LDEO NGSS Summer Institutes: “Teaching about Minerals, Rocks, and Resources” (GED 7211)

Lesson 6: “Understanding the Rock Cycle”Expected Time Required: 2 – 3 hrs

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Introduction Now that you have considered some of the properties of igneous, sedimentary, and meta-morphic rocks, we will look at the Big Idea that all matter in Earth cycles, while energy flows through the Earth System. These ideas appear throughout the NGSS. As early as grade 2, we want students to use erosion of rocks and volcanic eruptions to grasp the idea that some Earth processes are slow and others rapid. By grade 4, students should understand that weathering, erosion, and deposition help shape the surface features we can see. By middle schools, these and other ideas coalesce into the goal of recognizing that all Earth processes result from energy flowing and matter cycling within and among the planet’s systems. Energy from the Sun and the interior produce chemical and physical changes to the Earth materials and living systems. By high school, students should be able to explain that features observed in rocks and other materials enable reconstruction of geologic history, even back to the origin and early evolution of Earth.

The Rock Cycle There are many ways to represent the concept and processes of the Rock Cycle. Here is what is given in the Regents Earth Science Reference Tables:

One challenge for students is to learn the meaning of terms and connect rock samples with the categories. Again, there are many ways to do this. One version involves this kinesthetic learning activity:

Rock Cycle Demonstration

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Discuss how you would use this or a similar activity to teach the Rock Cycle in your classroom? What materials would you need to prepare in advance?

Another innovative way to teach about the Rock Cycle includes this English Language Arts activity:

“Every Rock Tells a Story”Word version pdf version

Discuss how you would use this or a similar activity to teach the Rock Cycle in your classroom? How would you enable your students to share their stories with others in the class and school?

Preparing Students for the RES Part D Performance Test Finally, identifying rocks is one of the tested skills in the Regents Earth Science Performance test (Part D). Students are expected to be familiar with the content, concepts, and skills assessed in the performance tasks through completing similar tasks during normal instruction during the course. Practice of any of the individual stations before taking the test in advance of their written Regents Exam is “strictly prohibited.

Here is the official description: Station 1. Mineral and Rock Identification

Materials (per setup)

o One hand-sized mineral sample (approximate size: 5 cm x 7 cm x 10 cm). Any mineral can be used, both familiar and unfamiliar, as long as the properties to be tested are clear and unmistakable. Do not use the same type of mineral at more than one station.

o Three hand-sized rock samples to include one igneous rock, one sedimentary rock, and one metamorphic rock - The rock samples can only be rocks listed on the rock identification charts from the Earth Science Reference Tables and must have unambiguous and unmistakable diagnostic properties. Use different rock combinations or rocks at each station.

o Mineral identification kit containing a glass scratch plate, a streak plate, and a hand lens.

Many resources are available to help you prepare you students, including videos created by RES teachers. Here is one example produced by Tom Gazda (Ichabod Crane HS):

https://www.youtube.com/watch?v=aGNfVGdOkow&feature=youtu.be

Briefly discuss how you would use this or similar videos with your students.

{Submit your response as an attachment to michael@earth2class.org.}