GENERAL INFORMATION

Lesson Title & Subject(s): Lets Rock ! (earth science)

Topic or Unit of Study: The Rock Cycle and Rock Classification

Grade/Level: 5th Grade

Instructional Setting:
This lesson will be taught to a classroom that has 25 students. All students will begin instruction at their
desk and then will be dispersed in small groups to complete the lesson. The groups will complete parts of
the lesson at the computer station and different tables that work as stations. The interactive white board
will be ready to introduce the rock cycle.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

Idaho Content Standards- Science- 5.S.4.2.1 Explain the rock cycle and identify the three classifications
of rock s.

Lesson Objective(s):
Students will travel as small groups to stations where they will perform various task s to identify the rock
cycle and types of rock s and students will achieve at least 75% on this activity through classifying rock s.

Students will answer interactive questions regarding rock classification and the rock cycle and achieve at
least 12/15 on the online summative assessment.

MATERIALS AND RESOURCES

Instructional Materials:
Interactive Whiteboard
10 computers with the interactive rock cycle website ready to go through Annenburg Learner
Copies of graphic organizer (example is attached)
Copies of hands on rock classification work sheet (example is attached)
24 rock s labeled 1-12 (4 for each rock type) to mak e two complete sets for the hands on activity
Starburst Minis
2 blow dryers
Wax paper
Paper plates

Resources:
1. Interactive Rock Cycle. (n.d.). Retrieved March 29, 2917, from:
https://www.learner.org/interactives/rock cycle/index.html
2. Rock Cycle-Interactive Notebook Foldables. (n.d.). Retrieved March 29, 2017, from:
https://www.teacherspayteachers.com/Product/Rock -cycle-Interactive-Science-Not ebook -
foldables-2482560
3. Starburst Rock Cycle. (2015). Retrieved March 29, 2017, from:
http://www.mrsmathishomeroom.com/2015/05/starburst-rock -cycle.html

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:

Students should have prior k nowledge and experience before beginning this lesson in: basic
listening sk ills, basic writing sk ills, basic computer k nowledge, and ability to perform with a team.

2. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

The teacher will introduce the rock cycle.

one active participation strategy to promote student engagement

The teacher will begin with having each student get out a piece of paper and something to write
with. The teacher will then ask the students to all write down a description of a rock and how they
think the rock was made. After time for some students to create their responses, the teacher will
ask if any students would lik e to share their thoughts. The teacher will then explain that todays
lesson is to learn all about rock s from how they are made to the three different classifications that
rock s fall into. At this point the teacher will show a quick video that introduc es the students in a
fun way the rock cycle and classification. This video is called Rock Cycle- Igneous, Sedimentary
and Metamorphic and is a fun, and catchy song, about the subject. While students are watching
the video the teacher should hand out the blank graphic organizers.

https://www.youtube.com/ watch?v=YtRPonrIunc

Modeling:

The teacher will then access the interactive whiteboard displaying the empty graphic organizer
and explain to the students that as a class everyone will work together to create the rock y cycle
process and identify what mak es up each classification of rock . The teacher will explain that to
the students that this information will guide them through the rest of the activities link ed to the
lesson and will facilitate their understanding of identifying types of rock and this can be explained
while holding up different types of rock s.

3. Guided Practice:
Instruct students to cut out both shapes given to them that will create their graphic organizer.
Students will also need to mak e a cut in between each hexagon so they can eventually be flipped
up to reveal information the students will write. The students will not be gluing these together at
this point. The teacher should use the interactive white b oard to help guide the students on
where to put information and also as a visual for the students to see where they should all be at
during this part of the lesson. The teacher will explain each part of the rock cycle and how these
steps create the three classifications of rock s as a result of this process. Once the teacher and
the students complete the graphic organizer, the students should glue the two objects together.
One last step the teacher can tak e to help students identify rock s is to have them write k ey words
down to describe each rock classification. The teacher then should display six different rock s
with a description and have the students as a class identify which classification each rock is.
(See attachment.)

4. Independent Student Practice:

 one grouping strategy that includes students working in pairs or small groups to
complete an activity

At this point the students will be put into heterogeneous small groups (four groups of four and two
groups of five). Groups will be dispersed to six stations (there are two types of each of the
following stations):

one strategy to incorporate the use of student-centered technology to support

student learning and one assessment strategy that aligns with the stated
lesson objective

1) Five computers with the interactive rock cycle software

a. Students will complete the interactive that explains the process of the rock cycle and
how each rock classification is made. Students will have some reading to do with this
along with interactive activities. At the end of this project there is a 15 question
assessment that will be used as their summative assessment . The assessment is
multiple choice and will be utilized as a formative assessment to develop an
understanding for where each student is at with the lesson. Students will input their
name before beginning. Once completed students can and will need to print the
assessment and turn it in.

2) Create rock s with Starburst Minis

a. This edible rock lab will help students create their own types of rock s. Students will
each receive a paper plate, Starburst Minis, and two squares of wax paper. Students
will demonstrate how each type of rock is created by using the candy. A blow dryer
should be available so students can create heat to melt down the candy then allow
it to cool to form igneous rock s. This should be done down on top of one of the
pieces of wax paper to prevent a melted candy mess. Students may use the other
piece of wax paper to put their candy in and then apply pressure to creat e a
metamorphic rock . (See attachment for examples of what each rock should look lik e
with the use of Starburst Minis).

3) Hands on rock classification

a. Each group will get one handout and each students name should be put on this
handout. Students will observe 12 different rock s. As a group they will handle the
rock s, discuss what they see, and then place the rock in the correct classification on
their handout. They will need to note at least two characteristics of each rock .
Students will need to achieve at least a 75% on this activity to demonstrate
understanding and to meet the objective.

5. Culminating or Closing Procedure/Activity/Event:

Once students have completed the small group activities and have returned to their seats,
compare as a class the classification of rock s that each group made with the hands on activity.
This will allow students to compare observations and this will also ensure a proper understanding
of rock classification and what stages of the rock cycle produces these characterist ics and rock s.

Instructional Strategy (or Strategies):

Interactive Instruction: With the use of the interactive whiteboard, the teacher and students work ed
together to complete the graphic organizer on the rock cycle and types of rock s.
Differentiated Instruction Accommodations:
ELL Students-

Students that are ELL learners will be allowed to read and walk through the interactive website with
another student, or they may ask questions about words. The teacher will be available to assist the
student with reading and decoding the quiz which will be done as an individual.

Advanced Readers-

Students that are advanced readers will each receive a challenge upon completing the interactive rock
cycle. This will be provided only if time permits and is used to solely challenging and engage higher
learning. Students will each receive a rock and they will conduct research online to discover what it is
and how it was formed. The student will write a quick paragraph describing the information they found
and their deduction of what their rock is.

Use of Technology:
st
Use of 21 century technology is evident through the use of the interactive whiteboard and computers.
The interactive whiteboard mak es it easy for the teacher to guide the students through the process of
filling out their graphic organizer. Using this technology is not only easy for the teacher, but it mak es it
clear and easy for the students to see and follow along. The use of the computers allows the students to
participate in an interactive and fun activity online that develops a deeper understanding of the roc k y
cycle and rock classification.

Student Assessment/Rubrics:
Informal Assessment: While students are identify rock s at the hands on station or while they are creating
rock s at the Starburst station, the teacher will ask questions to students regarding how they are
classifying rock s or the process the candy is undergoing to create a type of rock .

Formal/Summative Assessment:
Students will have met the objective if students have obtained a 12/15 on the assessment provided
through the interactive computer assignment.
Quick Notes to Help Identify Rocks

Sedimentary: fairly soft, might break or crumble, can contain fossils, can see sand/pebbles/small stones
in the rock

Metamorphic: layers look like ribbons, might have shiny crystals

Igneous: no crystals, rocks look like glass (shiny), might have tiny holes or spaces
 Rock Classification
Student Names: ___________________________________________
____________________________________________

ROCK # CLASSIFICATION CHARACTERISTICS

1

8
9

10

11

12