The Rock Cycle
Teacher: Rebecca Heck
Date: November 20, 2015
Strand
Topic
Primary SOL
Related SOL
Background
Information
Hook/Engage
Vocabulary
Materials
Science
The Rock Cycle
5.7 The student will investigate and understand how Earth’s surface is constantly
changing. Key concepts include: a) Identification of rock types; b) The rock cycle
and how transformations between rocks occur
5.1 The student will demonstrate an understanding of scientific reasoning, logic,
and the nature of science by planning and conducting investigations in which a)
Items such as rocks, minerals, and organisms are identified using various
classification keys.
The three types of rocks are sedimentary, metamorphic, and igneous. These rocks
are formed by the rock cycle. The rock cycle is a series of changes that rocks go
through as they are slowly changed from one form to another. It is a slow and
continuous process that occurs of thousands of years. Igneous rocks are formed
by the cooling of magma (volcanic eruptions). Metamorphic rocks are formed by
heat and pressure. Sedimentary rocks are formed by weathering, hurricanes, and
deposition. A rock can change from igneous to sedimentary by weathering. A rock
can change from sedimentary to metamorphic by heat and pressure. A
metamorphic rock can change into an igneous rock by being melted by magma.
This process can change directions and does not have to go in that exact order. A
metamorphic rock can become a sedimentary rock by weathering.
Rocks are classified based on the combination of minerals and other materials
that are inside it. Sedimentary rocks are made of different materials that have
been compacted and cemented together. Some sedimentary rocks contain
minerals that were once dissolved in water. The minerals formed crystals among
the sediments that came together to form the rock. Also, sedimentary rocks are
made from smaller rounded stones that have been cemented together. This type
of sedimentary rock is called a conglomerate. If these sedimentary rocks are put
under high heat and pressure, the shape or the size of the crystals within them
can change. When this occurs, metamorphic rocks are created. The various rocks
differ based on their mineral composition, the size of the materials in the rock
formation, and how the rocks are formed.
Ask students if they know what the terms igneous, metamorphic, and
sedimentary all have in common.
Define: sedimentary rock—a type of rock that is formed by the accumulation of
material at the Earth’s surface and within bodies of water; Metamorphic rock- a
type of rock that has been changed by extreme heat and pressure; Igneous rock- a
type of rock that Is formed through the cooling and solidification of magma or
lava; rock cycle – a cycle of different process that occur by rocks in the earth’s
crust
Plan A
Plan B

Computer with internet

Images of examples of igneous rock,



Student/Teacher
Actions
(delivery)
connection
Interactive rock cycle
diagram:
http://www.learner.org/in
teractives/rockcycle/diagr
am.html
Interactive whiteboard
with pens
Rock cycle rap song:
https://www.youtube.com
/watch?v=K6HZBrZG5hk
1. Using the interactive rock
cycle diagram, review with
students that there are
three types of rock
(igneous, metamorphic,
and sedimentary).
2. Ask for a student
volunteer to click on one
of the rock types and read
aloud the definition of the
rock and the three
examples of the type of
rock. Continue this process
until all three have been
selected
3. Explain to the class that
rocks change because of
different processes that
are always taking place on
and under the Earth’s
surface.
4. Starting with metamorphic
rock have students come
up and click on the
animation for melting to
show it turns to magma
then click on cooling to
show how it turns to
igneous rock. Continue
this process for all of the
different changes that
occur to rocks.
5. Explain to the class what
they just observed and
that the process takes
thousands of years to

sedimentary rock, and metamorphic
rock
Rock cycle diagram
1. Pass out images of sedimentary,
igneous, and metamorphic rock.
2. Define the three types of rocks.
3. Same as Plan A
4. Pass out the rock cycle diagram. Tell
students to follow along as you
point to the different ways a rock
change starting with metamorphic.
Explain the different changes that
occur during a rock cycle.
5. Same as Plan A
6. Tell students to write a story
pretending to be a rock that is going
through the cycle one complete
time. Tell them they can start at any
stage of the rock cycle since it is a
continuous cycle.
actually occur.
6. Play the rock cycle rap to
help students review what
they just learned:
https://www.youtube.com
/watch?v=K6HZBrZG5hk
7. Tell students to write a
story pretending to be a
rock that is going through
the cycle one complete
time. Tell them they can
start at any stage of the
rock cycle since it is a
continuous cycle. Leave up
the rock cycle diagram for
students to look at as they
write their story.
Assessment
Once they have completed their
stories, have students share them Same as Plan A
with the class. Ask students to
point out the different variations
in the stories and even though
there are variations they are all
can still be correct.
Extensions and
Have students recreate the rock cycle using wax crayons.
Connections
1. Start with igneous rock. Show weathering by shaving crayons. Show
erosion by picking up crayons and moving them onto aluminum foil. Fold
the foil in half to cover the shavings
2. Show compaction to form sedimentary rocks by putting the foil packet
into a vise and applying light pressure.
3. Show heat and pressure to form metamorphic rocks by putting the packet
into a vise and applying heavy pressure.
4. Show melting and cooling to form igneous rocks by melting the crayon
shavings and allowing them to cool.
Strategies for
 Allow students to create their rock story by using pictures and simple
Differentiation
captions to show the rock cycle
Anecdotal Record – Used to record specific observations of individual student behaviors, skills,
attitudes as they relate to the outcomes of the lesson.
1. Thomas is having problems with calling out. He always wants to volunteer and is visibly upset
when not called on. Alert parents. Offer ways to show him that he has to allow others to have
a chance.
2. Sarah already knew all of the stages of rocks. Her story was the most detailed and precise.
Suggest wax crayon activity as a take home lesson to further engage her.