The Rock Cycle Unit Standards to Teach and Assess: Science Essential Standards: Matter and Properties of Change

4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. 4.P.2.3 Classify rocks as metamorphic, sedimentary or igneous based on their composition, how they are formed and the processes that create them Information and Technology Essential Standards: 4.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). English Language Arts Common Core State Standards: Speaking and Listening 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Goals/Objectives: - Students will apply their understanding of the three different types of rocks and be able to fill out a graphic organizer for the rock cycle. Students will be able to explain the rock cycle using Voice Thread. They will enhance their Voice Thread with appropriate graphics and recorded audio

Materials Needed: Computers Smart File Graphic Organizer (included in resources) Examples of different rocks from the three different groups. Voice Thread assignment instructions (included in resources)

Monday: have out on each table different rocks from each rock group. Finish filling out the chart for igneous and metamorphic from the smart file. Have students copy notes from chart into their science journals. Review with students the ways each rock is formed. Have students group the rocks on their desks into three groups based on their types. Begin lesson by showing video from the smart file on the rock cycle. (Study jams video) Pull up the smart file page that has all the different components of the rock cycle scattered. Call on a few students to organize the components into the rock cycle. Guide students each step of the way to ensure that the components are placed in their proper place. Hand out graphic organizers and have students work with a partner in filling out the graphic organizer. Provide assistance with vocabulary by writing on the white board different vocabulary words they should be using (weathering and erosion, compression, pressure, magma, lava, etc. ) Have students turn in their graphic organizers to conclude the lesson

Tuesday: Have out different books on rocks and the rock cycle (including the text books for the earth materials unit) Explain to students that they ware going to create a Voice Thread with a partner. Hand out assignment instructions to each student. Go over the different elements of the assignment Using the Smart board, go through the steps of creating a Voice Thread. Show an example of what you are looking for. Explain to students that they need to write out a script with their partners for their Voice Thread, they will be going to the library computer lab the following day to record their Voice Thread and find graphics to upload to their Voice Thread Give students remainder of the time to write out their script with their partner

Wednesday: Head to the library and give students the entire science time to create and upload their Voice Threads.

Thursday: Give Post Assessment