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Grade 6 Science
Unit 3 - Our Unique Planet
Day 25 through 28 - Instructional Guide
Topic(s): Rock and Roll (Unit 3 pgs. 35-45)
Allocated Time for Instruction: Array
Objectives
SCoS Objectives:
3.04 Describe the processes which form and the uses of earth materials.
-Rock cycle.
-Characteristics of rocks.
National Objective:
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Learner Objective:
Language Objective:
As a result in learning,
students should be able
to...
-describe the process
which form and the uses
of different rocks
-describe the rock cycle
-Listen to descriptions of
rock samples and their
properties.
-Discuss the similarities
and differences between
rock samples in
pairs/groups.
-Read a student-generated
story about the rock cycle
and illustrate the story in a
comic strip.
- Write a short description
of rock samples.
Prerequisite Skills/Knowledge:
Vertical alignment document [/public/uploads/files/g6sci_prerequisites.doc]
Connections to EOG/EOC/Assessments:
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What family of rocks can you find in NC?
A. igneous
B. sedimentary
C. metamorphic
D. all of the above
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the students' native language, as needed.
Go on a rock scavenger hunt around your school. What rock materials have been used in construction of the school building
and landscape?
Have students observe an assortment of rocks and list properties of rocks such as color, texture, shape, mineral patterns,
etc. Identify similarities and differences, and use differences to develop a dichotomous key for at least ten rock samples.
For LEP students:
-In pairs/groups, students should write short, descriptive paragraphs of the rock samples they collect. Tell them to
include a minimum of 5 properties in their descriptions. They should read aloud and compare their descriptions with
another pair/group. Assist students with naming the rock samples.
-After identifying the properties of the rocks, students should sort the rocks according to their properties, then design a
dichotomous key for the rocks.
Have each pair of students select two rocks (rocks from different families will be more interesting) to study carefully. Have
students study the rocks with a magnifying glass. Use available to tools to make qualitative and quantitative observations of
both rocks such as mass, length, width, volume, colors, texture, luster, hardness, etc. Record data in a chart. Use
information in the chart and other observations to make a double Venn diagram comparing and contrasting the properties of
the rocks. Use an identification chart or a dichotomous key to try to identify each rock and the rock family to which it
belongs. It is the process, NOT an accurate identification, that is important here!
For LEP students:
Encourage students to discuss with their partner/group the observations they make of the rocks as well as the
similarities and differences they observe. Provide students with the following sentences frames for the discussion:
This rock is
It is similar to this rock because both rocks
.. and
It has
have/are
but this rock has/is
or It is different from this rock because it has/is
After some initial activity and exposure to rocks in the classroom, have students make a three-part foldable to use for a KWL
activity. Have students complete the K (What I know about rocks) and the W (What I wonder about rocks). Ask students to
share info from this activity. Have student groups write some of the more interesting questions that they have on sticky notes.
Classify the questions on sticky notes as to those that are best answered with a hands-on investigation and those that are
research questions.
Return to the foldable and complete the L (The most important things I have learned about rocks) at the end of the unit. Be
sure this part of the foldable includes lots of illustrations as well as explanations and factual information.
Initial Instructional Strategies:
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Part A Direct Instruction - What the
Teacher does
Questions to Promote Higher Level and
Critical Thinking (i.e., Socratic)
Explore
Show students an interesting rock sample.
Ask students where they think the material
came from that formed this rock. Ask them
where and how they think this rock may have
formed.
Introduce the rock cycle as the story of
change that rock material experiences over
millions and millions of years. The same rock
material is "recycled" into different kinds of
rocks as rocks are continually exposed to
agents of change such as erosion and
deposition close to the surface and heat and
pressure deep within the earth. Tell students
that they will play the role of rock material in
the earth, be exposed to agents of change
acting on rocks, and therefore take a journey
through a cycle of change that geologists
Explain
After the students have collected the data in
the "Rock Cycle Dice Game," they are asked to
return to their seats and sketch a drawing of
their adventure with the rock cycle. After the
drawings are complete, the students will share
their "life cycle" with other students in a small
group setting allowing them to compare the
different paths that each experienced.
Have student groups share drawings of
journeys through the rock cycle and compare
them to diagrams in books or on the web
showing the processes in the rock cycle. How
are the diagrams alike? How are they different?
In a whole class discussion the teacher will
pose the following questions to guide
discussion:
• How old were you at the end of the
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Part A Direct Instruction - What the
Teacher does
call the rock cycle.
The teacher will introduce the students to
the "Rock Cycle Dice Game
[http://geosun.sjsu.edu/—sedlock
/Ravenswood/Rock Cycle Game.doc]."
Questions to Promote Higher Level and
Critical Thinking (i.e., Socratic)
journey?
• What does this tell you about time and
changes in rock?
• Is everyone the same age at the end of
the journey?
• Why do you think some rocks were older
than others?
• With a show of hands, how many of you
became part of a rock from all three rock
families (igneous, sedimentary, and
metamorphic) during your journey?
• How many of you got stuck in one place
for several throws of the dice? Where was
this? What do you think this represents?
• Where do you think the mineral material
came from before the first event in your
journey?
• How does this activity show that new rock
material is not added to the earth but that
the same material is just changed from
one form to another over time?
• What are some the processes that
contribute to the formation of igneous
rock?
• What are some of the processes that
contribute to the formation of sedimentary
rock?
• What are some of the processes that
contribute to the formation of
metamorphic rock?
• Which family of rock do you think were
the "first" rocks to form? Give reasons for
your answer.
• If a rock forms close to the surface of the
earth, what family of rock can it NOT
belong to? Why?
• A rock forms under a body of water,
which rock family will it belong to? Why?
What rocks belong to this family?
• What are some common examples of
metamorphic rocks?
• What are some examples of extrusive
igneous rocks?
• What are some examples of intrusive
igneous rocks?
• What is the difference between a
metamorphic rock and intrusive igneous
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Part A Direct Instruction - What the
Teacher does
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5 019
Questions to Promote Higher Level and
Critical Thinking (i.e., Socratic)
rock?
• To which family would you expect most
rocks at the surface to belong? Why?
• How do you think a rock cycle on the
moon would be different from this rock
cycle? How would it be the same?
• Did you travel "round and round" through
the rock cycle? If not, explain some of the
detours, backtracks, and stalls that you
experienced.
• Do you think rock material in the earth
goes "round and round" through all parts
of the rock cycle or do you think its
pathways would be more like yours?
Explain your answer.
• How does this activity help you
understand how the mineral matter
moves through the rock cycle?
Use the interactive video clip on
www.teachersdomain.org
[http://www.teachersdomain.org/], "Rock Cycle
Animation."
Make a list of vocabulary words that would be
essential in labeling a basic diagram of the rock
cycle. Divide this list into three parts:
• Words associated with properties and
formation of igneous rocks
• Words associated with properties and
formation of sedimentary rocks
• Words associated with properties and
formation of metamorphic rocks
Prepare a three-part foldable to list, define, and
illustrate each word.
For LEP students:
Use the student-generated lists to make a class
list. Post the list on a word wall and refer to the
vocabulary throughout the lesson/unit. Add
visuals when possible to reinforce
comprehension of the new vocabulary.
Instructional Resources:
Primary - Description
Rock and Roll [/public/uploads/files
/g6sci5e_roll.doc] (Unit 3 pgs. 35-45)
Supplemental - Description
DPI Support Docs- Goal 3.04 [/public
/uploads/files/g6sciir_3.04.pdf]
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