Rock Cycle Simulation Lab
Goal: To simulate the rock cycle using crayons to represent rocks.
Materials:
 Crayons (1 per student)
 Plastic knife (1 per student)
 Aluminum Foil Square (1 square per table)
 Bowl (1 per student)
Part I - Making Sedimentary Rock
Erosion
1. In nature, rocks are broken down by the forces of nature. In this simulation the crayons represent rocks, the coin
represents erosion (wind, sun, ice, rain) that cause rocks to break down into smaller pieces.
2. Erode your rock. In other words, use a plastic knife to shave your crayons into small pieces. Collect the
shavings into your bowl. Be as neat as you can.
3. Answer these questions about your eroded rocks:
a. Are the fragments all the same size or shape? Describe. ________________________________
b. Would this be true of rock fragments in nature? _______________________________________
c. What are some of nature’s tools to erode rocks? _______________________________________
Deposition
1. Once rock fragments have been created, they are usually moved by some force of nature like gravity and dropped
in a new location (DEPOSITION). Here you will act as a depositional force.
2. In your square of aluminum foil, each lab partner should pile their rock fragments in a neat pile in the center of
the foil. You will move and lay down (DEPOSIT) the rock fragments. (Do not mix the shavings together)
3. Answer the following questions:
a. Describe the shape and size of spaces between your rock (crayon) pieces. _______________________
b. How does nature move and lay down (DEPOSIT) rock?______________________________________
Compaction / Cementation
1. This part of the simulation requires you to understand the cementation process. Spaces between the fragments
are reduced in size by pressure (COMPACTION) and filled in with cementing agents (CEMENTATION). This
simulation will not add cementing agents. It will only simulate compaction. The compaction process occurs as
sediment layers are continually covered by new layers of sediments. The lower layers become compacted by the
weight of the new layers above.
2. Carefully fold the loose layers of crayon shavings inside the aluminum foil.
3. Using one of the red Earth Science textbooks, try to compact your eroded rocks (crayon shavings). To do this:
place the aluminum foil packet underneath the book and press down a few times (take turns having each group
member pressing down). Remove the book and open your packet.
4. Answer the following questions:
a. Do you see any layers? Are they thin or thick? _____________________________________________
b. Describe the compaction. Are they tightly or loosely compacted? _______________________________
5. Save one small piece of “sedimentary rock.”
Part II- Making Metamorphic Rock
Heat and Pressure
1. As the pressure deep within the earth increases, temperatures increase as well. A temperature change is probably
occurring in this activity. Metamorphic rock may become contorted in appearance and actually flow like a plastic
material--in response to the HEAT and PRESSURE.
2. Rewrap the loosely compacted, sedimentary rock-type crayons shavings in the aluminum foil. See Ms. Friedman
for your heat source.
3. Using two of the red textbooks, place the packet underneath both textbooks and add a little “human” pressure for
at least a minute. Open your packet.
4. Answer the following questions:
a. Do you see any layers? Are they thin or thick? ____________________________________________
b. Describe the compaction. Are they tightly or loosely compacted? ______________________________
5. Save one small piece of “metamorphic rock.”
Part III - Making Igneous Rock
Melting and Cooling of Rock
1. Igneous rocks forms deep within the earth. They originate in magma chambers embedded in solid rock.
2. Take your remaining crayon shavings or pieces of “sedimentary” and “metamorphic” rock to Ms. Friedman for
your heat source.
3. Using an electronic device, wait 5 minutes for your melted rock (crayon) to cool. DO NOT OPEN YOUR FOIL
UNTIL THE 5 MINUTES HAS PASSED. (While you are waiting, you can answer Part IV – Conclusion
questions).
4. Answer the following questions:
a. Describe what the melted “rock” (magma) looked like. ________________________________________
b. Describe the cooling process and the final appearance of the “igneous” rock. ______________________
Part IV – Conclusions
1. Look at all three “rock” samples. Use your simulated “rocks” to help you describe the following rock types.
SEDIMENTARY:
How are these rocks formed? ____________________________________________________________________
METAMORPHIC:
How are these rocks formed? ____________________________________________________________________
IGNEOUS:
How are these rocks formed? ____________________________________________________________________