THE ROCK CYCLE
Teachers: Ms. Escobar, Dr. Jeffery, Ms. Luthi, Ms. Bradshaw and Ms. Stroman
Date: 2/19/2015
Subject / grade level: 6th Grade Science
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Video clip of Bill Nye
Rock Samples
Advanced Organizer
Concept Map of Rock cycle Handout
Pencils
Sharpeners
Crayons
Wax/parchment paper
Hot plate/iron
10. Plastic trays
TEKS:
(6.10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The
student is expected to:
(B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;
Lesson Objective:
The Students will have a better understanding of the rock cycle and the processes that are involved by
creating a model rock cycle. The students will learn about three main types of rocks and how they are
formed.
ENGAGEMENT: BILL NYE, THE SCIENCE GUY(5 minutes)
1) Ask students: Does anyone in class have a rock collection? Are all rocks the same? Can rocks change from one
form to another? In this Video some of these questions will be answered, but by the end of this lesson you will
be a “rock expert”?
2) Play a clip of Bill Nye, the Science Guy for students. Start the video at 3:49 and end video at 5:49. In this two (2)
minute clip, Bill Nye discusses the three main types of rocks and how they form.
https://m.youtube.com/watch?v=kgJmCllDk_c
3) Ask probing questions: From the video, what are the three main types of rocks? How do they form?
Transition Statement: In the next activity, we will further explore the three main types of rocks.
EXPLORATION: (10-15 minutes)
1) Provide an advanced organizer for the rock cycle (this can be included on the back of the concept map)
2) Provide hands-on samples of the three main types of rocks: igneous rock, sedimentary rock and metamorphic
rock.
3) Play the interactive video http://www.learner.org/interactives/rockcycle/types.html (review with students the tabs
titled “types of rocks” and “how rocks change.”
4) Allow students to hold and observe the different types of rocks.
5) Instruct students to find two types of each rock from their rock collection kits: igneous, metamorphic, and
1
THE ROCK CYCLE
sedimentary.
6) Show students the different types of rocks they are more familiar with and that can be found right here in Corpus
Christi through the interactive video.
Essential Questions: How are these rocks similar? How are they different?
7) Students will explain the different processes that are involved in the rock cycle and how the rocks differ from
one another through those processes
EXPLANATION: (5-10 minutes)
8)
Students will explain the different processes that are involved in the rock cycle and how the rocks differ from
one another through those processes (teacher will clarify any misconceptions/terminology, etc.)
ELABORATION: CRAYON/PLAY DOH ROCK CYCLE (20-25 minutes)
1) Pass out the rock cycle handout and materials needed for the activity. Ask students to work in groups to work on
the activity together.
2) On a square of wax paper of parchment paper, students will shave their crayons using a pencil sharpener. Allow
about 3-5 minutes for students to create three (3) separate, decent sized piles of crayon shavings. By shaving
the crayons with pencil sharpeners, the students are modeling weathering, thus creating sediment.
3) Next, instruct students to combine their separate sediment piles into one large pile. By moving the sediment, the
students are modeling erosion.
4) After the students have one large pile of combined sediment, they are to fold over the parchment paper to wrap
their sediment pile. Then, students should press down as hard as they can on the paper. Have the students
unwrap the parchment paper very carefully as the sedimentary rock will be very fragile.
5) Next, students are to create a “boat” with the parchment paper and place it on the hot plate (or iron). Observe as
the heat from the hot plate or iron melts the wax. Remove the boat when the crayon wax is soft to the touch and
the colors have swirled together, but not so much that the colors are distinguishable.
6) Allow the metamorphic crayon rock to cool.
7) Lastly, students are to put their metamorphic crayon rock back in the parchment paper boat and place the boat
onto the hot plate or iron again. The heat will melt the crayon wax. This time, allow the wax to melt until a
smooth pool of liquid wax form and the colors have completely blended together.
8) Allow the igneous crayon rock to cool.
9) Clean up the activity! Students can keep their crayon rock.
EVALUATION: CONCEPT MAP OF ROCK CYCLE HANDOUT (10 minutes)
1) Pass out Rock cycle handout.
2) Ask students to complete the concept map, collaboratively with their group, starting with igneous rocks and
arrow pointing to weathering and erosion. The following box should be labeled as “sediment.”
3) Give students about 5 minutes to work collaboratively, then call on students to respond to your inquires below:
a. Ask students, “How is this sedimentary crayon rock similar to the sedimentary rock we
observed?” (There should be layers of the different colored crayon which are just like layers
seen in actual sedimentary rock).
b. On the handout, point out to students the box labeled compaction and cementation and how
weathering and erosion compacts the sediment together. Ask them to label the next circle (It
should be sedimentary rock).
c. As the metamorphic crayon rock is cooling, ask students, “How are the crayon metamorphic
rocks similar to the actual metamorphic rocks?” (The layers should have swirled together, just
like the layers are swirled together on actual metamorphic rocks).
d. On the handout, point out to students the next box labeled, heat and pressure and review how
heat and pressure transforms the rock. Ask them to label the next circle (It should be
metamorphic rock).
2
THE ROCK CYCLE
e. As the igneous rock is cooling, as students, “How is the igneous crayon rock similar to the
actual igneous rock?” (The igneous crayon rock should look smooth like the real igneous rock).
f. On the handout, point out to students the box labeled melting and ask them what happens to
metamorphic rocks as they melt? Ask them to label the last circle in the rock cycle (it should be
igneous rock).
Exit Ticket: Ask students, “Do you think igneous rock could be turned into sedimentary rock? How? Could it be turned
directly into metamorphic rock? How? Could a metamorphic rock be turned directly into sedimentary rock? How?
3