Lesson Title: the Rock Journey

Lesson Title: The Rock Journey Topic/ Focus Area: The rock cycle Grade Level: 4 Earth Science

Major Concept of Lesson: Rocks change from one kind to another in the rock cycle. Some of the processes in the rock cycle are weathering, erosion, melting, compaction/cementation, sedimentation, and being subjected to great heat and pressure.

Model: Students will create a pictorial, diagrammatic, and written model that explains the three processes that change rocks from one form into another, emphasizing the cyclical nature of rock formation in the earth.

California Standard(s) to be addressed: Fourth Grade, Earth Science Standard 4a. The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

Fourth Grade, Investigation and Experimentation Standard 6c. Scientific progress is made by asking meaningful questions and conducting investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: c. formulate and justify predictions based on cause and effect relationships.

Student Objectives: Students will be able to differentiate between the different types of rocks, and analyze the cause and effect relationship between natural processes and rock formation.

Materials and Resources: Rock Cycle animation: http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm Rock Sort- 5 labeled rock samples, vinegar, dropper, hand lenses, safety goggles, paper towels, paper plate, investigation log Introduction to Rock Types (flip book) - student textbook, blank paper, scissors, pencils, markers Crayon Rock Cycle- foil, tea light candle holder, 5 different colored crayons, grater, paper plates, paper towel Rock Cycle Lesson- flip books, student text books, rock cycle graphic organizer The Rock Journey- description cards, instruction cards, number cubes, pencil, record sheet Lesson Implementation Logistics: Before this lesson on the rock cycle, the teacher will have taught a lesson on Earth’s processes, processes that shape the Earth, and the properties of minerals. After this lesson the students will complete a culminating task to demonstrate their understanding of the rock cycle process. This lesson should take place over 60 minutes. Students will work with a partner to complete this activity. Each rotation should take approximately two minutes. Students will complete their “Journey on the Rock Cycle” data sheet as they rotate through the stations. Students will also create a comic strip to describe their journey, a Venn diagram to compare their journey to the journey of another group, and a creative writing assignment.

Related vocabulary and phrases: erosion weathering deposition mass movement (land slide, compaction creep) volcanoes earthquakes mountains Earth’s interior (crust, mantle, cementation core) tectonic plates magma heat pressure sedimentation

sediments silt subduction avalanche crystallization

Steps of the Lesson Learning Activities which lead to Teacher Questions for Activity: Anticipated Student Teacher Response to Model: Key questions that show progression from lower to Responses, Questions and Students and Teacher higher order thinking. Errors Intervention Activities or Strategies

What are some properties of rocks? Color, texture, weight, how A mineral is made up of a Engage How did you classify your rocks? crumbly it is. definite chemical composition. Rock Sort Activity: Students will What is a rock? What is the A rock may be made up of group rock samples based on their difference between a rock and a several different kinds of observations. The purpose of this mineral? minerals. activity is to pique student interest in rocks and to activate their prior knowledge of rocks and/or minerals.

1. Student groups of 4 get one piece of chart paper, a marker, and rock samples. 2. Students put all rocks in top corner of paper, then proceed to observe and classify rocks into smaller circles based on adjective or not adjective. Ex: smooth, not smooth

Learning Activities which lead to Teacher Questions for Activity: Anticipated Student Teacher Response to Model: Key questions that show progression from lower to Responses, Questions and Students and Teacher higher order thinking. Errors Intervention Activities or Strategies

Explore 1 Crayon Rock Cycle Lab Before Ss start the lab: S: It’s solid and it’s one Purpose-Students will simulate T: What does the crayon look like? color. We can cut it into processes involved in rock formation What are some ways we can change the way the crayons pieces, add heat, mix it with Monitor groups to make such as weathering, sedimentation, look? other crayons, apply sure they are filling out compaction/cementation, melting, pressure by putting books the lab sheet steps pressure, cooling and solidification. How can the same changes you suggest for the crayons on it. correctly. occur for a rock in nature? Teacher will guide students with Erosion and weathering can completing the “Rock Crayon Lab break it down; the heat from Sheet” flow map. The flow map a volcano can melt it. The allows students to track the changes pressure from the earth can that their “crayon rock” is going mix it slowly with other through. rocks.

Teacher information: Solid crayon=igneous Shaved, clumped, and pressured crayons= sedimentary because it has been “weathered” into pieces, and the pieces (sediments) have been pressured into layers. Heated crayon layers=metamorphic because heat has transformed the crayons If crayons continue to be heated and melted, then cooled and solidified= igneous, if they reach the earth’s surface.

Explain 1. What did you notice about the crayon? Student responses may be: “When T can list the following in a T How was the crayon like a rock? we shaved the crayon, it created chart to clarify crayon PART I: The Crayon Lab: little pieces.” “When we smashed processes with the natural 1. Student Explanation 2. How did you change your crayon? it, it became clumpy.” “When we processes that occur with Teacher provides opportunity for  Was it a new rock or the same rock? heated it, it melted and the colors rocks: blended.” Solid crayon=igneous students to share what they noticed,  Was it always made of the same shavings? observed, thoughts, during the lab. We broke it into pieces, mushed it Shaved, clumped, and  What processes did your crayon go through? What natural back together, and melted it back pressured crayons= They can share first with a partner or processes do these steps represent? together. sedimentary because it has group, then share with the rest of the  How does our lab today illustrate the rock cycle? It was the same rock. Different been “weathered”, and the class. rock. It was different colors after sediments have been pressured it melted. into layers. 2.Teacher Explanation Heated, melted crayons=metamorphic because T: “What things change rock?” heat has transformed the Teacher will debrief students on the crayons Crayon Rock Cycle activity by If crayons continue to be creating the “Class Summary of heated, then cooled and Rock-Crayon Lab Poster as follows: solidified= igneous, if they reach the earth’s surface. Step 1: Step 2: How could forces of nature How could forces of nature affect rocks in the same way affect rocks in the same way as what occurred in step 1? as what occurred in step 2? Step 3: Step 4: How could forces of nature How could forces of nature affect rocks in the same way affect rocks in the same way as what occurred in step 3? as what occurred in step 4? Teacher explains: “A rock starts as one type, but changes such as heat and pressure can change it to another type. The solid crayon was an example of an igneous rock. After we “weathered” it by shaving pieces For pages 2-4 of Vocabulary Flip Book: 2. You’re right – you had off, and put layers in the bag and What different ways are rocks formed? How do you think these different ideas. Scientists use rocks (real rocks) were formed? 1. Shiny, dark, smooth, rough, the same words to describe applied pressure-it became a 1. What are some of the adjectives you came up with yesterday? bumpy, etc. rocks. They have three words sedimentary rock. When we applied so nobody gets confused. 2. Did all the groups have the same descriptions? 2. No – the groups did it the heat to the crayon shavings, and differently These words are igneous, 3. Look at this rock (show igneous rock ). What are sedimentary, and metamorphic. let it melt and cool-it became a some words to describe it? 3. Shiny, black, dark, smooth, metamorphic rock. If it is further 4. Now look at this rock. . This is hard, jagged, etc. 3. Write those words in your heated, and reaches the earth’s sedimentary. What are some words to describe it? 4. Layered, stripes, sandy, little flip book. Let’s draw a picture surface and cools, it will be an 5. Now look at this rock. . particles, rough, grainy. of it. igneous rock again, completing the Teacher ensures that students include the following terms when 5. White, hard, blocky, square, rock cycle! completing the seventh page (natural formation processes). pointy, etc. 4. Write those words in your avalanche tectonic plates Compaction Why are the rocks of different flip book. Let’s draw a picture colors, surface texture, etc? This of it. PART II: Reinforcing Vocabulary: evaporation subducted cementation crystallize wind erosion Pressure/heat could be used in the elaborate 5. Write those words in your The Vocabulary Flip Book sedimentation glacier Weathering phase as well. flip book. Let’s draw a picture erosion of it. Holding up a sample, teacher explains to students how to fold and 6. Scientists don’t just use what they look like to decide if label the Flip Book, and what will be they are metamorphic, igneous, included in each section. or sedimentary. They use how See the handout “Making a Flip they are made as well. Book” for detailed instructions. Distribute a handout to students to assist them as they create their Flip Books.

Learning Activities which lead to Teacher Questions for Activity: Anticipated Student Teacher Response to Model: Key questions that show progression from lower to Responses, Questions and Students and Teacher higher order thinking. Errors Intervention Activities or Strategies Explore 2 The Rock Journey Game 1. Before students begin the activity teacher will post a prompt on the board for the students to respond to before and after the lesson. Prompt for Initial Model: Explain, in your own words, how the three types of rock can change into a different type. You should explain the three processes separately. Include a labeled drawing that shows how these three processes are related (the rock cycle). You can use prior knowledge from the activities we have done so far. ” 2. Remember to think of yourself as a rock while going through the Students take 5-10 minutes to answer stations. Picture yourself at the location (mountain, ocean, etc) and the prompt and share their answers. imagine the process going through you! Monitor groups to clarify any confusion about the process 2. Review Student Instructions for they undergo at each station. the Rock Journey Game. Ask what they think is Distribute attached handout to T clarifies that there will be two of each station to reduce traffic at happening at each station. students. any one station. Teacher explains: You are going to Also, tell Ss they must roll again if they end up at same station more be a rock going through the rock than twice. cycle. You will visit places where rocks change, such as soil, volcanoes, the Earth’s interior, and the ocean. You are going to record your journey as a rock, describing where you went, what happened to you while you were there and the different rock types you became.

Using the Journey Chart, T models for Ss how to roll the die, find the corresponding steps on the station card, and how to record results on chart.

3. Students work with a partner to explore the stations. All Ss begin their journey as a METAMORPHIC ROCK! Record where your adventure began on your “Journey on the Rock Cycle” sheet. (Teacher will assign students to a station).

Explain 1. What did you observe, notice, or learn during this game? 2. Why do some rocks get stuck 2. Yes, this happens in real life, 1. Student Explanation in one location for a long time? that is, rocks do get stuck in the Teacher calls on groups to share 2. Which rock cycle(s) did you go through? How do you know? Does this happen in real life? rock cycle. Not all rocks go what they observed or learned during What evidence can you provide to validate your findings? through the complete cycle as the Rock Journey Game, Is it possible for processes to overlap? Give an example. depicted in our textbooks. encouraging questions about the I don’t know the process Some rocks stay in a processes as well. sedimentary layer for millions Know process partially and millions of years without any changes happening to 2. Teacher will debrief with students Unclear/ confused about portions them. what took place during their of process journeys. Could a rock go through multiple processes? 3. Create a comic strip story of your experiences using the boxes on the back of your “Journey on the Rock Cycle” sheet. Be sure to include pictures and a written explanation of 4. Important! Make clear to Ss: “You may include information that what is happening to you as a rock. you already included in your initial model so that your revised Be sure to compare this comic to model is complete.” Many Ss will leave out what they already have in the initial model, thinking that they do not need to rewrite the your initial model. model. a. Share your rock comic with Alternatively, T may decide to evaluate both models collectively, another partner group. without having Ss repeat info. in their initial model. This might be a b. Listen to the other group’s rock good idea if the model takes a long time to write or produce. journey. c. With your partner, compare and contrast the two journeys by creating a Venn Diagram on a poster board.

4. Revised Model: Based on your experience in the Rock Journey activity, go back to your initial model to make any changes, additions, etc.

Elaborate 1. Identification of Rocks Activity Students will identify assigned rocks based on their characteristics to determine whether they are sedimentary, metamorphic, or igneous. Small groups of 3- one rock per student.

2. Creative Writing Assignment Create a descriptive narrative about the experiences each rock has undergone during the process of each of their respective cycles (metamorphic, igneous, and sedimentary cycle).

a. First, teacher will read the book, A Rock Grows Up: The Pacific Northwest Up Close and Personal by Randi and Mike Goodrich. This book tells the story of a young rock coming up through a subduction zone and being exposed to different forces on the Earth’s surface. b. Students will write a creative story using their imagination and knowledge of the rock cycle. They choose a rock and describe what happens during its geological changes.

Teacher provides a sample of a “rock story” using the transparency “My Adventurous Journey: Student Sample.” Teacher will also provide an outline (Suggestions for the Rock Cycle Story) for the rock story task.

Evaluation What are some words we should consider when we’re thinking of T: We have learned A LOT about the the steps in the rock cycle? Rock Cycle. Your job is to create a Final Model (diagram, cartoon strip, Teacher explains: that not all rocks go through all of the stages of or other…) that shows your teacher the rock cycle. Our models do not provide all of the that you CLEARLY understand the restrictions/possibilities that nature would. Rock Cycle. Students will be graded on:  Accurate description of the processes and conditions that change rocks from and to igneous, metamorphic, and sedimentary  Clear description of what the rock looks likes at each stage of the rock cycle.  At least 3-4 steps that show the processes of the rock cycle.