THE ROCK CYCLE

By: Douha Kurdi & Stacy Wald Dr. Lawrence Rudd

EDEL 443

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Unit Plan OutlinePage Description

3 Day 1, Discovering Rocks

4 Day 2, Rock Cycle Lesson Plan

5 Day 3, Igneous Rocks

6 Day 4, Sedimentary Rocks

7 Day 5, Metamorphic Rock Lesson Plan

8 Day 6, Rock Centers

9 Helpful Chart

10 Resources

11 Reflection

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Day 1 Discovering RocksOverview: Students will be discovering and investigating the different types of rocks. Objectives:After completing the lesson, students will be able to explore the different types of rocks. Students will classify rocks through observation of similarities and differences in shape, size, color, texture and hardness.Students will be able to compare the different materials in which rocks are made from by describing the texture of the rocks given. Standards and content: E.5.C.2 Explore the different materials (rocks, soil, water) from which the Earth is made. E.2.C.2 Sort rocks and soils according to size, shape, texture, and color. N.5.A.5 Students know how to plan and conduct a safe and simple investigation. Materials and Resources:RocksComputershttp://www.youtube.com/watch?v=26jsv4J6Ap4&feature=player_embeddedhttp://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfmLesson Sequence:1- Teacher ask students: What are rocks? (5-10 minutes)Teacher shows students 3 different kind of rocks and ask students why they think these rocks’ colors and shapes are different. Students share their answers in groups of 4. Teacher explains the rock cycle. 2- Students will go on a “Rock Walk” with the teacher to explore and collect some rocks. (20 minutes)3- Students will sort their rocks according to size, shape, texture and color. Rocks will be saved for “Rock Centers” activity. (5 minutes)4- Students will be taken to the library to watch one of the two videos about the rock cycle. (10 minutes)In groups of 4 students will talk about the video they watched and try to answer these questions: (5minutes)•What is a rock?•Do rocks look the same?Evaluation/Assessment: (5 minutes)Teacher will be walking around observing students’ work. Students will sort rocks according to shape, color, size and texture.

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Stacy’s Lesson Plan/Day 2

Stacy’s lesson plan, please see attached.

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Day 3 Igneous RocksOverview: Today students will learn what Igneous rocks, how they form, and how water, wind, temperature, and ice play a role in eroding rocks. Objectives: Students will be able to describe how igneous rocks form by presenting a diagram with 80 percent accuracy. After this lesson students will learn that Igneous rock are formed from lava. Students will explain how rocks are composed of different combinations of minerals by naming at least 4 types of minerals found in Igneous rocks.After this lesson students will be able to list that water, wind, temperature and Ice can erode rocks. Students will explore different types of minerals found in Igneous rocks. Standards and Content:E.5.C.4 Explain that rock is composed of different combinations of minerals. E.5.C.2 Students know water, wind, and ice constantly change the Earth's land surface by eroding rock and soil in some places and depositing them in other areas. E.5.C.3 Explore changes in landforms.Materials and Resources:Goggles , oven mitt , powdered sulfur , tablespoon (metal) , heat source , paper cup and plate , magnifying lens , water. http://www.rocksforkids.com/RFK/howrocks.htmlhttp://library.thinkquest.org/05aug/00461/igneous.htmLesson Sequence:Students will visit two website to learn about Igneous rocks. They will see pictures and examples of minerals found in Igneous rocks. Students name at least 7 different types of minerals. (10 minutes)Students will form groups of 4 and write down 3 facts they learned about Igneous rocks. Students will also name the mountain that is made out of Igneous Rock. (5 minutes)Each group will then go to another group to share there facts and explain to each others what they learned. (5 minutes)Teacher explain the process of igneous rocks: (5 minutes)Continued rise in temperature can eventually melt any rock until it is molten (called a magma). When the molten rock cools it forms an igneous rock. The size of the grains (crystals) in an igneous rock will depend on the rate of cooling. The faster it cools, the smaller the crystals.Activity: (20 minutes)•Ask students how igneous rocks form and discuss the process with them. •Put on goggles and oven mitt. Slowly heat a tablespoon of powdered sulfur until it becomes a dark red liquid. Pour the melted sulfur onto a paper plate to cool. •Take another tablespoon of powdered sulfur and repeat the process. This time, place the melted sulfur into a paper cup of water to cool. •After both "rocks" are ready, place them side by side and compare. Use a magnifying lens to examine them closely. Questions: What can you observe about the rocks you made? How are the rocks similar? How are they different? Break the rocks open and observe with a magnifying lens. Compare what you see. Why do you think the rocks are different? Evaluation/ Assessment: (5 minutes)Teacher will be walking around observing students. How do igneous rocks form?

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Day 4 Sedimentary RocksObjects: Given the materials students will be able to make predictions, observe, and come to conclusions about sedimentary rocks in a group with 80% accuracy.Students will understand characteristics and see a live model of sedimentary rocks by creating their own example in a group.Standards: E.5.C.2 Students know water, wind, and ice constantly change the Earth’s land surface by eroding rock and soil in some places and depositing them in other areas. E.5.C.4 Students know rock is composed of different combinations of minerals. Materials:Glass jars with lids , Water , Rocks , Pebbles , Sand , Soil, Sedimentary Rocks, magnifying glass. Lesson Sequence:This activity can be done individually, in small groups or as a demonstration by the teacher for the class. Have students collect rocks, pebbles, sand, and soil at school or home . Or teacher can provide different types materials such as rocks, pebbles, sand, and soil. Have students write a paragraph/statement on what they predict will happen and why. (10 minutes)Then have the students fill a jar about one-third full with the rocks, pebbles, sand, and soil. Add water and shake jar carefully. (10 minutes)Let the jar stand undisturbed. Materials will settle into layers with the coarser, heavier material at the bottom and the finer, lighter layers at the top. While the jar is settling have students jot down things that they are observing as well as discuss what they are seeing with other group members. (10 minutes)Tell the students that these sedimentary layers usually form in lake beds and near running water. After a long period of time, they will turn to rock.Have students measure and graph the various sizes of the layers. Along with discover/examine Sedimentary Rocks with magnifying glasses. (10 minutes) Students will enjoy re-shaking the jar and watching the materials resettle.Evaluation/Assessment: (continuous throughout the lesson)Teacher will be walking around observing students’ work, creating discussion in the groups., and explain to students that need further explanation.Students will be graded on their predictions/graphing. This will be either a completed or not completed.

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Day 5: Metamorphic rock

Douha’s lesson plan, please see attached.

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Day 6 Rock CentersObjectives:Students will be able to recognize the different types of rocks.Explore that rocks are different.Students will experiment how rocks have different combinations of minerals. Activities:Students will go through various centers to gather data on their rock they found on “Rock Walk “Day 1. There will be six little centers and they are as follows: A. Closer LookStudents will clean their rock and look at it with a hand lens. They will draw what it looks like, and record it in the data journal.B. Finding the True Color Students will find the true color of their rock by performing the streak test. Students will rub the rock across an unglazed ceramic tile. The streak of the color left on the tile's surface is the rock's true color. If no streak is left then it is harder than the tile. Students will record the information in their rock journal.C. Hard EvidenceStudents will learn about the Mohs scale. A mineral will scratch other minerals that are softer than itself and will be scratched by minerals that are harder. Put pennies, a butter knife, a glass jar, in the center. Students will try to scratch a penny, a knife, and the glass jar with their rock. Students will record what his rock scratched in the rock journal.D. Fizzy FindingsStudents will learn that rocks with limestone will effervesce or bubble when they come into contact with a weak acid such as vinegar. Students will conduct an experiment by using vinegar in a dropper to see if bubbling occurs. They will write their findings in their rock journal.E. Attractive RocksPlace magnets in a center area. Students will learn that a rock containing metal will be attracted to a magnet. Students will hold the magnet to their rock and see if it is attracted. Then they will record their findings in the rock journal.F. Get WetStudents will find out if their rock sinks or floats. The students will learn that a pumice rock will float. Students will place their rocks into a cup of water and they will watch to see if it sinks or floats. Then they will record their findings.

Standards that will be met: Students know rock is composed of different combinations of minerals. (E.5.C.4)

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Resources

http://www.lessonplanspage.com/ScienceArtLACIMDRockingWithMineralsUnit4.htm http://www.youtube.com/watch?v=26jsv4J6Ap4&feature=player_embedded http://igs.indiana.edu/geology/rocks/rockcycleactivities/moltenmagic.cfm http://www.rocksforkids.com/RFK/howrocks.html#Igneous http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es06

02page02.cfm http://library.thinkquest.org/05aug/00461/igneous.htm http://www.coaleducation.org/lessons/sme/elem/6.htm http://www.lessonplanspage.com/ScienceTheRockCycleWithGumAndPopRocks38.htm

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Reflection

After completing this Unit students will have a better understanding of the rock cycle as well as

sedimentary, igneous, and metamorphic rocks. I think this unit plan is going to go great! It has a

great warm up activities in each lesson. As well as student discovery. I think that the centers will have to have several resources, for students to go to and

learn more about a certain rock. This allows students to generate their own discoveries, ask

questions, reference, and much more.