THE CHANGING EARTH Cyber lesson of: The Rock Factory by: Jacqui Bailey Created by: Mrs. Mazzei

Introduction Have you ever picked up a rock and wondered where it came from or how long it’s been on earth? Did you know that rocks cycle through the earth? Today we are going to learn about how rocks cycle through the earth and different types of rocks.

Materials  The Rock Factory by Jacqui Bailey  Sticky Notes  Clip Board  Pencil  Science Notebook  Computer with Internet Access

Before Reading Use your Science Notebook to review concepts discussed previously about rocks and the rock cycle. While we read our text today, we are going to be hearing some words. Think about the words below and write down what you know about each word, or what you think the word means.  Mantle  Pressure  Granite Before reading, discuss with a partner information you know about rocks and where they come from.

During Reading  Purpose: Summarize New Information: Non- fiction texts provide new facts that we may not already know. Today, you will write a summary of the cycle a rock travels through. To hit this target you need to look for key words or phrases that will help us create a descriptive summary. Therefore, while we read today, your job is to write down a few important key words or phrases that will help us to create our summary after we finish reading the text. We will keep these sticky notes on a clip board.

During Reading  While we read pages 2-7 use sticky notes to write down 3-4 words or phrases that you think are important to understanding how rocks are formed.  Looking at the cover what do you think the topic of this book is ? Place one word on a sticky note that summarizes the topic of our book. Then place it on your clip board.

During Reading Turn to your talk partner and discuss the words you wrote on your sticky note. Why did you choose to write down these words or phrases? As we continue reading pages 8-13, jot down a few more words or phrases on new sticky notes that you think are important to understanding the story. We will then share these words with your talk partner.

During Reading As you continue reading, continue to jot down words on a new sticky note that you think are important to understanding the story. We will then share these words with your talk partner.

After Reading  Place all of your sticky notes in sequential order.  Create a paragraph using the words you wrote on your sticky notes to explain how a rock travels through a cycle over time.  Then take out your Science Journal and a pencil.

Beyond Reading  Click on the following links to learn more about the rock cycle to answer any questions you may still have about the rock cycle. Be on the look out for three different types of rock you learned about from these websites and examples of each type of rock. Record new facts learned in your Science Notebook. The rock cycle and rocks Animated Rock Cycle The Earth Floor  Record any questions you may still have about the rock cycle beneath your summary paragraph.

Beyond Reading Rock Cycle Song (Sing to the tune of "Row, Row, Row Your Boat") SEDIMENTARY rock Has been formed in layers Often found near water sources With fossils from decayers Then there's IGNEOUS rock Here since Earth was born Molten Lava, cooled and hardened That's how it is formed These two types of rocks Can also be transformed With pressure, heat and chemicals METAMORPHIC they'll become. By: j.carlson-pickeringj.carlson-pickering

Beyond Reading Using the information you learned from today’s reading and research, create your own song about the rock cycle. You can choose from the tune of :  Mary Had a Little Lamb  The Itsy Bitsy Spider  Twinkle Twinkle Little Star  Jingle Bells In your song, be sure to include the three different types of rocks and their process of transforming.

Rubric SCORE4321 STICKY NOTES All sticky notes are in order of sequence with appropriate words to help create a summary. Most sticky notes are in order of sequence with appropriate words to help create a summary. Sticky notes are in some order of sequence with some appropriate words to help create a summary. Sticky notes are not in order of sequence. Recorded words are not helpful in creating an accurate summary. SUMMARY All parts of the rock cycle were accurately addressed with specific labels or names in my summary. Most parts of the rock cycle were accurately addressed with labels or names in my summary. Some parts of the rock cycle were addressed with a lack labels or names in my summary. Misunderstandings are present. Little information of the rock cycle was addressed in my summary. The summary has inaccurate information. SONG I included all parts of the rock cycle with three different types of rocks to a tune. Lyrics are accurate. I included most parts of the rock cycle with three different types of rocks to a tune. Lyrics are accurate. I included all parts of the rock cycle Lyrics are have some inaccuracy. The tune is not familiar for classmates to sing. I did not include all parts of the rock cycle with the different types of rocks to a tune. WEBSITE RESEARCH I have answers to my questions along with new facts written in my own words about new information I learned from the websites. I have new facts written in my own words about new information I learned from the websites.. I have two new facts written in the some of my own words about new information I learned from the websites. I have one fact written with the words of the website. PARTICIPATION I have shared and listened to my partner. I shared but didn’t actively listen to my partner. I listened to my partner, but I didn’t share. I did not share or listen to my partner.

Credits  Animated Rock Cycle:  The Rock Cycle  The Earth Floor  The Rock Cycle Song Bailey, J. (2006). The Rock Factory: A Story About The Rock Cycle. Minnesota: Picture Window Books.

Teacher Page  If there is one copy of The Rock Cycle per student, the teacher may want to implement the lesson in small groups/guided reading groups if possible. The text is non-fiction and provides an abundance of information.  Some students may need sections of the text re-read varying upon their reading ability. The re-reading text will enhance student’s ability to comprehend text, and confirm their word choices for their written summaries.  The teacher may want to revisit some of the websites for factual information on specific types of rocks for the culminating activity of The Changing Earth, or the teacher may have students record information on a specific type of rock: Metamorphic, Igneous, or Sedimentary to support the culminating activity further on in the unit.