K5 Science Endorsement GPS Lesson Plan

Title
Teacher(s)
E-mail
School
Lesson
Title
Grade
Level

Changing Rocks- 3rd Grade Lesson

Amy Dillon
adillon@marietta-city.k12.ga.us
MCAA
Changing Rocks
3rd

Concept Misconceptions of children that

all rocks are the same and
s(s)
Targeted rocks do not change- children

should understand that rocks

are formed in a cycle and
change according to conditions
of the environment

Lesson Essential Questions

Are all rocks the same? Do rocks stay the same forever?

Georgia Performance Standards

S3E1: Students will investigate the physical attributes of rocks and soils.
a. Recognize the physical attributes of rocks and minerals using observation
(shape, color, texture), measurement, and simple test (hardness).
Determine how water can change rocks and soil over time using observation and
research.

Safety Considerations The students should read the

steps of the investigation. They should use safety tongs to
remove the bags and safety goggles in case the water
spills. They can wear gloves when handling the cookie
mess.
The Learning Plan:
ENGAGE: The teacher will read the book The Big Rock by Hiscock. This is a
nonfiction picture book. It starts with having the children wonder how a
boulder got to a hillside in NY. It traces the formation of the rock from
volcanoes to prehistoric oceans to mountain top earthquakes and beyond. It
helps students think about sand, pebbles, and mountaintop.where they
began, how they continuously change.
EXPLORE: Students will be divided into eight groups. Each group will be

given a baggie filled with either chocolate, strawberry, butterscotch, white

chocolate, or mint chocolate chips in baggies. The students will complete an
observation sheet where they will record what their baggie looked like at the
beginning of the experiment. What do they think the chips represent in our
study of rocks and minerals? (Weathered rock? Minerals?)
The children will take turns squeezing their baggies until the chips become a
solid lump. The students will write their observations and draw in their
journals at the conclusion of this step. What do you think this represents?
(Metamorphic rocks forming from heat (from student hands) and pressure.)
The groups will place their lumps on a sheet of wax paper. They will cover it
with a second sheet of waxed paper using it to cover and then flatten the
mold. When flat, the top piece of wax paper will be removed and passed
onto the next group who will follow the same procedure until there are eight
layers of different colored flattened chips. They will write their observations
and draw in their journals at the conclusion of this step. What do you think
this represents? (formation of sedimentary rocks- layers form over time and
pressure combines to form a new rock)
The teacher will slice the rock into eight pieces for each group. The groups
will put the rocks back into their original bags. The children will put each bag
into a 2 quart container. The teacher will pour hot water into each container.
During the five or so minutes it will take, the teacher will ask the students
what they think the hot water represents? (magma) What do you think the
heat will do the rock? (the rock will melt due to the extreme heat) They will
record their thinkings in their journals. When enough time has passed, the
students will record their observations about what occurred.
Using tongs, the students will take out the bag and empty the container. The
student will replace the bag and pour 1/5 liters of ice water into the
container. During the five or so minutes this takes, the teacher will ask what
they believe this represents and what is occurring? They should realize that
when magma cools it hardens to become igneous rock. May be this
explanation will be a t a later stage when they have the wqords and can
determine what is happending
Following this step, the students will dump out the water and remove their
baggies. They will then be directed to break up their rock. What do they think
this represents? (weathering and the cycle begins again.)

An activity which gives students time to think, investigate, make decisions,

problem solve, collect information; this could include a laboratory experiment
that orients students to a concept
EXPLAIN: The students will use their notes from their journals to complete a

diagram of the chocolate rock cycle plugging in the vocabulary words in the
appropriate spots in the diagram. They will need to justify how they decided
that the steps matched the vocabulary word. They will discuss with their
table meets throughout this activity.
EXTEND: The students will play a game where they will travel through the
rock cycle. The students will play the role of a rock traveling through the
rock cycle to gain understanding of the varied paths through the cycle. They
will extend their learning about the rock cycle seeing that it is complex,
indefinite, and nonlinear.
Following this extension, the students will write a story about their
experience being a rock going through this rock cycle.
EVALUATE: The students will create a paper slide in their group using the
class IPADS to share their understanding of the rock cycle using vocabulary
words such as igneous, sedimentary, metamorphic, heat/pressure, rock
cycle. For the paper slide, students draw or take pictures to illustrate a
concept. The students create a narrative for each page of the paper slide.
See attached links https://www.youtube.com/watch?v=5FnCHh4IoD0:
https://www.youtube.com/watch?v=nD94aYxzyMw&feature=youtu.be
The teacher will evaluate whether the students were able to articulate the
different types of rocks and how they were formed along the rock cycle.
Title of the Lesson: Changing Rocks
Lesson Logistics/Materials:
Students will be in 8 small groups. This lesson may take as many as
3 days
2 baggies each of white chocolate, chocolate, mint, strawberry, and
butterscotch chips. Gloves, if desired, wax paper, access to hot
water, access to ice water, 8 2 liter containers
Safety goggles, tongs
Station assignments directions for each station
Student ISJs
Template of the rock cycle
Game- Journey through the rock cycle
Opening/Hook/Initial Focus: The essential question will be posted on
the board: Are all rocks the same? Do all rocks stay the same?
Explain your answer.

The students will write their thoughts in a one-minute quick write.

They will post them under yes and no on a chart on the board. The
students still enjoy picture books and the book The Big Rock by
Hiscock has beautiful pictures and is written in an engaging way.
The teacher will highlight vocabulary words as the book is being
read for the students and will clarify and discuss, as needed.

Work Session: The students will be working in small collaborate

groups discussing and sharing ideas and findings. They will be
recording their noticings, learnings, and wonderings in their ISJs.

Closing:

The students will share learnings and post

wonderings on the class chart each day.
The students will publish their stories on the
class wiki. The students will be able to read
and comment on each others writing.
The students will share and publish their
paper chats on TeacherTube/links will be
shared on class Edmodo page

Documentation of Resources
Georgia Performance Standards,
https://www.youtube.com/watch?v=5FnCHh4IoD0 (paper
chat defined)

The Big Rock by Hiscock

The Journey of a Rock- TPT activity
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