The+Rock+Cycle

Lindsey Anderson (lta5008@psu.edu) Yayaka Nak umi (nono.dctun@gmail.com) ** Standards: ** ** PA Standards: ** 3.5.7.A: Describe Earth features and processes. 3.5.10.A: Describe and identify major types of rocks. 3.7.7.B: Use appropriate instruments and apparatus to study materials. 3.1.7.A9: Describe relationships using inference and prediction; Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. ** National Science Education Content Standard: ** Science as Inquiry, //Content Standard A:// ** As a result of activities in grades 5-8, all students should develop ** Science and Technology, //Content Standard E//: ** As a result of activities in grades 5-8, all students should develop ** **// We want to teach students about the different processes that form rocks and how all rocks do not form the same way. We also want students to be able to understand the key elements of the rock cycle. //** ** After participating in our lesson, students will be able to: ** ** Content Explanation: ** This lesson is intended to encourage students to work together in order to understand the physical differences between igneous, sedimentary, and metamorphic rocks as well as the processes that form these types of rocks. To teach this lesson successfully, a teacher must be able to identify the types of rocks given to the students to observe. He or she must also know how each of the components of the rock cycle work and understand how igneous, metamorphic, and sedimentary rocks form and the different environments in which these processes occur. ** Materials: ** Part 1 (Rock Observations): Part 2 (Rock Cycle Simulation) ** Preparation Required: ** **//__ Body of the Lesson: __//** **__ PART 1: __** ** Engagement ** : (2 minutes) Introduce ourselves, learn kids name // Have you ever studied rocks before? How many of you collect rocks? Do all rocks look the same? //  We plan to basically ask several questions to assess the students' prior knowledge and interactions with rocks. ** Exploration: ** (8 minutes) Have the three rock samples placed in the middle of the table. Each group of two students gets a sheet of paper, pencil, computer, and dinoscope//. We have three different types of rocks here. Look at them really close. What differences do you see? What does each sample feel like? What colors are they? Do they have one single solid color or are they multi-colored? Talk to your group mates about your observations. Draw a picture of each rock on your worksheet and write down some of the things you see. Use the crayons to draw your rocks.// // What did you observe? //  Allow kids to volunteer some of the things they noticed. // Do you think the rocks would look the same if you looked at them with a microscope? Make a list of what you think you would see if you used a microscope to look at each rock. //  After kids have had a couple minutes to write their predictions, allow them to use their dinoscopes and computers to look at the three different rock samples. // You have a computer with a microscope attached. Use the microscope to look at your rock and draw what you see. // ** Explanation: ** (5 minutes) After kids have had a couple minutes to explore, bring them back and have them share what they observed. // What did we find out about our rocks? Were they all the same? Different? // // So we found out that rocks can be different. Why do you think that is? //  At this point, we're hoping kids will say that the rocks could have formed in different ways. // There are three different major types of rocks: igneous, metamorphic, and sedimentary. Rock number 1 is Sandstone, rock number 2 is gneiss, and rock number 3 is granite. We will discuss the different ways through which these rocks form in the second part of our lesson. // **__ PART 2: __** ** Exploration and Explanation: ** (15 minutes) Use the posters and the following online simulation to teach the students about the rock cycle. __ [] __ // In this part of the lesson we are going to show you the steps of the rock cycle. Who can tell me what the rock cycle is? // If the students don't know, give a basic explanation of the different steps in the rock cycle (magma eruption, cooling, crystallization, erosion, deposition, subduction, recrystallization). .  // Describe how sedimentary rocks form from the deposition of sediments (particles of rock that formed due to erosion of other rocks) and how these sediments are compacted to form rocks. What are some examples of sedimentary rocks in real life? // Allow students to give answers. If they don't know any, provide them with examples. // What is metamorphism? // Allow the students to give their ideas on what they think metamorphism is. //What rocks were the metamorphic rocks made from?//Explain that metamorphic rocks always form from either sedimentary or igneous rocks. //What caused the sedimentary rocks to turn into metamorphic rocks?//Explain the processes that cause rocks to turn into metamorphic rocks (high pressure and temperature). // What is the third type of rock mentioned earlier in the lesson? // We expect the students to answer "Igneous." //How do you think igneous rocks form?// // How are igneous rocks formed? What is needed to form them? // Provide a basic explanation to the students on how igneous rocks form (cooling of magma inside or outside of the surface of the Earth) and the difference between intrusive and extrusive igneous rocks. ** Evaluation: ** Ask final questions to test their knowledge of the material. ** Elaboration: ** We would also like to extend the difference between the three different types of rocks. We would teach the students how to use a key to determine the names of different rock samples.
 * __ The Rock Cycle __**
 * Understandings about scientific inquiry
 * Understanding about science and technology
 * Tell the differences between igneous, metamorphic, and sedimentary rocks.
 * Understand the processes through which each rock type forms.
 * Work a handheld microscope.
 * Write and verbalize observations.
 * Computers
 * Dinoscopes
 * Writing paper
 * Pencils
 * Sedimentary rock sample
 * Igneous rock sample
 * Metamorphic rock sample
 * Posters
 * Computer
 * Plug the dinoscopes into the computer and turn on the microscope application.
 * Prepare materials.
 * Bring the simulation website up on the computer screen