Topic: Rocks, Minerals and Soil. Summary The following activities engage students in exploring how rocks are in a continuous cycle.

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1 6 th Grade Science Unit: Rocking the Cycle! Unit Snapshot Grade Level: 6 Topic: Rocks, Minerals and Soil Duration: 5 days Summary The following activities engage students in exploring how rocks are in a continuous cycle. CLEAR LEARNING TARGETS I can statements use the rock cycle to describe the formation of igneous, sedimentary and metamorphic rocks. Activity Highlights and Suggested Timeframe Day 1 Engagement: Administer the Rock Cycle Pre-test and facilitate the Lab Zone Discovery Activity (p.114) Which Rock Came First Students can pair up and identify Day 2 Exploration: Students will explore the rock cycle process through the Active Art Activity (p.115) Interpreting Diagrams and Interactive simulation of the rock cycle. Day 3 Explanation: Students learn more about the rock-cycle through reading pages and will explain their understanding by completing the Guided Reading and Study questions handout. Days 4 Elaboration: This activity simulates the path of a mineral over a period of time through the rock cycle. On-going Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to the cycle of rocks. Day 5 Extension/Intervention: Facilitate extension and/or intervention activities. 1

2 LESSON PLANS NEW LEARNING STANDARDS: 6.ESS.3 Igneous, metamorphic and sedimentary rocks form in different ways. Magma or lava cools and crystallizes to form igneous rocks. Heat and pressure applied to existing rock forms metamorphic rocks. Sedimentary rock forms as existing rock weathers chemically and/or physically and the weathered material is compressed and then lithifies. Each rock type can provide information bout the environment in which it forms. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: CCSS.ELA-Literacy.RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CCSS.ELA-Literacy.RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 8 texts and topics. CCSS.ELA-Literacy.RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. STUDENT KNOWLEDGE: Prior Concepts Related to Energy Transfer PreK-2: Objects have physical properties, properties of objects can change and Earth s nonliving resources have specific properties. (ES). Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, rocks form in different ways, and objects are composed of matter and may exhibit electrical conductivity and magnetism. (ES). Future Application of Concepts Grade 7-8: Sedimentary, metamorphic and igneous environments, and the history of Earth (including the changing environments) from the interpretation of the rock record and studied. High School: The formation of elements, chemical bonding and crystal structure are found in the characteristics of rock and mineralogy are explored in depth. 2

3 MATERIALS: Engage Student text book p.114 Sandstone Quartzite Granite Explore Internet Access VOCABULARY: Primary Rock Rock Cycle Igneous Sedimentary Metamorphic Explain Student textbook p Elaborate 1 dice per station Rocky Cycle Station Cards (8) Rocky Cycle Lab Student Handout Calculators (Useful not required) Any color pencil for tracing a path on the rock cycle map. SAFETY ADVANCED PREPARATION All lab safety rules, procedures, and precautions should be taken into consideration. Copy the 8 different station cards on different cardstock paper. 8 Dice (one per station) Copy of Rock Cycle Lab Station handouts, one per student. Objective: Form a hypothesis on how rocks are formed. What is the teacher doing? Consider administering the Rock Cycle Pre-test as a formative assessment. What are the students doing? ENGAGE (1 Day) (What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and address misconceptions? Where can connections be made to the real world?) Lab Zone Activity (Day 1) Have students turn to pp. 114 in the Pearson/Prentice Hall Earth Science Textbook, find the Lab Zone activity at the top of the page. Have students in pairs to complete the activity. If you have enough rocks have sandstone, Quartzite, and Granite at each table for students to observe. Have students put the rocks in order in which they form. Students are to complete the Developing Hypothesis in pairs. Lab Zone Activity (Day 1) 1. Read Textbook pp. 144 Which Rock Came First 2. Have student pairs decide which rock is first and give a justification. 3. Have students identify each rock as igneous, sedimentary, and metamorphic. 4. Students will hypothesize how the third rock was formed, with specific details on the process. 3

4 EXPLORE (1 day) (How will the concept be developed? How is this relevant to students lives? What can be done at this point to identify and address misconceptions?) EXPLAIN (1 day) (What products could the students develop and share? How will students share what they have learned? What can be done at this point to identify and address misconceptions?) Objective: Students are introduced to the rock cycle and the different ways rocks form. What is the teacher doing? Rock Cycle Simulation (Day 2) This activity can be completed individually if you have access to laptop cart or computer lab. Also can be simulated with the class on a SMARTBoard or LCD projector. Use the website: chool/phsciexp/active_art/roc k_cycle/ Have students choose the path of the rocks, make sure to discuss in-depth about the process of how the rock is changing. Continue the simulation until students show understanding. Facilitate as students answer questions from page 115 in the Earth science textbook. What are the students doing? Rock Cycle Simulation (Day 2) 1. Students will make choices of how the rock will change. 2. Students will be directed to focus on the process of the rock in how it changed and what it will become. (Igneous, weather, sediment, compaction/cementation, sedimentary rock) 3. Students will record their pathway that they chose in their science journal or piece of paper and include what happened for that rock to change (i.e. Igneous turns into metamorphic through heat and pressure) 4. Complete questions on page 115 in the Earth Science Textbook. Objective: This activity will give students the opportunity to explain what they have learned about the rock cycle through close text reading and completion of a guided reading and study handout. NOTE: There is an adapted guided reading and study handout for students reading below grade level. What is the teacher doing? (Day 3) Teachers have a choice to read together as a class and give breaks for opportunities to complete questions and discussion. Or students can work independently to complete written assignment. Earth and Science book p What are the students doing? (Day 3) Student work with the class or independently to complete reading and answer guided reading questions in Earth and Science book p ELABORATE (1 day) (How will the new knowledge be reinforced, transferred to new and unique situations, or integrated with related concepts?) Objective: The objective of the following activity is to give students the opportunity to gain deeper understanding of the rock cycle through a kinesthetic activity that simulates the path of a mineral over a period of time through the rock cycle. What is the teacher doing? A kinesthetic activity that simulates the path of a mineral over a period of time through the rock cycle. (Day 4) Put students into pairs. Have the students gather materials or you pass them out. What are the students doing? A kinesthetic activity that simulates the path of a mineral over a period of time through the rock cycle. (Day 4) 1. Students are divided into pairs. Students are given a Rock Cycle Data Sheet. 4

5 Distribute the student pairs evenly among the locations to begin this lab. Have each student pair record their location under Location in rock cycle. Teacher Note: All the information needed is on the Rock Cycle Station Cards. Each student pair finds the number of years spent at this location and records this data. Each student pair will record the age of the mineral. For the first round or two, help the students write the information needed for the What caused the change? column on their handout. Spend some time discussing the What caused the change? column. Each student pair will roll the die and follow the instructions. Have each student pair record the new station for round 2. Repeat steps 4 through 6 for seven rounds. At the end of the seven rounds, add the number of years to get the mineral s total age. Have students resume the activity to complete the last 8 rounds, adding up the total age and filling in the change columns. Once the student pairs have completed the fifteen rounds, they are to make a picture of the path that their rock cycle followed using the Rock Cycle Map Concept Summary: Students will write a paragraph describing their journey as a mineral over a period of time through the rock cycle. Display the Data Sheet, Map and paragraph in the classroom. 2. Students roll their dice and record the information on the data sheet. 3. After 8 rounds students can share interesting facts about their journey through the rock cycle. 4. Students should total their mineral s age. 5. Continue to complete the last rounds. 6. Complete the Rock Cycle Map, by tracing a path of their minerals using a color pencil. 7. Write a paragraph describing the journey of their mineral over time in the rock cycle. 5

6 EVALUATE (on-going) (What opportunities will students have to express their thinking? When will students reflect on what they have learned? How will you measure learning as it occurs? What evidence of student learning will you be looking for and/or collecting?) Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit. Formative How will you measure learning as it occurs? 1. The Rock Cycle pre-test can be used as a formative assessment. 2. Graphic Content Organizer can be used to assess student knowledge related the rock cycle. Summative What evidence of learning will demonstrate to you that a student has met the learning objectives? 1. The group presentation to class can assess the ability of students to apply their knowledge of the rock cycle 2. The Rock Cycle Test Questions will assess clear learning targets. EXTENSION/ INTERVENTION (1 day or as needed) EXTENSION 1. The Rock Cycle Webquest : case/therockcycle.htm 2. The Rock Cycle Enrich found in the Earth Science Textbook teaching resources. 3. Pompeii-In the Shadow of Vesuvius Unit, found in teaching resources. INTERVENTION 1. related videos 2. related Videos: 3. GIZMO: Rock Cycle Rocks and Minerals: The hard 4. Discovery Education: Rocks and Minerals The Hard Facts (17 min.) All rocks are the same, and it s hard to tell how they originated. Rocks and minerals are the same thing; distinguishing them is not important. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals. All rocks are hard. COMMON MISCONCEPTIONS DIFFERENTIATION Strategies to address misconceptions Provide students with real igneous rock and have them observe the properties. Provide students with a rock kit, and have students discuss what similarities and difference are between the rocks. Reinforce the differences between minerals and rocks. Minerals have different hardness; perform a scratch test using Mohs hardness scale. Lower-Level: Provide additional text resources (tradebooks, articles) that are appropriate for the reading level of the students. For the group work, consider mixed grouping strategies. Consider modeling through a demonstration and then allowing students to explore these topics through guided inquiry. Additional adapted guided reading resources are provided in the teaching resources. Higher-Level: Consider having students create a geologic map to show the areas around the world where types of rocks are formed. 6

7 Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at the following sites: ELL Learners: = Gifted Learners: = Students with Disabilities: ntid= Textbook Resources: Earth and Science book p Found in the All-In-One Teaching Resources Unit 1 Chapters 1-7 The Rock Cycle: Section Summary. The Rock Cycle: Guided Reading and Study The Rock Cycle: Review and Reinforce Alternate Pathways: Enrich Rocks: Key terms Rocks: Connecting Concepts ADDITIONAL RESOURCES Websites: Annenberg Learning: Webquest: McDougal Littel Interactive Web page ations/es0602/es0602page02.cfm sttestquestionsoct08.pdf Discovery Ed: Large variety of resources with The Rock Cycle in the title. Literature: The Rock Cycle (Science Matters series). Melanie Ostopowich The Rock Cycle (Earth s Cycles series). Cheryl Jakab Movies/Videos: _id= ock_cycle_rap&vpkey= d 7

8 Name: Period: Date: Rock Cycle Pre/Post Test Questions Use the following diagram to answer question ) What is the process shown by letter A? a.) extrusion b.) erosion c.) crystallization d.) intrusion 2.) According to the diagram, what type of rock(s) may change to magma and lava? a.) any type of rock b.) metamorphic rock only c.) sediments d.) igneous rock only 3.) Which series of processes changes rock from one type to another? a.) photosynthesis b.) deposition c.) rock cycle d.) water cycle 4.) Which path must a rock take once it is in the rock cycle? a.) From sedimentary rock to metamorphic rock b.) From igneous rock to sedimentary rock c.) Magma cooking into igneous rock d.) Any path in the rock cycle since no rock travels the same path through the rock cycle 8

9 5.) What type of force is erosion? a.) destructive force b.) momentum c.) chemical force d.) physical force 6.) Which of the following helps create both metamorphic and sedimentary rock? a.) cementation b.) evaporation c.) pressure d.) heat 7.) From what type of rock can metamorphic rock be formed? a.) igneous rocks b.) sedimentary rocks c.) metamorphic rocks d.) all rock groups 8.) What are the tree types of sedimentary rock? a.) organic, chemical and clastic rocks b.) extrusive, chemical and intrusive rocks c.) intrustive, clastic and organic rocks d.) porphyritic, organic and chemical rocks 9.) What are metamorphic rocks that have their grains arranged in parallel layers or band called? a.) extrusive b.) intrusive c.) clastic d.) foliated 10.) What are two factors are necessary to form metamorphic rocks? a.) Sun and pressure b.) Heat and pressure c.) Pressure and lava d.) Sedimentary and lava 9

10 ROCK CYCLE PRE/POST TEST ANSWERS 1. B 2. A 3. C 4. D 5. A 6. C 7. D 8. A 9. D 10. B 10

11 Rock Cycle Instruction Sheet Purpose: In today s activity, you will simulate the path of a mineral over a period of time through the rock cycle. Materials: 1 die per location Rock Cycle Instructions Sheet Data Collection Sheet Rock Cycle Map How the Game is Played Example (1) Gather materials (2) Begin at the location to which you were directed (3) Record your choice under Location in rock cycle. (4) Find the number of years spent at this round. Record this data. Suppose you start in Animal Write Animal Write 10 (5) Record the age of the mineral. Write 10 (6) Use the rationale column information to answer, What caused the change? Suppose you rolled a 2. Instructions say to stay. (7) Roll the die. Follow the instructions. Write Animal again. After all, the instructions said to stay. (8) Record the new station for round 2. (9) Repeat steps 4-6 for seven rounds. At the end of eight rounds, add the number of years to get the mineral s total age. Suppose you rolled a 6 this time. Instructions say to Go to Sediment. For number of years spent in the round, write 1,000. For age, write 1,010 (10 from round 1 + 1,000 from round 2) (10) Begin again to finish the last eight rounds. Remember to add up the age of the mineral and write down the reason for the change. (11) Make a picture of your path through the rock cycle on the Rock Cycle Map 11

12 Teacher Information Page Station Animal Plant Sediment Sedimentary rock Magma Igneous Intrusive Igneous extrusive Metamorphic roll Time Rationale (in years) 10 Another animal eats the original animal. You become part of the new animal. 1,000 Animal dies and decomposes. You become part of the soil / ocean floor Instructions Stay Go to Sediment An animal eats the part of the plant where you were. Go to Animal 3-6 1,000 Plant dies. You become part of the soil / ocean Go to Sediment 1-2 floor. 100 You are washed further downstream / deeper into the ocean 3 10 You get absorbed into the roots of a plant. Go to Plant ,000 You get buried underneath additional layers of Go to Sedimentary sediment and eventually become a sedimentary rock. rock ,000,000 You are buried beneath the ground and remain there. Stay 3-4 1,000 You are exposed to the surface. Erosion breaks you Go to Sediment off from your layer. You become sediment again. 10,000 You are exposed to a nearby source of magma and melt. 10,000 The tectonic plate you are on crashes into another tectonic plate. You are crushed by HUGE forces and become a metamorphic rock. 10,000,000 You are part of a pocket of magma that is near the surface, but the rock above is too thick to break through. Stay Go to Magma Go to Metamorphic Stay 2 10,000,000 You are carried into the mantle. Stay ,000 You cool down before you ever reach the surface. Go to Igneous You are an intrusive igneous rock. intrusive ,000 You explode out of a volcano and cool quickly when Go to Igneous you land. You are an extrusive igneous rock. extrusive 1-2 1,000,000 You remain buried underneath the ground. Stay 3 1,000 You are exposed to the surface. Erosion breaks you Go to Sediment off from the rest of the rock. You become sediment. 10,000 You are exposed to a nearby source of magma and melt. 100,000 Your tectonic plate crashes into another and you are exposed to HUGE pressure. You change into a metamorphic rock. 10,000,000 You get buried beneath another layer of extrusive igneous rock and remain. 1,000 You are exposed to the surface. Erosion breaks you off from the rest of your rock. You become sediment. Go to Magma Go to Metamorphic Stay ,000,000 You remain buried in the crust. Stay ,000,000 You are exposed to more heat and pressure and Stay 5 6 become another type of metamorphic rock. 1,000 You are exposed to the surface. Erosion breaks you off from the rest of the rock. You become sediment. 10,000 You are exposed to a nearby source of magma and melt. Go to Sediment Go to Sediment Go to Magma 12

13 Rock Cycle Dice To make your own dice copy this box on cardstock

14 Round # Location in the rock cycle Years spent at this round Rock Cycle Data Sheet What caused the change? Age of Mineral Total Age of Mineral 14

15 Round # Location in the rock cycle Years spent at this round What caused the change? Age of Mineral Total Age of Mineral 15

16 Name: Date: Period: Use a colored pencil, this map and your data collection sheet to chart your adventure as a mineral. Absorbs minerals plant Absorbs minerals Weathering Igneous rock intrusive extrusive Heat & pressure Cooling Magma Decomposes animal Absorbs minerals Sediment Weathering Melting Decomposes Cementation Weathering Sedimentary rock Heat & Pressure Metamorphic rock Melting 16

17 Roll Time (in years) ,000 Rationale Another animal eats the original animal. You become part of the new animal. Animal dies and decomposes. You become part of the soil / ocean floor Stay Instructions Go to Sediment 17

18 Roll Time (in years) 3-6 1,000 Rationale An animal eats the part of the plant where you were. Plant dies. You become part of the soil / ocean floor. Instructions Go to Animal Go to Sediment 18

19 Roll Time (in years) Rationale Instructions You are washed further downstream / deeper into the ocean Stay 3 10 You get absorbed into the roots of a plant. Go to Plant ,000 You get buried underneath additional Go to layers of sediment and eventually become Sedimentary rock a sedimentary rock. 19

20 Roll Time (in years) ,000, , , ,000 Rationale You are buried beneath the ground and remain there. You are exposed to the surface. Erosion breaks you off from your layer. You become sediment again. You are exposed to a nearby source of magma and melt. The tectonic plate you are on crashes into another tectonic plate. You are crushed by HUGE forces and become a metamorphic rock. Instructions Stay Go to Sediment Go to Magma Go to Metamorphic 20

21 Roll Time (in years) 1 10,000,000 Rationale You are part of a pocket of magma that is near the surface, but the rock above is too thick to break through. Instructions 2 10,000,000 You are carried into the mantle. Stay ,000 You cool down before you ever reach the surface. You are an intrusive igneous rock. You explode out of a volcano and cool ,000 quickly when you land. You are an extrusive igneous rock. Stay Go to Igneous intrusive Go to Igneous extrusive 21

22 Roll Time (in years) Rationale Instructions 1-2 1,000,000 You remain buried underneath the ground. Stay 3 1,000 You are exposed to the surface. Erosion breaks you off from the rest of the rock. Go to Sediment You become sediment ,000 You are exposed to a nearby source of magma and melt. Go to Magma 6 100,000 Your tectonic plate crashes into another Go to and you are exposed to HUGE pressure. Metamorphic You change into a metamorphic rock. 22

23 Roll Time (in years) ,000, ,000 Rationale You get buried beneath another layer of extrusive igneous rock and remain. You are exposed to the surface. Erosion breaks you off from the rest of your rock. You become sediment. Instructions Stay Go to Sediment 23

24 Roll Time (in years) Rationale Instructions ,000,000 You remain buried in the crust. Stay ,000,000 You are exposed to more heat and pressure and become another type of Stay metamorphic rock. 5 1,000 You are exposed to the surface. Erosion breaks you off from the rest of the rock. Go to Sediment You become sediment. 6 10,000 You are exposed to a nearby source of magma and melt. Go to Magma 24