The Rock Cycle

The Rock Cycle

Author(s):

Original lesson by Erin Ream and Amy Burkhart.
Lesson updated to integrate technology by Erin Ream.

Grade Level:
4th grade

Timeframe:
This lesson will last seven days. Each lesson will last 45 minutes, bringing the total amount of time spent on the lesson to five hours and fifteen minutes.

Lesson Description or Explanation
During this lesson, students will learn about the rock cycle and the three different categories of rocks: metamorphic, sedimentary, and igneous. The students will conduct an investigation into the different categories of rocks using various instruments and collect data. After the lesson is over, students should be able to describe the characteristics and physical attributes of the three categories of rocks and how they move through the rock cycle. Working in pairs, the students will create an artifact that displays what they have learned and present the artifact to the rest of the class.

Indiana Curricular Standards

Science:
4.3.6 Recognize and describe that rock is composed of different combinations of minerals. (Core Standard)
4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly. (Core Standard)

ISTE Standards

Creativity and Innovation
b.create original works as a means of personal or group expression.
Communication and Collaboration
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Assessments
Formative/Summative

Formative Assessment: Each student will complete a KWL chart on the first day of the lesson. These charts will not be graded, but will be used by the teacher to determine what students already know about the rock cycle and the different categories of rocks to help shape my instruction. The teacher will be able to focus on the areas that students do not know much about or want to know more about. Also, students will write in their science journals every day as they are collecting data. The teacher will use this information to help gage what the students are learning and understanding about what we are doing.
Summative Assessment: Students will work in pairs to product one of the following artifacts: a PowerPoint presentation, a poster exhibit, or a digital or paper based field guide. The teacher will assess this project based on how well the students present the knowledge that they have gained, how much effort they put into the project, and how well the students worked together on the project. This project should exhibit evidence that they students completed and internalized information about rocks from the investigations. It should also show evidence that the students understand the rock cycle. The students will be given grades as partners.

Prior Knowledge

Curricular Knowledge or Skills: Students should already know that not all rocks are the same. This lesson will help students expand on their current understanding of rocks. The students will also build on their current understanding of conducting investigations.
Technology Knowledge: Students should already know how to use the internet, digital cameras, digital scales, and Microsoft word. This lesson will help students build on their current understanding to create more sophisticated projects.

Technology

Internet Resources: http://www.google.com

Hardware: Computers with internet access, projector, digital camera, printer, and digital scales.

Software: Microsoft Word and PowerPoint.

Materials: Paper, science journals, art supplies, magnifying glasses, various books about the rock cycle, igneous rocks, metamorphic rocks, and sedimentary rocks.

Procedure

Day One:
- The teacher will introduce the topic of rocks and the rock cycle to the class as a group.
- Each student will complete a KWL chart to assist in determining each student’s level of understanding.
- The teacher will model entering information from an investigation into a science journal to help the students understand what information will be important in the following days of the investigation.
- The teacher will present a pre-assembled PowerPoint presentation about the rock cycle in general and the student will begin their notes in their science journals.
- The teacher will assign the students partners for their work in the investigation. The partners will be chosen based on who would work well together, needs, and amount of prior knowledge.
- The teacher will introduce the four projects that the students can choose to create for this lesson. A PowerPoint of the different types of rocks and the rock cycle that will be presented to the whole class. A poster presentation of the same topic for students who prefer to draw. A digital field guide of the different types of rocks and how they move through the rock cycle. A hard copy of a field guide using drawings and handwriting on the same topic.
- Student partner groups will choose a project to complete.
Day Two:
- The teacher will introduce different stations about sedimentary rocks in the room. The first station will be various general rock books that the students can use to find information for their presentations. The second station will be the computers with internet access where the students can research rocks and other information for their project. The third station will be a hands-on investigation station where students can examine and take notes on sedimentary rocks using magnifying glasses and scales and will be able to take digital pictures for their presentations or field guides.
- The students will use their time to move around the room with their partner investigating and taking notes about sedimentary rocks.
- The teacher will move around the room observing the students, pointing out interesting and important information to the whole class, and monitoring behavior.
Day Three:
- The teacher will reintroduce the same stations with igneous rocks.
- Student partner groups will move around the room collection information about igneous rocks for their projects.
- The teacher will move around the room observing the students, pointing out interesting and important information to the whole class, and monitoring behavior.
Day Four:
- The teacher will reintroduce the stations for the last time with metamorphic rocks.
- The students will conclude their investigation of the rock cycle and categories of rocks by gathering information about metamorphic rocks.
- The teacher will move around the room observing the students, pointing out interesting and important information to the whole class, and monitoring behavior.
Days Five and Six:
- Students will work on completing their projects with their partners.
- The teacher will monitor the activity and be available for any questions or problems that may arise.
- Student will still have access to the books and internet for any further research they may need to complete.
Day Seven:
- The students will present and turn in their projects. PowerPoint presentations will be given by the groups who chose to do a PowerPoint. All other projects will be set up in a gallery type format, with digital field guides on laptops, with sheets for their peers to leave comments.
- The students will move through the gallery and view the PowerPoint presentations.
- The teacher will monitor the activities and lead the class in a discussion about what they have learned.
- The students will revisit their KWL charts and update what they learned.

Differentiated Instruction

ESL
ESL students who struggle with English will be placed with a partner who can support them throughout the project. Also, ESL student may use the translation tools on the internet to help them understand their internet research.

Challenge/Extend
To make this project more challenging or to extend it, students could go to a quarry or just for a walk to collect rocks. Once they have collected the rocks, they could categorize them and work them into their projects. This could also lead to a discussion about what types of rocks are found where.

Special Needs
Special needs students will be placed with a partner who can help support them throughout the project. Any student with special needs can take advantage of any special computer or other technological equipment that them might need, such as digital readers or on screen keyboards.