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ThePlanetRock

6thGrade
Science
25students
5Weeks

Goal:
Thegoalofthisunitisforstudentstobeabletodistinguishandexplainthedifferencebetweenthe3typesofrocksand
howeachisformed.

Rational:
ThisunitisimportanttostudentsbecauseithelpsthemdevelopanunderstandingforwhyourEarthisshapedtheway
itis.Italsogivesstudentstheopportunitytodevelopskillsininquirybasedlearning.

Objectives:
Afterthecompletionofthisunitstudentswillbeableto:
Makedetailedobservationsofrockstodeterminewhatrocksaremadeof.
Generatequestionsbasedonrockobservations.
Observetheresultsofweathering.
Explainthephysicaleffectsofweatheringandtheformationofsedimentsusingamodel.
Explainhowsomematerialsandrocksareformedwhenlayersofsedimentspileupovertimeandcement
togetherundergreatpressure.
Explaintheeffectthatpressureandheatcanhaveonmineralsandrocks.
Explainhowrocksareformedwhenmagmacools.

EarthScienceStatementsandContentExpectations

RockFormation
E.SE.M.4
Rocksandrockformationsbearevidenceofminerals,materials,temperature/pressureconditionsandforcesthatcreatedthem.
E.SE.06.41
Compareandcontrasttheformationofrocktypes(igneous,metamorphicandsedimentary)anddemonstratethesimilarities
anddifferencesusingtherockcyclemodel.

InquiryProcess
S.IP.M.1
Inquiryinvolvesgeneratingquestions,conductinginvestigations,anddevelopingsolutionstoproblemsthroughreasoningand
observation.
S.IP.06.11
Generatescientificquestionsbasedonobservations,investigations,andresearch.
S.IP.06.12
Designandconductscientificinvestigations.
S.IP.06.13
Usetoolsandequipmentappropriatetoscientificinvestigations.
S.IP.06.14
Usemetricmeasurementdevicesinaninvestigation.

S.IA.M.1
Inquiryincludesananalysisandpresentationoffindingsthatleadtofuturequestions,research,andinvestigations.

S.IA.06.11
Analyzeinformationfromdatatablesandgraphstoanswerscientificquestions
S.IA.06.13
Communicateanddefendfindingsofobservationsandinvestigationsusingevidence.
S.IA.06.14
Drawconclusionsfromsetsofdatafrommultipletrialsofascientificinvestigation

ReflectionsandSocialImplications
S.RS.06.16
Demonstratescientificconceptsthroughvariousillustrations,performances,models,exhibits,andactivities.


Day

Lesson

Objectives

Standards

Day1

RocksTellaStory

Makedetailedobservationsofrocksofrockstodetermine
whatrocksaremadeof.
Generatequestionsbasedonrockobservations.

E.SE.M.4
S.IP.M.1
S.IP.06.14
S.IA.M.1

Day2

RocksTellaStory ContinuationofDay1.

Day3

Discovering
Minerals

Identifymineralsusingdifferentproperties.

E.SE.M.4
S.IP.M.1
S.IP.06.11
S.IP.06.13
S.IA.M.1

Day4

Discovering
Minerals

ContinuationofDay3.

Day5

WeatheringRocks Observetheresultsofweathering.
Explainthephysicaleffectsofweatheringandtheformation
ofsedimentsusingamodel.

Day6

SedimentaryThe Explainhowsomemineralsandrocksareformedwhenlayers E.SE.06.41


ofsedimentspileupovertimeandcementtogetherunder
RockCycle!
S.IP.M.1
greatpressure.
S.IP.06.11
S.IP.06.13
S.IA.M.1

S.IP.M.1
S.IP.06.11
S.IP.06.13
S.IA.M.1

Day7

Metamorphic
TheRockCycle!

Explaintheeffectthatpressureandheatcanhaveonminerals E.SE.06.41
androcks.
S.IP.M.1

S.IP.06.11
S.IP.06.13
S.IA.M.1

Day8

IgneousRocks
TheRockCycle

Explainhowrocksformedwhenmagmacools.

Day9

IntroduceRock
CycleProject

Introduceculminatingproject,andrubricrequirements.

E.SE.06.41
S.IP.M.1
S.IP.06.11
S.IP.06.13
S.IA.M.1
S.IA.06.13
S.RS.06.16

Materials:
Lesson

Materials

RocksTella
Story

Rocksforeachindividualstudents
MagnifyGlass
ScienceNotebook

Discovering
Minerals

MagnifyGlass
Minerals
talc,quartz,galena,feldspar,hematite,muscovite,magnetite,pyrite
Magnetes
Glassplates
ScienceNotebook

Weathering
Rocks

Paperplates(Labeled)
Toothpicks
MagnifyGlass
Sand
Gravel
Silt
Clay
ScienceNotebook

Sedimentary
TheRockCycle!

MagnifyGlass
Paperplates
Crayons
CheeseGrater
Potatopeeler

PencilSharpener
AluminumFoil
HotPlate
Woodpallets

Metamorphic
TheRockCycle!

Metamorphic/SedimentaryRockSamples
CrayonModel
HotPlate
Woodpallets
ScienceNotebook

IgneousRocks
TheRockCycle

CrayonModel
ScienceNotebook

IntroduceRock
CycleProject

Rubric

PriorKnowledge:

Tobesuccessfulinthisunitstudentswillneedtohaveageneralknowledgeofhowtocompletescientific
investigations.Theunitwillbebasedonmultipleinquirybasedlessonsandactivities.Studentswillneedtoknowhowto
recordanddescribeobservationstheymake.Theywillnotneedanypriorknowledgeortherockcycle,orrocks.Allofthe
contentontherockcyclewillbecoveredinthisunit.

Differentiation:
Thisunitiscenteredaroundinquirybasedactivities.Asstudentscompletetheactivitiestheyrecordtheapplicable
resultsintheirsciencenotebooks.Thesciencenotebookisagreatwaytodifferentiatebetweenstudents.Thisnotebookisa
placewherethestudentsrecordwhattheyseeinawaythatmakessensetothemasanindividual.Forsomestudentsthismay
meandrawingwhattheyseeinanexperimentandlabelingtheimage.Forothersthismaybewritingadetailedsummaryof
whattheyobservedduringanexperiment.Eachstudentlearnsinadifferentwayandremembersinadifferentwayaswell.
Thissciencenotebookallowseachstudentaproductiveresourcetostudyfrom,writteninawaytheyunderstand.

CulminatingProject:

Overthecourseofthisunitstudentslearnaboutthethreedifferenttypesofrocks.Theylearnhowrockscanformand

thechangesthatoccurastheytravelthroughthecycle.Inthefinalprojectofthisunitstudentswillbeaskedtodisplayand
explaintherockcycle.Studentsmaycreatetheprojectinanymannerthattheywouldlikeaslongasitmeetstherequirements
specified.Projectscanbeposters,movies,slideshows,orwhateverbringsouttheircreativityandknowledgebest.

Assessments:
Formative:
Throughoutthisunitstudentswillbemakingentriesinasciencenotebook.Thisnotebookwillbecheckedperiodically
duringtheunit.Thenotebookcheckswillbetoassesstheircompletionofvocabulary,notes,andpictures.Studentswillalso
begivenquizzesthroughouttheunittocheckforunderstanding.
Summative:
Attheendoftheunitstudentswillbeassessedthroughasummativetest.Thistestwillbecomposedofshortanswer
andmultiplechoicequestions.

Reflection:
Thisunitwasbasedoninquirybasedinvestigations.Ifoundthatthestudentsreallyenjoyedthis.Itallowedthemtoget
intotheirlearningandmakeconnections.Whenthestudentsreachedtheculminatingprojecttheytrulyunderstoodthecontent
theyhadtopresent.Thestudentsalsoenjoyedthewaytheunitwastaught.Itmadethemexcitedtolearnaboutscience.The
onlyportionofthisunitthatIwouldchangeistherequirementsforthestudentsinteractivenotebooks.Iwouldoftengivemy
studentsdirectionsonwhattheymustbedoingintheirnotebooks,butfoundthattheydidnotfollowdirections.NexttimeI
wouldgivemorespecificguidelinestotheamountofobservationsandpicturesthatstudentsmustincludeintheirnotebook
entries.IfoundthismostobviouswhenIgradedmystudentsnotebooks.ThequalityofworkwasnotwhatIhadhopedfor.

Metamorphic Rocks
Objectives
After completing an inquiry based activity students will be able to explain the effect that pressure and heat can have on
minerals and rocks.

Standards
E.SE.M.4: Rocks and rock formations bear evidence of the minerals, materials, temperature/ pressure conditions and
forces that created them.
E.SE.06.41: Compare and contrast the formation of rock types (igneous, metamorphic, and sedimentary) and
demonstrate the similarities and differences using the rock cycle model.

Materials
For each group of 4:
o 1 specimen each of metamorphic rocks
o 1 specimen each of sedimentary rocks
o 1 plastic cup
o Crayon sedimentary models
o Magnify glasses
For the class
o Hot plate
o Metal pan
o Oven mitts
o Foil tray
o Aluminum foil

Grouping
Students will work in their table groups. In this class that will consist of 5 groups of 4 and 1 group of 5.

Instruction
Cue Set/ Motivation:
1. Today we are going to take a closer look at the rock cycle. We are going to be learning about the next rock that is
formed. This rock is known as a metamorphic rock.
Introduction:
1. Yesterday we learned about the first rock in the rock cycle known as the sedimentary rock. What do we
know about sedimentary rocks?
2. What do we already know about the formation of rocks?
3. Okay well first here is the moment you have all been waiting for! I am going to pass out to your sedimentary
rock models! What I would like you to do is open them as a group and write down 3 observations you make
about it. Write this in your science notebook under the sedimentary rock label. (Give students 3 minutes to
do this.)
4. Wow our rocks turned out fantastic! Now I would like you to break of a very small piece of the sedimentary
rock and tape it in your science notebooks please.
Input:
1. Now based on what we know about the rock cycle how do you think metamorphic rocks are formed?
2. Go through the PowerPoint and discuss what a metamorphic rock is and how it is created.
3. Now I am going to pass out examples of each type of rock to you. I would like you to compare sedimentary rocks
to metamorphic rocks in a tee chart. This should be completed on the next page in your science notebooks.
4. During this time I will call your group up one at a time to change your sedimentary rock into a metamorphic
rock.
5. Please begin your observations. Group 1 you may come to the front of the classroom.
Closer:
You guys did a fantastic job today! Before you go though I would like to talk about what you noticed about the
metamorphic rock you created. What is similar about the metamorphic and sedimentary model? What is different?
What do you notice about their textures?
Accommodations/ Extensions:

To extend this lesson and make it more meaningful I may ask students to find real examples of sedimentary and
metamorphic rocks.
All lessons in this unit will also be extended through our rock cycle culminating project.
To accommodate students I will allow them to draw pictures of the differences they notice. Also I have students working
in groups so that struggling students can be assisted by their peers, through discussion.

Transitions
To help traditions run smoothly I will be leaving students in their table groups and passing out all supplies on my own. I
will also be cueing students for when they should come heat up their rock. I have provided work for all students to work
on so they are engaged while the other students are melting their rocks.

Assessment
The assessment for this lesson will be students completion of their science notebook. They must have their 3
observations of the sedimentary model written down. They also must have the tee chart displaying what they observed
in terms of sedimentary or metamorphic rocks.

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