Science Rocks!

Learning Resource Type

Lesson Plan

Subject Area

Science

Grade(s)

9, 10, 11, 12

Overview

After researching the formation of each type of rock, students use the evidence from knowledge of the rock cycle to write a story about a pet rock. The story will include the rock changing from magma to each type of rock including igneous, sedimentary, and metamorphic. Students will present their pet rock story to the class.

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Science (2015) Grade(s): 09-12 - Earth and Space Science

SC15.ESS.10
Construct an explanation from evidence for the processes that generate the transformation of rocks in Earth’s crust, including chemical composition of minerals and characteristics of sedimentary, igneous, and metamorphic rocks.

Vocabulary

igneous
sedimentary
metamorphic
minerals
ore
magma
quartz
feldspar
mica
intrusive rock
extrusive rock
basalt
volcanic eruption
obsidian
clastic rock
conglomerate
chemical rock
organic rock
calcium carbonate
limestone
foliated rock
cleavage
nonfoliated rock
marble
rock cycle
weathering
erosion
heat
pressure
melting
coal
shale
pumice
sandstone
slate
granite
rhyolite
schist

Knowledge

Students know:

Minerals make up rocks.
Rocks are formed in many environments upon and within the Earth's crust.
Igneous rock is formed by the cooling of magma inside the Earth or on the surface.
Sedimentary rock is formed from the products of weathering by cementation or precipitation on the Earth's surface.
Metamorphic rock, is formed by temperature and pressure changes inside the Earth.

Skills

Students are able to:

Construct an explanation that includes specific cause and effect relationships for formation of each type of rock.
Identify and describe evidence to construct an explanation such as cooling of magma at different rates form various types of igneous rocks, cementing of materials together or precipitation to form different sedimentary rocks, and pressure and temperature changes within the crust and upper mantle to form metamorphic rock.
Use reasoning to connect the evidence to explain transformation of rocks in the Earth's crust.

Understanding

Students understand that:

Earth is a complex system of interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere.
The geosphere includes a hot and mostly metallic inner core: a mantle of hot, soft, solid rock: and a crust of rock, soil, and sediments.
Solid rocks can be formed by the cooling of molten rock, the accumulation and consolidation of sediments, or the alteration of older rocks by heat, pressure, and fluids.

Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

Crosscutting Concepts

Stability and Change

Primary Learning Objectives

Learning Targets:

1. I can describe the characteristics of sedimentary, metamorphic, and igneous rocks.

2. I can use evidence from the transformation from the Earth's crust to explain the formation of sedimentary, igneous, and metamorphic rocks.

3. I can write an organized essay.

Additional Learning Objective(s)

Crosscutting Concepts: Stability and Change

Procedures/Activities

Engage:

Students view The Rock Cycle video from Khan Academy.

Have students answer the following during the video:

Name the three types of rocks.
Explain how sedimentary rocks are formed.
What forces within the earth form metamorphic rocks?
What is the term for rock melted deep in the Earth’s interior?
Which type of rock is formed from cooling magma?
Draw a diagram of the rock cycle.

Explore:

Students will explore the many ways rocks take shape at this interactive website https://www.learner.org/interactives/rockcycle/diagram.html.

Explain:

1. Before class, collect samples various kinds of rocks. Some igneous samples that are easy to obtain are granite and basalt. Metamorphic samples might include quartzite which is usually found in river rock. Sedimentary clay or limestone is another type of rock that is easy to locate in the south. Be sure to collect enough rocks so that each student has one to look at, identify, and write a narrative essay about.

2. To help students understand the changes that rocks undergo in the Rock Cycle, show the Rock Cycle PowerPoint (provided in the attachments). Have students complete the chart for note-taking and creating their own diagram (chart provided in the attachments).

3. Give each student a copy of the Writing Process. Review the steps in the writing process.

Elaborate:

1. Give students one rock and ask them to write a narrative essay telling the life story of the rock from magma to igneous and eventually ending up in the classroom. The story should be creative and include each stage in the rock cycle. Allow time for the writing process.

2. Students will then use art to create illustrations to go with their story. Students may draw or use computer animation or drawings to illustrate their story.

3. Students will work in diverse cooperative learning groups to peer edit essays. Once the essay has been edited by at least two people in the group, the final copy is written and turned in for evaluation by the teacher. The scoring rubric will be used to assess the writing.

4. Each group will choose one of the stories from their group to present. It may be acted out or presented on PowerPoint.

Assessment Strategies

Scoring rubric can be used to evaluate writing (Rubric attached). Sample Oral Presentations Rubric can be used to assess the student presentations.

The note-taking chart for the PowerPoint can be used as a formative assessment and to help students brainstorm thoughts for their story.

Some formative assessment strategies can be used to assess learning throughout the lesson.

Guiding questions can be used to assess learning during the video. List ten things learned from the video.

Create a graphic organizer outlining the changes in rocks from igneous to sedimentary and metamorphic.

Acceleration

As an extension, students may bring in rock samples to research and identify as igneous, sedimentary, or metamorphic.

Students can also name and decorate their pet rock once they have identified it.

Intervention

Students who need extra help will be given extra time and assigned a peer tutor to review websites with additional information. It is also good to allow peer tutor in the group with this student to peer edit the rough draft or assist with the typing of the final copy.

Total Duration

91 to 120 Minutes

Background/Preparation

It is necessary to review the Writing Process. Review the PowerPoint on The Rock Cycle and describe igneous rocks as fire rocks that come from lava or magma. Sedimentary rocks formed from the compaction and cementation of other igneous, sedimentary, and metamorphic rocks. Metamorphic rocks are formed under great heat and pressure from other rocks.

The following websites can be used for information on the writing process:

https://teachingcenter.wustl.edu/resources/incorporating-writing/using-peer-review-to-help-students-improve-their-writing/

https://writing.wisc.edu/wac/

Materials and Resources

Different Types of Rocks (enough for each student or one for each group)

Paper, Pen, Pencil

Construction Paper or Art Supplies for Illustrations

Technology Resources Needed

Interactive Whiteboard or Video Projector

Computer With Internet Access

Speakers for listening

Tablet, iPad, or Students Bring Your Own Device (BYOD) for individual research

The Rock Cycle Video

Approved Date

2016-08-17