If you teach the rock cycle in middle school science, you know it can be a challenging subject. Kids lack a lot of background knowledge on geology. Imagining the processes that change rocks from igneous to metamorphic over long periods requires abstract thinking. Here is how I structured my rock cycle unit this year.
Why start the rock cycle with a phenomenon?
Inquiry starts with a question, not an answer. I used a geode as the anchor phenomenon for the whole unit, and every lesson worked toward explaining how those crystals formed inside. Let students predict without confirming right or wrong yet, so they experience how real scientists reason toward an answer.
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The foundation of the science standards is inquiry. Your students should be taking on the role of scientists to answer a question. For this unit, I chose geodes as my anchor phenomenon. All the instruction in the unit was used to help explain how geodes form.
I began by cracking open a geode and examining the crystals inside. I asked students to predict how the crystals formed inside. I asked them why crystals do not form inside all rocks. An important part of the inquiry-based learning approach is to let students make predictions or explanations without telling them if they are correct or incorrect. Your students may find that discouraging. They are used to being told the answer to their questions immediately. Remind them scientists don’t know the correct answer when they set out to answer a question at first either.
How do you build a model of the rock cycle over time?
Instead of handing students a finished diagram, I had them add blocks to a rock cycle model as they learned each rock type and process. Building it over two weeks kept the connections visible and reminded students how igneous, sedimentary, and metamorphic rocks all link together.
A major part of my rock cycle in middle school science unit was referring back to a model of the rock cycle routinely. Students would add blocks to their model as they learned about each type of rock and process. Building this model over two weeks served as a reminder of how the information we were learning was connected.
For middle school science, we focus on the types of rocks (igneous, sedimentary, and metamorphic) and the general processes that form them. Then, we put that information together to explain how these processes are connected.
How do you teach the three types of rocks?
I used three lessons, one per rock type. Each started with a reading and guided questions on the rock's name and forming processes, moved into a card sort, then a summary that replaced notes. Students placed model blocks after each lesson, and every lesson referenced the one before it.
I used three lessons to teach about the types of rocks. In each lesson, students learn about the type of rock through a reading followed by guided questions. This reading focuses on the origin of their name (such as igneous meaning “-fire”). It also introduces them to the processes that form these rocks (such as melting and crystallization).
Next, students sort cards into groups based on the type of rock. Students sort types of rocks into groups based on the characteristics they read about previously. They also make connections with the processes by exploring how they give rocks their unique properties. For example, intrusive rocks form larger crystals because they cool off slowly underground. Extrusive rocks cool off quickly and do not form large crystals.
Finally, each lesson summarizes the information they explored through a summary. This summary serves as a replacement for notes by highlighting the most important information students discovered in the lessons. Then, students decide where to place blocks on their rock cycle model.
Each lesson then builds on the last by referencing the previous type of rock and how it connects. For example, sedimentary rocks can be made from igneous rocks when weathering, erosion, deposition, and compaction take place.
What about vocabulary in an inquiry unit?
Don't front-load it. In an inquiry approach, students learn the process or definition first, then you give them the vocabulary term. Without context, the word won't stick. I use vocabulary trackers so students can jot terms down as they discover them and refer back whenever they need to.
A key feature of an inquiry-based learning approach is not front-loading vocabulary. The idea behind this is that if students have no context for the vocabulary word, the definition won’t matter. In an inquiry approach, students learn the process or definition first. Then, the teacher provides them with the vocabulary term.
I use vocabulary trackers in my unit so students can jot down the terms as they learn them. Then, they can refer back to the vocabulary tracker as needed.
How do you bring in real-world rock cycle examples?
Throughout the unit I show unusual formations and let students explain them. We predict how the Grand Canyon formed and which processes were at work, and we analyze a marble statue's characteristics. Extra phenomena build students' inquiry muscles, especially when you push them to use claim, evidence, and reasoning.
Throughout the unit, I introduce students to unique examples of other rocks or formations. For example, we look at pictures of the Grand Canyon and make predictions about how it formed and which rock cycle processes were occurring. We look at a picture of a marble statue and analyze its characteristics.
Introducing students to additional phenomena helps build their “inquiry muscles” by giving them opportunities to form explanations. Take it to the next level by requiring students to use the claim, evidence, and reasoning framework!
What do students walk away with at the end?
By the end, students have a complete rock cycle model. They can explain how rocks change from one type to another, the processes that drive those changes, what each process means, and how those processes give each rock its unique characteristics.
At the end of this rock cycle in middle school science unit, students have a complete model of the rock cycle. They can see how rocks can change from one type to another and the processes that cause those changes. They should understand what these processes mean and how they occur. Furthermore, they should understand how these processes give each type of rock their unique characteristics.
How do you review the rock cycle for assessments?
Assessments matter even if they're nobody's favorite. There's a lot of vocabulary here, so I layer review games: Blooket for fast term recognition, science mazes that make students backtrack when wrong, bingo to choose among many similar terms, and digital escape rooms for a multi-level challenge.
Assessments are my least favorite part of teaching. However, I still recognize that they are important. There is a lot of vocabulary in this unit students need to remember. Hopefully, giving them the background knowledge they need throughout the unit will help them remember definitions. But, it never hurts to review.
One review strategy I use in a lot of units is using a game. For vocabulary terms, I like to use Blooket. It rewards students for recognizing terms and matching them with the definition quickly.
To step up the difficulty, I use science mazes. This method does not give students immediate feedback on their accuracy. Instead, they discover after some time they took the wrong path and have to backtrack.
Next, I use bingo. This helps with vocabulary in a more difficult manner than Blooket because they have to choose from many more than just four choices. They may have to decide between two similar terms. It also introduces some competition to the classroom!
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Lastly, I like to use digital escape rooms whenever possible. This is my favorite review strategy because it really challenges students on multiple levels. They review content. They search for clues. They unscramble a password. And at the end, there is an additional challenge for early finishers.
Check out the video below and click this link to use it in your class!
As I have progressed through my first year of implementing the new science standards, I have found them to be both challenging and rewarding. Seeing students make real connections with content is awesome. Encouraging struggling students to keep trying is hard. But, I remind myself that they are learning more than just science content through this approach. They are learning to build a growth mindset that will serve them no matter what they do in life.