ALEX | Alabama Learning Exchange

Rock Cycle WebQuest

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This learning activity provided by:

Author:	Virginia Hall
System:	Mobile County
School:	Mary G Montgomery High School

General Activity Information

Activity ID:	1875
Title:	Rock Cycle WebQuest
Digital Tool/Resource:	My Storybook Creation Site
Web Address – URL:	https://www.mystorybook.com/
Overview:	This activity covers the rock cycle. It incorporates the transformation of rocks into sedimentary, igneous and metamorphic. It also incorporates activities for identification of sedimentary, igneous, and metamorphic rocks. It includes videos (with questions) that reinforce the rock cycle. This activity results from the ALEX Resource Gap Project.

Associated Standards and Objectives

Content Standard(s):

Literacy Standards (6-12) LIT2010 (2010) Grade: 9-10 Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects	2 ) Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Unpacked Content Strand: Writing (WHST) CCR Anchor: Text Types and Purposes Evidence Of Student Attainment: Students write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes by: introducing the topic organizing ideas, concepts, and information to make important connections and distinctions including purposeful formatting, graphics, and multimedia developing a topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples using varied transitions and sentence structure to link major sections of the text, create cohesion, and clarify relationships among ideas and concepts using precise language and domain-specific vocabulary to manage the complexity of the topic using precise language and domain-specific vocabulary to convey a style appropriate to the discipline and context using precise language and domain-specific vocabulary to convey a style appropriate to the expertise of likely readers establishing and maintaining a formal style and objective tone attending to norms and conventions of the discipline in which they are writing ending with a relevant and supportive concluding statement or section Teacher Vocabulary: informative / explanatory text narration of historical events narration of scientific procedures / experiments narration of technical processes introduce a topic organize ideas organize concepts organize information make important connections and distinctions formatting headings graphics figures tables multimedia when useful to aiding comprehension develop topic well-chosen, relevant, and sufficient facts extended definitions concrete details quotations other information and examples appropriate to the audience's knowledge of the topic varied transitions varied sentence structures link the major sections of the text create cohesion clarify relationships ideas and concepts precise language domain-specific vocabulary manage the complexity convey a style appropriate to the discipline and context convey a style appropriate to the expertise of likely readers establish and maintain formal style objective tone norms and conventions of the discipline concluding statement or section follows from and supports information or explanation presented Knowledge: Students know informative / explanatory texts: convey ideas, concepts, and information select, organize, and analyze relevant content use formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia to aid comprehension follow a predictable structure (e.g., introduce topic, develop topic, concluding statement) develop topic with sufficient, relevant, well-chosen facts, definitions, concrete details, quotations, examples, and other information use varied transitions and sentence structure to link major sections, create cohesion, and clarify relationships use precise language and domain-specific vocabulary to manage the complexity of the topic use precise language and domain-specific vocabulary to convey a style appropriate to the discipline use precise language and domain-specific vocabulary to convey a style appropriate to the expertise of likely readers use elements of formal style and objective tone attend to the conventions of the discipline for which they are written use a concluding statement or section that follows from and supports the information or explanation provided Skills: Students are able to: examine topics by selecting, organizing, and analyzing relevant content write informative / explanatory pieces with a predictable structure (introduce topic; develop topic through facts, extended definitions, details, quotations, examples, and other information; and conclusion) incorporate useful formatting, graphics, and multimedia into informative / explanatory pieces employ facts, definitions, concrete details, quotations, examples, and other information to develop topics employ varied transitions and sentence structure to link major sections of the text, create cohesion, and clarify relationships include precise language and domain-specific vocabulary to manage the complexity of the topic in informative / explanatory pieces include precise language and domain-specific vocabulary to convey a style appropriate to the discipline create a conclusion that follows from and supports the information or explanation presented Understanding: Students understand that informative / explanatory writing clearly and accurately conveys complex ideas, concepts, and information through high-quality facts and detailed organization.
Science SC2015 (2015) Grade: 9-12 Earth and Space Science	10 ) Construct an explanation from evidence for the processes that generate the transformation of rocks in Earth's crust, including chemical composition of minerals and characteristics of sedimentary, igneous, and metamorphic rocks. NAEP Framework NAEP Statement:: E8.6: Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers with each having a different chemical composition and texture. Unpacked Content Scientific And Engineering Practices: Constructing Explanations and Designing Solutions Crosscutting Concepts: Stability and Change Disciplinary Core Idea: Earth's Systems Evidence Of Student Attainment: Students: Compare and contrast rocks, minerals, metals and crystals. Construct a graphical depiction of the transition of a mineral grain through a rock cycle containing igneous, sedimentary, and metamorphic rocks. Evaluate the evidence for the intrusive or extrusive genesis of an igneous rock. Identify and classify samples of rocks. Differentiate among clastic, chemical, and organic sedimentary rocks. Teacher Vocabulary: igneous sedimentary metamorphic minerals ore magma quartz feldspar mica intrusive rock extrusive rock basalt volcanic eruption obsidian clastic rock conglomerate chemical rock organic rock calcium carbonate limestone foliated rock cleavage nonfoliated rock marble rock cycle weathering erosion heat pressure melting coal shale pumice sandstone slate granite rhyolite schist Knowledge: Students know: Minerals make up rocks. Rocks are formed in many environments upon and within the Earth's crust. Igneous rock is formed by the cooling of magma inside the Earth or on the surface. Sedimentary rock is formed from the products of weathering by cementation or precipitation on the Earth's surface. Metamorphic rock, is formed by temperature and pressure changes inside the Earth. Skills: Students are able to: Construct an explanation that includes specific cause and effect relationships for formation of each type of rock. Identify and describe evidence to construct an explanation such as cooling of magma at different rates form various types of igneous rocks, cementing of materials together or precipitation to form different sedimentary rocks, and pressure and temperature changes within the crust and upper mantle to form metamorphic rock. Use reasoning to connect the evidence to explain transformation of rocks in the Earth's crust. Understanding: Students understand that: Earth is a complex system of interacting subsystems: the geosphere, hydrosphere, atmosphere, and biosphere. The geosphere includes a hot and mostly metallic inner core: a mantle of hot, soft, solid rock: and a crust of rock, soil, and sediments. Solid rocks can be formed by the cooling of molten rock, the accumulation and consolidation of sediments, or the alteration of older rocks by heat, pressure, and fluids.
Digital Literacy and Computer Science DLIT (2018) Grade: 9-12	R5) Locate and curate information from digital sources to answer research questions. Unpacked Content Evidence Of Student Attainment: Students will: locate and curate information from digital sources to answer given research questions. Teacher Vocabulary: curate Knowledge: Students know: how to find valid sources to answer a given research topic. how to cite sources. Skills: Students are able to: locate valid digital resources to answer given research questions. Understanding: Students understand that: a great deal of information is available. it is important to validate information and to cite the source of information.

Learning Objectives:

The student will be able to explain the processes that change one rock type into another.

The student will be able to correctly identify the two main types of igneous rocks based on location and crystal composition.

The student will be able to understand the characteristics that are used to identify rock types.

Strategies, Preparations and Variations

Phase:	Before/Engage, During/Explore/Explain
Activity:	Please click link for complete handout of activity. Title: Rock Cycle Webquest code: earth Materials: Computer, tablet, cellphone with internet capabilities, paper, pencil, colored pencils or crayons Part 1: 1. Go to the following website: http://www.learner.org/interactives/rockcycle/index.html 2. Click on “Begin with Types of Rocks.” Read over the description of Igneous, Metamorphic and Sedimentary rocks. Then scroll to the bottom and examine the “What to look for” chart. 3. Write down the six clues below (they are in red): a) ___________ b) ___________ c) ___________ d) ___________ e) ___________ f) ___________ 4. Then click “Next: Start your collection.” Click Begin. Click on each of the six rocks to identify them and read a brief description. Name of Rock Share two facts about this rock! Igneous, Metamorphic or Sedimentary? (Do your best to use your knowledge to classify each rock!) a) _________ __________________________ _________________________________ b) _________ __________________________ _________________________________ c) _________ __________________________ _________________________________ d) _________ __________________________ _________________________________ e) _________ __________________________ _________________________________ f) _________ __________________________ _________________________________ 5. Now click “Next: Identify Rock Types” and read the directions on how to play. Characteristic Type of Rock (circle one) a) ___________________________ Igneous Metamorphic Sedimentary b) ___________________________ Igneous Metamorphic Sedimentary c) ___________________________ Igneous Metamorphic Sedimentary d) ___________________________ Igneous Metamorphic Sedimentary e) ___________________________ Igneous Metamorphic Sedimentary 6. Now click on the next chapter, titled “How Rocks Change.” Read the section on how heat and pressure changes rocks and watch the animation by clicking Start. a) Heat and pressure causes _______________ rock to turn into ______________ rock. 7. Click “Next.” Read the section on Heating and Cooling. Click on the animation for Melting. a) Melting causes _______________ rock to turn into ______________. 8. Click on the animation for Cooling. You may need to replay the animation more than once to answer the following questions. a) How does extrusive igneous rock form? _____________________________________________________. b) How does intrusive igneous rock form? _____________________________________________________. c) Which cools faster? __________________ d) Which has crystals? __________________ 9. Click “Next.” Read the section on Weathering and Erosion and Compacting and Cementing. Watch both animations. Take notes from animations in the space provided. Weathering and Erosion: Compacting and Cementing: 10. Click on “Transform the Rock.” Read the directions for how to play and press “Begin.” IMPORTANT: Fill out the table (column 1 and column 3) below BEFORE submitting each answer. The words disappear very quickly! a) _______________________ + _____________________ = _______________ b) _______________________ + _____________________ = _______________ c) _______________________ + _____________________ = _______________ d) _______________________ + _____________________ = _______________ e) _______________________ + _____________________ = _______________ f) _______________________ + _____________________ = _______________ g) _______________________ + _____________________ = _______________ h) _______________________ + _____________________ = _______________ i) _______________________ + _____________________ = _______________ 11. Go onto the next chapter. Explore the rock cycle diagram. When ready, click the Next to “Complete the Cycle!” Read the directions to learn how to play. You do not have to write your answers down, the computer will score you. 12. After completing the diagram you are ready to test your skills. Click Begin. Final score ____ / 15. Part 2: Use these terms to fill in the blanks: 1. Compaction & Cementation 2. Deposition 3. Erosion 4. Extrusion 5. Intrusive Crystallization 6. Melting 7. Metamorphism 8. Uplift 9. Uplift 10. Uplift 11. Weathering Part 3: Rock Cycle Videos Rock Cycle (NASA): https://youtu.be/SRaInMDNyE8 Rock Cycle Animation (Kelly Dunham): https://youtu.be/9lyCYXXIHT0 Rock Cycle (Kartic Kumar): https://youtu.be/LiN5lL1CWPA Watch the videos and answer the following questions (they are not in order). 1) What are the three types of rocks that are part of the rock cycle? ______________________________ 2) What do you need in order for an igneous rock to form? ___________________________________ 3) What does erosion have to do with the rock cycle? __________________________________________ 4) What is the difference between magma and lava? ___________________________________________ 5) When metamorphic rock melts what does it form? ___________________________________________ 6) What can you infer about metamorphic rocks from their name? ________________________________ 7) How are metamorphic rocks formed? _____________________________________________________ 8) What has to happen to sediment in order for it to form sedimentary rock? _______________________ 9) List an example of a sedimentary rock. ________________________________________ 10) When does a sedimentary rock become a metamorphic rock? _________________________________ 11) What is deposition? ___________________________________________________________________ 12) Where are extrusive igneous rocks formed? ________________________________________________ 13) Where are intrusive igneous rocks formed? ________________________________________________ 14) What is the process of the rocks changing from one form to another called? ______________________ 15) What are the two types of igneous rocks called? ____________________________________________
Assessment Strategies:	Open-Ended Questions: 1. Write a 5 sentence paragraph (in the space below) about what you have learned about the rock cycle from this activity. *POSSIBLE ANSWERS:* (1) metamorphic rock formation (2) sedimentary rock formation (3) igneous rock formation (4) intrusive vs extrusive (5) characteristics of rock identification (6) lava vs magma (7) rock cycle etc… Students should have complete sentences. 2. Sketch a quick rock cycle (in the space below) including the 3 rocks and the 3 processes that dictate their formation. *POSSIBLE ANSWER:* http://sci.gallaudet.edu/Mary/Rockcycle.html Quiz: (choose 5-10 questions from the activity and develop a quick quiz) 1) What are the three types of rocks that are part of the rock cycle? *POSSIBLE ANSWER:* igneous, metamorphic, and sedimentary 2) What do you need in order for an igneous rock to form? *POSSIBLE ANSWER:* weathering and erosion 3) What does erosion have to do with the rock cycle? *POSSIBLE ANSWER:* without erosion there would be no sedimentary rock formation and thus effecting metamorphic and igneous rock formation 4) What is the difference between magma and lava? *POSSIBLE ANSWER:* magma is underground and lava is above ground 5) When metamorphic rock melts what does it form? *POSSIBLE ANSWER:* magma 6) What can you infer about metamorphic rocks from their name? *POSSIBLE ANSWER:* meta- means after or beyond and morph- means to change or transform. Thus metamorphic rocks means a rock that has changed or transformed from another rock after something happened to it. 7) How are metamorphic rocks formed? *POSSIBLE ANSWER:* from igneous or sedimentary rocks that have undergone high heat and pressure 8) What has to happen to sediment in order for it to form sedimentary rock? *POSSIBLE ANSWER*: compaction and cementation 9) List an example of a sedimentary rock. *POSSIBLE ANSWER*: breccia, conglomerate, sandstone, siltstone, and shale 10) When does a sedimentary rock become a metamorphic rock? *POSSIBLE ANSWER:* when sedimentary rocks have undergone high heat and pressure 11) What is deposition? *POSSIBLE ANSWER:* Deposition is the geological process in which sediments, soil, and rocks are added to a landform or land mass. Wind, ice, water, and gravity transport previously weathered surface material, which, at the loss of enough kinetic energy in the fluid, is deposited, building up layers of sediment. 12) Where are extrusive igneous rocks formed? POSSIBLE ANSWER: Extrusive igneous rocks form when magma reaches the Earth's surface a volcano and cools quickly. Most extrusive (volcanic) rocks have small crystals. 13) Where are intrusive igneous rocks formed? *POSSIBLE ANSWER:* Intrusive, or plutonic, igneous rocks form when magma cools slowly below the Earth's surface. Most intrusive rocks have large, well-formed crystals. 14) What is the process of the rocks changing from one form to another called? *POSSIBLE ANSWER*: the rock cycle 15) What are the two types of igneous rocks called? *POSSIBLE ANSWER*: extrusive and intrusive Writing: Write a story about the rock cycle from a rock's perspective. (Ensure you give the students guidelines on what vocabulary you would like used and how long it should be.) *POSSIBLE ANSWER:* Students may create their storybook on the website: https://www.mystorybook.com/

Advanced Preparation:	Please click link to handout of activity. code: earth The teacher needs to make sure each person or group (2 people) have a copy of the Rock Cycle Webquest activity instructions prior to the start of the activity. The teacher also needs to make sure all students/groups have access to a BYOD or classroom device that can access the internet. Part 2 may require the teacher to print off the rock cycle for the students (if they do not have adobe flash player). An alternative is to have the students draw out a rough drawing of the completed cycle. The teacher needs to review the BYOD/Internet acceptable use policies established by the teacher, school, district, or variation of the above.
Variation Tips (optional):	The teacher may consider doing this activity as a whole group where they follow the activity on the smart board instead of individually working it. I have had success with this process when the ability level of the class is not high enough to let them work on their own. Also, you can split a varied class into working as a small group with you and letting the more advanced students work ahead. Students may create their storybook on the website: https://www.mystorybook.com/
Notes or Recommendations (optional):	The teacher needs to go through the activity before doing this with the class to ensure all technology is working properly.

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ALEX Learning Activity

Rock Cycle WebQuest