5E Student Lesson Planning Template
|Teachers: Ms. Escobar, Dr. Jeffery, Ms. Luthi, Ms. Bradshaw and Ms. Stroman |
|Date: 2/19/2015 |
|Subject / grade level: 6th Grade Science |
|Materials: |
|Video clip of Bill Nye |
|Rock Samples |
|Advanced Organizer |
|Concept Map of Rock cycle Handout |
|Pencils |
|Sharpeners |
|Crayons |
|Wax/parchment paper |
|Hot plate/iron |
|Plastic trays |
|TEKS: |
|(6.10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: |
| |
|(B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation; |
| |
|Lesson Objective: |
| |
|The Students will have a better understanding of the rock cycle and the processes that are involved by created a model rock cycle. The students will learn |
|about three main types of rocks and their distinctions. |
|ENGAGEMENT: BILL NYE, THE SCIENCE GUY(5 minutes) |
|Ask students: Does anyone in class have a rock collection? Are all rocks the same? Can rocks change from one form to another? In this Video some of these |
|questions will be answered, but by the end of this lesson you will be “rock expert”? |
|Play a clip of Bill Nye, the Science Guy for students. Start the video at 3:49 and end video at 5:49. In this 2 minute clip, Bill Nye discusses the three main|
|types of rocks and how they form. |
|Ask probing questions: From the video, what are the three main types of rocks? How do they form? |
| |
|Transition Statement: In the next activity, we will further explore the three main types of rocks. |
|EXPLORATION: (10-15 minutes) |
|Provide an advanced organizer for the rock cycle (this can be included on the back of the concept map) |
|Provide hands on samples of the three main types of rocks: igneous rock, sedimentary rock and metamorphic rock. |
|Play the interactive video (review with students the tabs titled “types of rocks” and “how rocks |
|change.” |
|Allow students to hold and observe the different types of rocks. |
|Instruct students to find two types of each rock from their rock collection kits: igneous. |
|Show students the different types of rocks they are more familiar with and that can be found right here in Corpus Christi through the interactive video. |
|Essential Questions: How are these rocks similar? How are they different? |
|Students will explain the different processes that are involved in the rock cycles and how the rocks differ from one another through those processes |
|EXPLANATION: (5-10 minutes) |
| |
|Students will explain the different processes that are involved in the rock cycles and how the rocks differ from one another through those processes (teacher |
|will clarify any misconceptions/terminology, etc. |
|ELABORATION: CRAYON/PLAY DOH ROCK CYCLE (20-25 minutes) |
|Pass out the rock cycle handout and materials needed for the activity. Ask students to work in groups to work on the activity together. |
|On a square of wax paper of parchment paper, students will shave their crayons using a pencil sharpener. Allow about 3-5 minutes for students to create 3 |
|separate, decent sized piles of crayon shavings. By shaving the crayons with pencil sharpeners, the students are modeling weathering, thus creating sediment. |
|Next, instruct students to combine their separate sediment piles into one large pile. By moving the sediment, the students are modeling erosion. |
|After the students have one large pile of combined sediment, they are to fold over the parchment paper to wrap their sediment pile. Then, students should |
|press down as hard as they can on the paper. Have the students unwrap the parchment paper very carefully as the sedimentary rock will be very fragile. |
|Next, students are to create a “boat” with the parchment paper and place it on the hot plate (or iron). Observe as the heat from the hot plate melts the wax. |
|Remove the boat when the crayon wax is soft to the touch and the colors have swirled together, but not so much that the colors are distinguishable. |
|Allow the metamorphic crayon rock to cool. |
|Lastly, students are to put their metamorphic crayon rock back in the parchment paper boat and place the boat onto the hot plate again. The heat will melt the|
|crayon wax. This time, allow the wax to melt until a smooth pool of liquid wax form and the colors have completely blended together. |
|Allow the igneous crayon rock to cool. |
|Clean up the activity! Students can keep their crayon rock. |
|EVALUATION: CONCEPT MAP OF ROCK CYCLE HANDOUT (10 minutes) |
|Pass out Rock cycle handout |
|Ask students to complete the concept map, collaboratively with their group, starting with igneous rocks and arrow pointing to weathering and erosion. The |
|following box should be labeled as “sediment.” |
|Give students about 5 minutes to work collaboratively, then call on students to respond to your inquires below: |
|Ask students, “How is this sedimentary crayon rock similar to the sedimentary rock we observed?” (There should be layers of the different colored crayon |
|which are just like layers seen in actual sedimentary rock). |
|On the handout, point out to students the box labeled compaction and cementation and how weathering and erosion compacts the sediment together. Ask them to |
|label the next circle (It should be sedimentary rock). |
|As the metamorphic crayon rock is cooling, ask students, “How are the crayon metamorphic rocks similar to the actual metamorphic rocks?” (The layers should |
|have swirled together, just like the layers are swirled together on accrual metamorphic rocks). |
|On the handout, point out to students the next box labeled, heat and pressure and review how heat and pressure transforms the rock. Ask them to label the next|
|circle (It should be metamorphic rock). |
|As the igneous rock is cooling, as students, “How is the igneous crayon rock similar to the actual igneous rock?” (The igneous crayon rock should look smooth |
|like the real igneous rock). |
|On the handout, point out to students the box labeled melting and ask them what happens to metamorphic rocks as they melt? Ask them to label the last circle |
|in the rock cycle. |
| |
|Exit Ticket: Ask students, “Do you think igneous rock could be turned into sedimentary rock? How? Could it be turned directly into metamorphic rock? How? |
|Could a metamorphic rock be turned directly into sedimentary rock? How? |
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