Rock Cycle

Jazmyn Rivers
8 grade/Science
th

Common Core Standards:

ESS.68.2cIdentifypropertiesofsedimentaryrocks.

Lesson Summary:
In this lesson, students will dig deeper with their knowledge of the rock cycle through learning about
sedimentary rocks before completing the unit with a rock cycle project. Students will create a story about a
metamorphic rock named Roxanne and the transitions (metamorphic to igneous, igneous to sedimentary,
sedimentary to igneous) that she encounters within her life. Students can create their story by using a comic
strip on StoryBoardThat.com, a Prezi, Narrate their story utilizing a Voki, or create a book presentation on
edu.glogster.com
Estimated Duration:
This lesson will run approximately two 65 minute class periods. The first day will consist of review of the rock
cycle, direct instruction, and exploration of sedimentary rock information. The second day will consist of
review of the rock cycle and summative assessment rock cycle project.
Commentary:
Up to this lesson, students have learned about the rock cycle in general and have focused on metamorphic and
igneous rocks. To hook students for this lesson, I plan on reviewing the rock cycle by having students
participate in a Kahoot quiz. Once the review of the rock cycle is completed, I will provide brief direct
instruction about sedimentary rocks and utilize questioning strategies while students create sedimentary rock
models in table groups based on various environments (beach, deep ocean, rivers, and shallow ocean).
Students will utilize discussion methods to consider the types of sediments that might be found in their
environment based on the characteristics of that environment. Challenges that might arise within this lesson
would be having students effectively use the Kahoot quiz as students will be utilizing their mobile phones or
tablets.
Instructional Procedures:
Day 1:
First 5 minutes: I will open the Kahoot review quiz and instruct students to take out their mobile phones or
tablets. Students will complete the Kahoot review quiz.
I will read aloud the standard, objective, and focus question of the lesson and provide students with the

standard, objective, and focus question sticker (SOF sticker) to insert in their interactive notebooks. Students
will insert the SOF sticker in their interactive notebooks. (5 minutes)
I will divide students into groups of 4-5 students per table. I will ask students to stack their interactive
notebooks in the middle of their table. I will then ask students which notebook was there first (the bottom one).
I will then explain how sedimentary rocks are layers of sediment that form a rock. These layers of sedimentary
rocks, much like stacking notebooks, include the oldest rocks on the bottom and the newest ones on the top. I
will also explain how sedimentary rocks are formed. (10 minutes)
I will have out one computer per table group and explain what students will be doing for the first half of the
activity, check for understanding, and address any questions. Students will create a word web graphic
organizer on Prezi with the environment they will be responsible for (either beach, deep ocean, rivers, or
shallow ocean). I will provide each table with their respective environment. Students will then discuss,
describe, and complete a Prezi word web that includes characteristics of the environment and possible
sediments in that environment. Table groups will post the prezi link to the class blog. (10 minutes)
I will inform students that they will be creating a sedimentary rock model based on their given environment. I
will then provide the procedure of creating the sedimentary rock model and the various options of sediment
students have to choose from (sand, soil, crushed chalk, gravel, seashells) and ask students to discuss in table
groups and decide which sediments they might use for their environment and why. While students are
discussing, I will hand out an open empty half-gallon milk jug to each table. I will remind students that it is
important not to shake or stir their mixtures as sedimentary rocks are layered. Once a table receives a carton,
they may fill their carton with the decided sediments (totaling approximately 2/3 full). I will then provide
students with pre-mixed plaster of Paris and students will fill the rest of their container with the plaster
mixture. Once plaster has dried, students will remove the carton from the rock model and gently rub the model
with extra fine sand paper in order to see the layers of their rock model. Once students can see the different
layers, students will draw, label a rough sketch of their model, and briefly describe why they chose the
sediments for that environment in their interactive notebooks. While students are completing this activity, I
will have pictured of rock layers displayed. (30 minutes)
As an exit ticket, students will respond to a PollEverywhere question (5 minutes)
Day 2:
To launch day two, I will instruct students discuss in table groups about their rock model and I will provide
students will revisit their sedimentary rock model and discuss in their table groups how sedimentary rocks are
created. Students will complete a gallery walk of the other table group models. Students will then create a
Venn diagram within their notebooks comparing the sedimentary rock model they worked on and a different
environments rock model. I will then provide students with the table containing the sedimentary rock and its
respective environment (10 minutes).
Through a Socratic style discussion, students will discuss the rock cycle and different aspects that impact the
rock cycle. Students will also discuss knowledge of sedimentary rocks and how the environment plays a role in
the type of sediments found in the rocks. (15 minutes)
I will display the Rock Cycle story assignment to students, hand out the rubric, and answer any questions
students might have about the assignment. Students will complete the assignment independently in class

according to the rubric creating a comic strip on StoryBoardThat.com, creating a Prezi, narrating their story
utilizing a Voki they create, or creating a book presentation on edu.glogster.com. Students will collect their
laptop or tablet for the assignment. (30 minutes)
I will bring the lesson work time to a close and provide students the option to turn-in their work if they are
done by submitting their assignment on the class website now or finishing their assignment at home and
submitting their assignment before the next class period. I will then have students complete the same Kahoot
quiz from Day 1. (10 minutes)

Pre-Assessment:
I will be using several pre and during assessments for this lesson. The Kahoot quiz at the beginning of the
lesson on day one will be a more formal assessment to collect data about what the students know about the
rock cycle and sedimentary rocks before instruction.
Scoring Guidelines:
The Kahoot quiz will provide me with instant information about what students know. I will be able to
have general information about what my class knows and what I need to make sure I review or spend
more time on. This is more informal, however, I will provide the same Kahoot quiz at the end of the
lesson. This will allow me to see and compare the general class understanding for pre and post lesson.
I will informally check for understanding and assess students through questioning strategies and
observing student discussion and mini-projects such as Venn diagrams. Informal formative assessments
will be ongoing through graphic organizer activity and observing class discussion.
Post-Assessment:
I will be grading the sedimentary rock model in conjunction with the web map graphic organizer for day 1 and
the final Roxanne the Rock final project on day 2.

Scoring Guidelines:
For the graphic organizer and rock model, I will be grading students on cooperative group work input,
the accuracy of the characteristics of the environment, and the reasoning/link between the
characteristics of the environment and what the sediments they chose for the model. I will also
informally assess individual student understanding by reading students interactive notebook entries.

15% completed web graphic organizer

20% individual notebook entry rationale

15% group work

50% accuracy of web organizer and rock model per specified environment

For the final rock cycle project, I will be grading students on creativity, accuracy of information

included, and all transitions of the rock cycle (metamorphic to igneous, igneous to sedimentary,
sedimentary to igneous) included.

10% written (or typed) script academic language/correct grammar

10% creativity and academic language/correct grammar

40% accuracy of information

40% all transitions of rock cycle included

Differentiated Instructional Support

Differentiation for gifted students: For the final project, students will provide information within their story
containing locations of where each type of rock can be found and the names (examples) of each type of rock.
Students can also integrate more than one presentation technology.
For struggling students: visuals and organizers breaking down the rock cycle can be provided. For the final
project, students can focus on sedimentary rocks alone.

Extension
http://www.scholastic.com/teachers/activity/rocks-minerals-and-landforms-12-studyjams-interactive-scienceactivities
This site from Scholastic provided students with information, activities, games, and reading material to further
their learning about the rock cycle, minerals, and the different types of rocks. There are several portions to this
website that allow students of all levels to further their understanding.

Homework Options and Home Connections

For homework, students will look for rocks around their homes, take a picture of the rock, and compare the
rock that was found to the http://geology.com/rocks/ site. Students will post the picture of their rock and an
explanation of what type of rock they predict they found and if it is a sedimentary rock, why or why not.

Interdisciplinary Connections
This lesson integrates English and writing conventions as well as social interaction conversation. With the
assessments pertaining to this lesson requiring written scripts, students must improve in story telling
mechanics within writing. Social and human interaction within the environment is also a key factor that is tied
into this lesson. During class discussion about the various sediments within each environment, topics of
pollution and toxic materials within the environment will be included. Students will be pushed to see how
human involvement within an environment can effect the respective location and why.

Materials and Resources:

For teachers

For students

Prezi Presentation (for direct instruction)

Computer

Kahoot quiz

PollEverywhere poll

Pre-made Plaster of Paris

SOF Sticker

Laptop

Smartphone/phone

Tablet

StoryBoardThat.com, Prezi, Voki they create, or edu.glogster.com

Interactive notebook

SOF Sticker

Prezi for graphic organizer web

Half gallon carton

sediment: sand, soil, crushed chalk, gravel, small seashells

Key Vocabulary
Sedimentary, Igneous, Metamorphic, Environment

Additional Notes
This lesson is not an introductory lesson to the Rock Cycle, but an extension to the rock cycle lesson with a

more in depth look into sedimentary rocks, then wrapping up with a rock cycle project. Throughout this lesson
there is constant formative assessment and review of prior knowledge in order for me as the teacher to alter my
lesson to my students understanding. Students of all learning styles (auditory, visual, and kinesthetic) are able
to thrive within this lesson. Differentiation strategies as also considered throughout this lesson.