide questions: What makes up the rock cycle? , How are igneous rocks formed?, How are sedimentary rocks formed?, How are metamorphic rocks formed?.
Discussion follows after video viewing
Step 2. Students will be shown a video about weathering to emphasize its role in the rock cycle (show the video about weathering from brainpop.com). Students are encouraged to take down notes.
Step 3. Students will be shown a video about erosion to emphasize its role in the rock cycle (show the video about erosion from brainpop.com). Students are encouraged to take down notes.
Step 4.To provide a summary of the rock cycle, students will be shown a PowerPoint presentation showing the different natural processes a rock undergoes in order for it to change from one form to another.
PRACTICE/APPLICATION:
Students will perform the Rock Simulation Activity. Students will be working in three different stations. There will be

four students per station. In each station, students have the opportunity to create models of rocks (sedimentary, metamorphic, and igneous). They will rotate to different station once they are done with their observation/activity.
REVIEW/ASSESSMENT:
Students may choose one of the following choices
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Students will write a story about their journey to the rock cycle.
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Create drawings to illustrate the rock cycle; use key vocabulary to label and explain drawings.
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Create a Science journal entry explaining/summarizing the rock cycle.
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Create a rock cycle game/slideshow
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Students will Perform a lesson Delivery Wrap-Up: ABC Brainstorming Activity. First they will brainstorm as many words as possible that refer to key ideas about rock cycle. Then they will record the words under the starting letter of the word of the alphabet.
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Paper and pencil quiz.
EXTENSION:
Students will be asked to write a brief report about one of the famous rock formations that they find most interesting. (They may choose from the following examples: Giant’s Causeway, Stone Mountain, Devil’s
Tower, Rock of Gibraltar, Garden of the Gods, Half Dome.) . Tell students to include the following in their report: where the formation is located, what type of rock it is composed of, how it is formed and why it is interesting.
Community Connections
Students may research if there are available rock formations in their community where they could visit. They will go to the place with the teacher/parent and classmate to study what type of rocks the site is composed of.
They may get samples of rock to display in the class or have the rock sample examined by a geologist from the community to learn more about it