Lesson Plan : Rock Cycle

Teacher Name:
 Mrs. Hylton
Grade:
 Grade 7-8
Subject:
 Science

Topic:
 Rock Cycle
Content:
 CC-SC-M-2.1.3, POS-S-7-ESS-2 Vocabulary: Sedimentary rock, metamorphic rock, igneous rock, rock cycle
Goals:
 For the students to be able to label the parts of the rock cycle in good detail. Students will gain an understanding of how a rock can move through the different stages of the rock cycle.
Objectives:
  • Students will be able to define igneous, sedimentary and metamorphic rocks with regard to the rock cycle • Students will be able to explain the movement of earth materials through the rock cycle. • Students will be able to explain that subjecting earth materials to heat and pressure is a process called metamorphism. • Students will be able to explain that the melting and recrystallization of earth materials produces igneous rocks. • Students will be able to explain weathering and erosion of earth materials produces sediment. • Students will be able to explain that the compaction and cementation of sediment produces sedimentary rocks. In General: 1. Describe the rock cycle 2. Identify the various stages of the rock cycle
Materials:
 Quantity (per student/group) Item 1 Rock Cycle Sheet 1 Instruction Sheet 1 Dice 1 End of activity questions Create the dice and posters for the different stations of the rock cycle game.
Introduction:
 Students will view a projected image of a simulated rock cycle. students will be given an unlabeled diagram to complete while viewing the rock cycle simulation.
Development:
  1. Divide the students into appropriate groups 2. This activity assumes that students have had a brief introduction to the rock cycle. If not, the following sequence might be helpful. a. Ask students if they think rocks can change. Hand out a copy of the rock cycle. b. Explain to students the rock cycle is the framework upon which geologists understand how rocks slowly change from one type to another. c. Show students examples of sediment and igneous, sedimentary, and metamorphic rocks. Ask if they can think of any ways to transform one of the samples to another. i. Note: It helps if you use a sedimentary rock with larger clasts. Using sediment of the same size is also quite helpful. ii. It is also sometimes helpful to break a rock into smaller pieces; thus, introducing weathering. 3. Explain to students that they are going to play a game where they will simulate the movement around the rock cycle. 4. Explain the directions to the students. Using a board game analogy is quite useful here. All students start on Magma and progress around the board (rock cycle). Make sure that students are recording their “route” and know to repeat the activity three times. 5. Observe students during the exercise. Answer questions as needed. 6. Have students begin the questions as they finish. Part I: Play the Rock cycle game. Set up your classroom with 8 areas at which a change in the rock cycle occurs. Each student starts at one area. At each area is a die that the student should role to determine what path they should take. It is possible for the student to remain at the same station for a long time. To make the game more interesting, my rule is that you can only stay at one station for 3 turns. Then you must go to another station. While at each station and while moving to the different stations, students must record what is happening on their journey chart. [See attached log.] After the game is over they will have a record of what happened.
Practice:
  Questions: What happened while you were on the rock cycle? 1. Have students complete the question sheet.
Accommodations:
 See attached sheet
Checking For Understanding:
 Evaluate the students’ journey logs and cartoons Check students labeled diagram.
Closure:
 Rock Cycle Song
Evaluation:
 Open Response: Rock Cycle

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