The Rock Cycle:
How rocks form and change
Ms. Basile
Science Unit
Fifth Grade
2-3 Weeks
DESCRIPTION OF THE SCHOOL AND THE STUDENTS:
The unit is intended for a fifth grade class in an urban, public school. The school
where this unit will be taught is called P.S. 37- Multiple Intelligence School located on
230th street in Bronx, New York. The population of the school is very diverse, but
majority of the students are from Hispanic or African descent. The school has an
adequate library, so books will be readily available to the students. The school also has a
computer lab with internet access where the students can conduct their research. The
class where this unit will occur contains 23 students, spilt evenly in gender. The class,
like the school population in general, is very diverse when it comes to their backgrounds.
The students in the class are Puerto Rican, Dominican, Costa Rican, African, Jamaican,
Haitian, El Salvadorian, and a mixture of many other nationalities. Many of the students
speak two languages, but some only know English. The students in the class also range in
their ability levels. Some of the students are very low, while others are on grade level.
This class needs activities that keep them actively engaged.
BRAINSTORMING COGNITIVE MAP:
Sedimentary
Rocks
Changes that
occur
The
Rock
Cycle
Metamorphic
Rocks
Igneous
Rocks
CONTENT OVERVIEW:
The earth is constantly changed by processes that occur on and within its crust, in
its atmosphere, and within its bodies of water. These processes act to produce three main
types of rocks. They are classified as sedimentary rocks, igneous rocks, or metamorphic
rocks. The same processes act to change rocks from one kind to another through
something called the rock cycle.
Sedimentary rocks form from any rock that has been eroded, or worn down.
Every spring, rain and wind cause rocks to dissolve, dispersing their minerals alongside
of them. By summertime, the rock is broken down even more from the heat of the
sunlight. The rock might begin to crack, loosing even more pieces. In the fall, more wind
comes and blows dust across the rocks surface. It scratches off small flakes, continuing to
wear down the rock. Winter comes and water seeps into the cracks that the rocks have
developed. When temperatures lower the water inside the rocks begins to freeze. The
expansion of the ice causes the rock to be broken down even further by breaking off other
pieces of it.
All of the pieces that were worn away from the rock are called sediments.
Sediments are carried off by water and wind. They are often set down, or deposited, in
other areas. The process in which sediments are weathered from a rock, carried away and
then dropped in a new place is called deposition.
Over time, sediments pile up and layer on top of each other. They become
compacted and cemented together. The cemented sediment is then a sedimentary rock.
These sedimentary rocks are all very different because the sediments within these
rocks come in many diverse shapes and sizes. Some sedimentary rocks have big pieces of
sediment, while others only contain only small grains of sand. And other sedimentary
rocks contain shells or other fossils.
Sedimentary rocks are named by the characteristics they possess. Some examples
of sedimentary rocks include, conglomerate, sandstone, shale, or limestone. A
conglomerate rock is a sedimentary rock that is formed from sand, rounded pebbles and
large pieces of rock. Sandstone is a sedimentary rock made up of sediment pieces the size
of sand grains. Shale is a sedimentary rock made up of tiny, dust-sized pieces of
sediment. And limestone is a sedimentary rock that is usually formed in oceans from
seashells, which are largely made of the mineral calcite.
Rocks that form when melted rock cools and hardens are called igneous rocks.
Igneous rocks can form underground, or on the Earth’s surface. When they form
underground they are called intrusive igneous rocks. They cool much slower than those
that form on the surface. Below the ground, the surrounding rocks hold in heat, making
the cooling process take much longer. This gives mineral crystals time to grow and form
igneous rocks with large crystals.
When igneous rocks form on Earth’s surface, they are called extrusive. Extrusive
igneous rocks cool very quickly. When a melted rock cools quickly, it hardens before any
mineral crystals can grow. As a result, extrusive igneous rocks show little to no crystals.
However, the size of the crystals is not the only way to distinguish between igneous
rocks. Igneous rocks contain many different amounts and kids of minerals.
Some examples of igneous rocks include rhyolite, granite, basalt, and obsidian.
Rhyolite, forms above ground. It contains the same minerals as granite but the mineral
crystals are smaller. Granite forms below ground and it has large crystals. Basalt is the
most common type of igneous rock. It forms above ground and has small mineral
crystals. Obsidian is sometimes called volcanic glass.
When a rock is changed by heat and pressure it is called a metamorphic rock.
Metamorphic rocks can form from any other rock. Due to movements in the Earth’s crust,
rocks are pulled downward, under the surface. Temperatures increase dramatically as the
rock moves further down. By the time the rocks gets to about 100-200 kilometers below
the Earth’s surface, temperatures are hot enough to melt most rocks. Before a melting
point is reached; however, some rocks can morph from one type to another without
melting. The pressure caused by tons of other rocks pressing down from above can also
aid the transformation from one rock to a metamorphic rock. Heat and pressure work
together to alter the rocks beneath the Earth’s surface.
Some examples of metamorphic rocks are schist, gneiss, slate, and marble. Schist
may form from sandstone. As mountains build up, they put a huge amount of pressure on
sedimentary rocks. Gneiss can from when granite, an igneous rock is subjected to a lot of
pressure. Slate is formed from small-grained sedimentary rock, like shale, for example.
And marble forms from calcite-rich limestone, so it is often white in color.
Erosion, deposition, the cooling and hardening of rocks, and heat and pressure can
all change rocks. Together, these processes make up the rock cycle. The rock cycle is a
continuous process in which one type of rock changes into another type.
RATIONALE:
This unit focuses entirely on the formation of rocks and how they transform from
one to another. At the completion of this unit, the students will be able to identify
properties of rocks, recognize the different types of rocks, realize that rocks form slowly
with time and pressure, and describe the different stages of the rock cycle. It is an
appropriate unit to teach to a fifth grade class because it addresses many learning
standards in a fun and interesting way. This unit is modified for different disciplines and
learning styles. It includes hands on, engaging activities, writing pieces, BrainPOP clips,
and visuals, as well as independent and group activities. The variety of activities will
definitely help the students to develop a deeper understanding of the rock cycle.
STANDARDS:
Science:
Standard 1: Analysis, Inquiry, and Design
SCIENTIFIC INQUIRY:
Key Idea 1:
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative process.
S1.1 Formulate questions independently with the aid of references appropriate for
guiding the search for explanations of everyday observation
Key Idea 2:
Beyond the use of reasoning and consensus, scientific inquiry involves the testing of
proposed explanations involving the use of conventional techniques and procedures and
usually requiring considerable ingenuity.
S2.1 Use conventional techniques and those of their own design to make further
observations and refine their explanations, guided by a need for more information.
S2.1b conduct an experiment designed by others
S2.1d use appropriate tools and conventional techniques to solve problems about
the natural world, including:
• measuring
• observing
• describing
• classifying
• sequencing
Key Idea 3:
The observations made while testing proposed explanations when analyzed using
conventional and invented methods, provide new insights into phenomena.
S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models
to show relationships
Standard 6: Interconnectedness/Common Themes
PATTERNS OF CHANGE:
Key Idea 5:
Identifying patterns of change is necessary for making predictions about future behavior
and conditions.
5.1 Use simple linear equations to represent how a parameter changes with time.
5.2 Observe patterns of change in trends or cycles and make predictions on what might
happen in the future.
Performance Indicator 2.2
2.2g Rocks are classified according to their method of formation. The three classes of
rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that
give clues to their formation conditions.
2.2h the rock cycle model shows how types of rock or rock material may be transformed
from one type of rock to another.
ELA:
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.

CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported
by facts and details.
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.

CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general
observation and focus, and group related information logically; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.


CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences and events or show the responses



of characters to situations.
CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and
clauses to manage the sequence of events.
CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details
to convey experiences and events precisely.
CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated
experiences or events.
CCSS.ELA-Literacy.W.5.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or paraphrase information
in notes and finished work, and provide a list of sources.
GOALS:
 Understand the processes that form and transform rocks
 Appreciate the different types of rocks and the variety within each type
 Comprehend the rock cycle
They compact
and cement
together to form
sedimentary
rocks.
REFINED COGNITIVE MAP:
Sediments are
carried away by
wind and water
and deposited
by deposition
Bodies
of water
Sedimentary
Rocks
Examples
On or in
Earth’s crust
Changes that
occur
Continuous
processes
that change
rocks
Formed from
any rock that
has been eroded
The
Rock
Cycle
Movement of
plate tectonics
Igneous
Rocks
Metamorphic
Rocks
Formed when
a rock is
subjected to
intense heat
and pressure
Conglomerate
Sandstone
Limestone
Shale
Examples
Examples
Schist
Gneiss
Slate
Marble
Formed when
melted rock cools
and hardens either
underground or on
Earth’s Surface
Rhyolite
Granite
Basalt
Obsidian
CONTENT OUTLINE:
I. The Earth is constantly changed by processes that occur on and within its crust, in its
atmosphere, and within its bodies of water.
A. These processes act to produce three main types of rocks
1. Sedimentary Rocks
2. Igneous Rocks
3. Metamorphic Rocks
II. Sedimentary Rocks
A. Form from any rock that has been eroded or worn down
a. Rain and wind cause rocks to dissolve
b. All of the worn down pieces are called sediments
B. Deposition causes sediments to be carried away and dropped in a new location
C. The sediments compact and cement together
D. Examples
a. Conglomerate
b. Sandstone
c. Shale
d. Limestone
III. Igneous Rocks
A. Form when melted rock cools and hardens
B. Can form underground or on Earth’s surface
a. Underground = intrusive igneous rocks
i. Cool slowly
ii. Large mineral crystals
b. On Earth’s surface = extrusive igneous rocks
i. Cool quickly
ii. Harden before mineral crystals can form
C. Examples
a. Rhyolite
b. Granite
c. Basalt
d. Obsidian
IV. Metamorphic Rocks
A. Formed when subjected to intense heat and pressure
a. Due to movements in the Earth’s crust rocks are pulled downward
under the surface causing temperature and pressure to increase
B. Examples
a. Schist
b. Gneiss
c. Slate
d. Marble
V. The Rock Cycle
A continuous process in which one type of rock changes into another type
ACTIVITIES:
Make a Sedimentary Rock
Purpose: The purpose of this activity is to help the students get a visual of how
sedimentary rocks form and to better understand how sediments compact and cement
together.
Materials:
 Sedimentary rock samples
 Small pebbles, shells, and particles of sand
 Soil
 Paper cups
 Glue
 Notebooks
 Pencils
Procedure:
1. Have the students take out their science notebooks, science textbooks, and a
pencil
2. Instruct them to read the pages about sedimentary rock in the textbook.
3. After they have finished reading, go over important vocabulary words as a
class. (Weathering, Erosion, Deposition, and Sedimentary Rock). Make sure
the students are copying the definitions into their science notebooks.
4. Take out rock samples and show students some of the sedimentary rocks.
Allow them to touch, feel, and observe the rocks, writing down characteristics
and other things they notice about the rock in their notebooks.
5. When they finish examining the rock samples, go over some of the most
common sedimentary rocks and the way they are formed. Also, be sure to
point out the distinguishing characteristics.
6. Distribute paper cups filled with one inch of soil, a bag of mixed pebbles,
shells, and sand particles, and glue to each student.
7. Instruct the students to put the small pebbles, shells and sand on top of the soil
in the paper cup. Tell them to gently shake the cup, mixing up the particles.
8. Tell them to cover the “sediments” with glue.
9. Allow the glue to sit and harden for about 10 minutes. While it is drying, have
the students make predictions.
10. After 10 minutes, tear the cup away and have the students make observations
about their creations.
11. Ask them “How is this similar to the formation of a sedimentary rock?” Have
them write this response in their science notebooks. Give them the option to
work independently or in groups.
12. Discuss how the pebble, shell, and sand “sediments” became compacted and
cemented together to form a “sedimentary rock.”
Cookie Crystals – Igneous Rocks
Purpose: The purpose of this activity is to help the students gain a better understanding of
igneous rocks and how they form.
Materials:
 Igneous rock samples
 Science textbooks
 Science notebooks
 Pencils
 Smartboard
 Internet Access
 Chocolate chip cookies
Procedure:
1. Distribute igneous rock samples and have the students record their
observations in their notebooks. Allow them the option to work in groups,
partners, or individually.
2. After they make some general observations, read the passage in the science
textbooks about igneous rocks as a class.
3. Be sure to go over important vocabulary words (Igneous rock, Intrusive,
Extrusive, Cooling and Hardening)
4. Pull up a big picture of a chocolate chip cook with nuts on the Smartboard.
5. Explain that the cook itself is the “rock” and the chips and nuts are the
“minerals” or “crystals.”
6. Have the students identify these parts in the model. Ask them it is an intrusive
or extrusive igneous rock. If the chocolate chips and nuts are large, then the
rock would be extrusive, but if they are small, then they are intrusive.
7. After give out one chocolate chip cookie to each student. *Make sure there are
no allergies*
8. Have the students decide whether their “igneous rocks”—cookies—are
intrusive or extrusive.
9. Allow the students’ time to explore their “igneous rocks” and write down their
findings.
10. Have them create a list of the characteristics in their notebooks about why
they formed the opinion about the formation of their “rock”.
11. Discuss findings as a class and allow for students to share their reasoning.
Metamorphic Acrostic:
Purpose: The purpose of this activity is to help the students gain a better understanding
of metamorphic rocks and how they form.
Materials:
 Metamorphic rock samples
 Science textbooks
 Science notebooks
 Pencils
 Computers
 White, lined paper
 Internet access
 Colored pencils
Procedure:
1. Distribute rock samples and give the students time to write down their
observations in their science notebooks.
2. After, have the students read in their textbooks about metamorphic rocks
3. As a class go over important vocabulary words (Metamorphic rocks, Heat and
Pressure)
4. Give out white, lined paper and explain to the class that they will be writing
acrostic poems about how metamorphic rocks form. Allow them to look back
in their notes and in their textbooks for help. Also, allow the students the
option to look on the computer for valuable information that they could use
for their poems
5. Model the beginning of your poem. It should look something like this…
Made from sedimentary or igneous rocks
Example of a metamorphic rock is marble
The layering in metamorphic is called foliation
A metamorphic rock starts as igneous or sedimentary
Made from intense heat and pressure from tectonic shifting
Other minerals may be found here
Rock
P
H
I
C
6. After the students finish, have them switch with a partner to edit each other’s
papers.
7. When the papers are returned back to the student that wrote them, make sure
they revise them and add illustration and color.
Processes that Change Rocks
*See attached lesson plan
Starburst Lab:
Purpose: To demonstrate how the rocks that make up the Earth are constantly being
recycled. One form of rock is often changed into another form of rock through certain
processes of nature that occur over time.
Materials:
 Each group will receive
o 3 different colored starburst candies
o Scissors
o Piece of aluminum foil or small foil pie plate
o Blow-dryer
o Colored pencils
o Paper
o Heavy books,
o Blank rock cycle diagram
Procedure:
1. Separate the class into groups of three and distribute materials to each group.
2. Model in the front of the room and instruct the class too…
a. Take your three different colored Starbursts and cut them into as many
small pieces as possible.
b. Put them in a pile and draw what you observe in the sediments box on the
rock cycle diagram
c. Pick up the sediments and push them together, so they all form into one
big piece.
d. Draw what you observe in the sedimentary rock box on the rock cycle
diagram.
e. Warm up the sedimentary rock in your hands. Place the paper and the
book on top of the warm sedimentary rock and press down on it. Fold this
in half and press down some more.
f. Draw what you see in the metamorphic rock box on the rock cycle
diagram.
g. Place the metamorphic rock on a piece of aluminum foil. Wait for the
teacher to call you up to blow dry it. BE CAREFUL! Not to pick it up
right away. Let it cool a little and then observe the metamorphic rock as it
melts into magma.
h. Draw what you see in the magma box on your rock cycle diagram.
i. Be careful not to spill the magma. Set it on the table and observe it as it
cools and hardens.
j. Draw what you observe in the igneous rock box on your rock cycle
diagram.
3. Pose a group discussion about the activity that just took place. Go over each of the
different rocks and review the processes that formed these rocks. Explain how
each part of the activity used the starburst to represent the changing of rocks on or
within the Earth’s crust.
Trip to the Museum:
Purpose: The purpose of this field trip is to act as a review for the students after all the
learned in this unit.
Materials:
 School bus for transportation
 Access to the Museum of Natural History
 Chaperones
Procedure:
1. Transport all students, who have returned permission slips, to the museum.
2. Make sure they are supervised, but allow them to explore each exhibit. Let them
walk from one to the next, reading and learning more about rocks and the rock
cycle.
RESOURCES:
Science textbook – Science New York City Edition (Harcourt School Publishers)
http://www.learner.org/interactives/rockcycle/change3.html
http://www.magnoliaisd.org/education/components/scrapbook/default.php?sectiondetaili
d=17632
http://www.brainpop.com/science/earthsystem/rockcycle/
http://edweb.sdsu.edu/i2techscie/I2TechSciE_LessonPlans/PDF/RockCycleScenarios.pdf
http://www.p12.nysed.gov/ciai/mst/pub/intersci.pdf
http://www.corestandards.org/ELA-Literacy/W/5
EVALUATION:
Upon completion of this unit, the students will be evaluated in numerous ways.
One way would be through the collection of their science journals after each activity.
Also, they will be assessed through the answered they give in class discussions and
activities. As teachers, we would look to see if their answers became more accurate and
supported as they learned more content. Also, the assignments they complete in class like
the writing assignments, graphic organizers, labs or other individual or group work will
be collected and evaluated as often as possible. Additionally, they would be given
quizzes on each of the different components in our unit. These quizzes would include
distinguishing the different rocks and the processes they undergo. Finally, they would
have a cumulative test based off of all the quizzes.
Unit Rubric
Exemplary
Understands the Demonstrates a
rock cycle unit thorough
understanding
through writing
samples and
other activities
Communicates Is an active
in class
participant and
discussion
communicates
accurate
information
Describes
Can correctly
processes that
describe the
change rocks
processes that
and how rocks
occur to form
move through
each rock and
the rock cycle
how they
change
Accomplished
Satisfactory
Demonstrates
competent
understanding
through writing
samples and
other activities
Participates and
contributes to
classroom or
small group
discussion
Can describe
some of the
processes that
help to form
rocks and how
they change
Demonstrates a
developing
understanding
through writing
samples and
other activities
Some
contribution to
the whole class
and small
groups
Can describe
few of the
processes that
help to form
rocks and how
they change
Needs
Improvement
Demonstrates a
limited
understand
through writing
samples and
other activities
Little to no
contribution
added to the
group or whole
class
Can describe
little to none of
the processes
that help to
form rocks and
how they
change
Attachment
*LESSON PLAN
Processes that change rocks
Instructional Context:
What do I know about my students that will inform this lesson?
There are 23 students in the fifth grade classroom where this lesson will be taught.
The class is very diverse when it comes to their backgrounds and their performance
levels. Majority of the class is Hispanic and speak both English and Spanish. Some are
very low, while others are on grade level. Lessons need to be differentiated to meet the
learning needs of the students.
How does this lesson connect with and build on the previous lessons?
The students have been learning about rocks and minerals for the past two weeks.
They have been studying processes on and within the Earth that interact to produce rocks
and minerals. They are familiar with different types of minerals and the three main rock
types; sedimentary, igneous, and metamorphic. In this lesson, the students will learn
about processes that act to change rocks from one kind to another.
How do you expect to build on this lesson in subsequent lessons?
After this lesson, the teacher will have to review the different processes with the
students, being sure to go over areas of confusion. After review, he/she can move on to
teaching about the rock cycle and other changes to the Earth‘s surface. The students will
learn about different forces that interact to form diverse landforms.
Standards Addressed:
Common Core Standards/Local Standards:
Science
Standard 1: Analysis, Inquiry, and Design
SCIENTIFIC INQUIRY:
Key Idea
The central purpose of scientific inquiry is to develop explanations of natural phenomena
in a continuing, creative process.
-S1.1a Observe and discuss objects and events and record observations
-S1.1b Articulate appropriate questions based on observations
-S1.2 Question the explanations they hear from others and read about, seeking
clarification
and comparing them with their own observations and understandings.
Standard 6: Interconnectedness/Common Themes
PATTERNS OF CHANGE
Key Idea 5:
Identifying patterns of change is necessary for making predictions about future behavior
and conditions.
• use simple instruments to measure such quantities as distance, size, and weight and look
for patterns in the data
• analyze data by making tables and graphs and looking for patterns of change
ELA
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
•
CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported
by facts and details.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
•
CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally.
•
CCSS.ELA-Literacy.W.5.3b Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences and events or show the responses of
characters to situations.
•
CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and
clauses to manage the sequence of events.
•
CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details
to convey experiences and events precisely.
•
CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated
experiences or events.
Essential Question:
What are some of the processes that change rocks?
Academic Language/Language Function Objectives:
Sedimentary Rock: form at relatively low temperatures as bits of minerals and rocks
become squeezed (compressed) and stuck together (cemented).
Igneous Rock: forms when melted rock cools and hardens
Metamorphic Rock: forms when a rock is changed by heat or pressure
Erosion: is the process that breaks things down
Learning Objectives:
-Students will be able to recognize the different types of rocks
-Students will be able to describe physical and chemical processes that change rocks.
Instructional Strategies and Learning Task (Procedure):
1. The Smartboard is located in the front of the room, where majority of the class can see
it. However, there are a few that prefer to sit on the rug. Call those students to the rug.
Make sure they bring their science notebooks and a pencil with them.
2. Instruct the students at their desks to clear them, only leaving out their science
notebooks and a pencil.
3. Start off with a review of the three different types of rocks, Sedimentary Rocks,
Igneous Rocks, and Metamorphic rocks.
4. Generate a definition with the students. Inform them that they can flip back to previous
notes in their science notebooks if they need a little help remembering.
5. After reviewing, ask the students, “Do you think that rocks stay the same forever?”
6. After hearing some predictions, explain that all rocks change. Tell the students that it is
a slow process, but they change from one type to another, again and again, in something
called the rock cycle.
7. Tell them today, we will be learning about what processes change rocks and that our
essential question is, “What are some of the processes that change rocks?”
8. Pull up the BrainPOP video on the rock cycle and inform the students to pay attention
and look and listen for processes that change a rock.
9. Play the video, stopping throughout to explain each process to the student. Have them
take notes so they are prepared for the activity.
10. All the notes that they will need, will be prepared on chart paper, so they can copy it
down. Post them up, as they come up in the video.
11. After watching the video, pull up the slide on the rock cycle. Go over what the video
said and explain how rocks change from one to another.
12. After, send all the students back to their seats. Distribute Once Upon a Rock
worksheets to each student. Explain that they will be writing their own stories from the
point of view of a rock.
13. Make sure directions and prompts are visible on the Smartboard.
14. Share the Once Upon a Rock story I made up for the class, so they really understand
the activity.
15. Allow time for the students to write their stories. Walk around the room, making sure
the students are on task.
16. If time allows, ask for some students to share their work. Make sure they answer the
essential question in their writing piece by including the processes that change rocks.
17. As a class, state the three major processes
18. Explain that for homework, they will revise and edit their work because it will
become one of their public pieces.
Assessments:
Exemplary
Accomplished
Satisfactory
Recognizes the
different types
of rocks
Correctly
identifies and
describes all
three rocks,
using detail
Correctly
identifies and
describes rocks,
but is missing
some detail
Describes
physical and
chemical
processes that
change rocks
Can describe
the changes that
occur to each
type of rock
and what new
rock they
would form
Can describe
some of the
changes that
occur to each
type of rock
and what new
rock they
would form
Correctly
identifies and
describes at
least two of the
rocks and/or
lacking
necessary detail
Can describe
few of the
changes that
occur to each
type of rock
and what new
rock they
would form
Needs
Improvement
Provides a
vague
description of
the rocks and
no supporting
detail
Can describe
little to none of
the changes that
occur to each
type of rock
and what new
rock they
would form
.
Student Supports:
-Remedial: Prompts will be optional if student’s need help starting. Additionally, the rock
cycle diagram and chart paper notes will be left on the board.
Multiple Intelligences
-Visual: The Brainpop Jr. video contains animated images to explain concepts digitally
illustrates the processes that change rocks. The lesson also includes the use of visual aids
like charts and diagrams.
-Auditory: The Brainpop Jr. video describes vocabulary and key words. Also the teacher
will reinforce concepts during and after the video. If time permits, students will have time
to share their stories.
-Verbal/Linguistic: The students will be discussing topics, sharing ideas, and answering
of questions.
Materials:
-Science Notebooks
-Pencil
-Smartboard
-Teacher-made slide show
-Internet Access
-Chart paper
-Markers
-Teacher-made worksheets
-Science textbooks
Resources:
http://www.learner.org/interactives/rockcycle/change.html
http://edweb.sdsu.edu/i2techscie/I2TechSciE_LessonPlans/PDF/RockCycleScenarios.pdf
http://www.learner.org/interactives/rockcycle/diagram.html
http://www.brainpop.com/science/earthsystem/rockcycle/
New York City Edition - Science textbook
Reflection: To be completed…