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Title
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Mission 1 Lesson 8: The Rock Cycle
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Type
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Primary: Lesson Plan
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Operation
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Tectonic Fury
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Mission:
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Mission 1: The Building Blocks
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers
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Created On
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7/15/2010
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From: Tectonic Fury Mission 1: The Building Blocks |
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Mission 1 Lesson 8: The Rock Cycle Students will understand how rocks are transformed and changed through the rock cycle. |
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Prepare |
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- 1 Class Period (45 minutes)
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- Review all activities and discussion questions in the Teacher Edition (TE) pages 30 and 31.
- Gather the materials needed to play the Rock Cycle Game, as described in the Teach with Inquiry section on page 30.
- Download the Rock Cycle transparency.
- Test all links and the Digital Lab: Rock Cycle on your computers.
- Set up a projector for showing the video.
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View
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Teacher's Edition for Operation: Tectonic Fury Mission 1: The Building Blocks - At a Glance, Standards Alignment, and teaching tips and suggestions for content in Mission 1. |
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Transparencies to support Mission 1. |
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Motivate |
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- Have students stand in a circle. Hold up a soft ball, such as a beanbag ball or a crumpled up piece of paper, and announce that it is an igneous rock. Toss the ball to a student and ask them what would happen if the rock were exposed to the elements (it would weather and erode). Ask what would happen if the sediment from the rock were to undergo compaction (it would become sedimentary rock) and have the student toss the ball to a different student to answer. Continue asking questions to take the rock through the rock cycle.
- Point out to students that you have just taken your “rock” on a journey that could last millions of years. Ask them to make observations about what happened to the rock. Do they know what this process of a rock changing from one type to another is called?
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Teach |
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- Have students read or listen to pages 30 and 31 in the SE.
- Discuss what students have read, using the questions on pages 16 and 17 of the TE.
- Using the Rock Cycle transparency, have students help you trace the path of the granite described in the section One Rock’s Story.
- Differentiate: If needed, reinforce how the rock cycle works by showing the brief video The Rock Cycle.
- Make sure students understand that the rock cycle can work in more than just one way. Revisit the path of the granite on the transparency and show some additional paths the granite might have taken instead (i.e. when it has become a sedimentary rock, it might weather again and become a different sedimentary rock; it might be heated up enough to become magma again without undergoing metamorphosis; etc.)
- Have students play the Rock Cycle Game, as described in the Teach with Inquiry section on page 30. This game will reinforce the idea that rocks can travel through the cycle in many ways.
- After students have written and shared their stories from the game, read a few aloud to the class and mark their paths on the Rock Cycle transparency.
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This article discusses the rock cycle, which describes all of the processes and forces that transform rocks from one kind to another, and possibly back again. |
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In this brief video, host researcher Dr. Mike Wise explains the rock cycle with an animation and definitions.
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Explore how rocks are constantly changing, by moving through a never ending cycle throughout Earth's geologic past, present, and future by playing this game. |
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Reflect And Assess |
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- Have students answer the Check for Understanding questions on page 31 of the student edition.
- Have students research how a specific rock changes over time and create a cartoon showing how it moves through the rock cycle.
- Have students describe the rock cycle in their JASON journals.
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Follow-up |
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- To review and extend what students learned in this lesson, bookmark the Digital Lab: Rock Cycle on a classroom computer and allow students to play the game during down time.
- Have students complete the Extension on page 31.
- Throughout the mission, students should have been bringing in and identifying rocks and minerals they encountered. Have students create an interactive wall map with the information they have gathered, as described in the Differentiate activity on page 30.
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Dive in anywhere you’d like on this interactive and examine the various paths a rock can take. Rocks can take many different paths, not necessarily a circular one. However, the rock “cycle” is useful for describing the various processes and forces that transform rocks from one kind to another, and possibly back again! |
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