LESSON PLAN: THE ROCK CYCLE Year Level: 11 Period/Lesson: Date: 2nd March 2014 UNIT: Development of the

Geosphere Time: 60 minutes Class Size: 12 students

STUDENTS PREVIOUS KNOWLEDGE: Review if and how my class was introduced to the concept of the rock cycle from the previous year, or what general knowledge they may have in respect to the rock cycle. Ensure prior knowledge is discussed at the beginning of the lesson. END OF LESSON GOALS: Students to have a general understanding of the rock cycle and the difference between metamorphic, igneous and sedimentary rocks. Beginning to understand where these rocks are found in their local landscape and what rocks can be used for. RESOURCES REQUIRED FOR LESSON: IWB (Interactive White Board) Rock specimens Rock Cycle schematic to copy: Taken from http://en.wikipedia.org/wiki/File:Rock_cycle.gif CURRICULUM OUTCOMES AND OBJECTIVES: Understand the key features of Earth Systems, how they are interrelated and their collective 4.5 billion year history. Understand scientific models and evidence for the structure and development of the solid Earth, the hydrosphere, the atmosphere and the biosphere. Outcomes taken from: http://www.australiancurriculum.edu.au Assessment of the outcomes: Student observations during lesson and summative assessment will be used to assess if students have grasped lesson outcomes. Safety and Risk assessment: Students will be handing around rock specimens, ensure that students dont throw or drop. INTRODUCTORY PHASE: Time Check understanding / key questions / manage the learning: 15 (Wait a couple of minutes Students to come in and Key Definitions: mins until students are settled on sit straight down, in circle -A System: can students floor) on floor. Listening to list the different Earth Story sharing: introduction. Systems? Introduce to the class the -The rock cycle: ideas of amazing forces that are at play a continuous and now and millions of years ago interconnected system to create and continually (Can students name any shape our Earth today (lots of types of rocks?) enthusiasm). All stories of the Touch on how there are creation of the Earth end Teacher direction/ activity / instruction: Student activity / what students are doing: ICT and other resources IWB for drawing rock cycle diagram

different understandings of how the Earth was created; the western big-bang theory, the Aboriginal Dreaming theory and other religious theories. Encourage students to be keeping these ideas in the forefront of their minds throughout the lesson.

up at the same point, same features, same rocks. Highlight that there are different cultural understandings of how the Earth was created.

BODY OF LESSON: Time: 15 mins Teacher direction/ activity / instruction: Hand out sheets and inform students of their first task. Instruct students to be careful with rocks, no throwing, and pass on each specimen gently to your fellow classmate. Student activity / what students are doing: Students are to sit in a circle on the floor. Each student needs a pen and prepared handout with AF columns. Students are not to talk. Each sample is to be handed out. Students are to take a few minutes with each sample and really feel and study the rock. Students are asked to describe in words each sample, i.e. heavy, cold, gritty, smooth, colour, layered etc. If they know the name of each rock they also write this down. Check understanding/ key questions/manage learning: Non- Verbal Hand on sensory exercise introduces students to the different rock types. Passing rock specimens to engage students tactile and visual senses. -Can students name any Australian landmarks that are made from igneous, sedimentary or metamorphic rock? -Can they give examples of these types of rocks used in Indigenous tools? Resources: - Paper with A-F labelled columns. -Rock specimens: 2 igneous (basalt & granite), 2 Sedimentary (sandstone & conglomerate), 2 metamorphic (slate & marble)

25 mins

Give students the names of Students back at desks. each rock sample and what type of rock they are. Can the students highlight the similarities between the three rock types? -Introduction to the Rock Cycle. -Continuous process. -Formation: What types of forces are at work when creating and changing the rocks? (weathering/erosion/metamorphasis/transport/crystal isation/melt-ing) Teacher direction/ activity/ Student activity/ what instruction: students are doing:

Interactive White board: draw rock cycle on board whilst explaining to reinforce concept. Print out: Rock cycle diagram from Earth Science book (Lurgens, FK & Tarbuck EJ 2006)

CONSOLIDATION: Time: Check understanding/ Resources: key questions/ manage learning:

5 mins

Reiterate the importance of the rock cycle. Answer any questions that the students may have. Hand out summative assessment

Questions to ponder: Summative Are we, as humans assessment print speeding up or altering out any elements of the rock cycle? If so how? What effect will this have on us in the future?

Finish / summing up / link to the next lesson: Next lesson remember to brainstorm the questions that were left with students to ponder/discuss with parents. Assessment: FORMATIVE: Gauge individual students level of understanding and interest in the task. Make notes in marking diary at end of lesson. SUMMATIVE: Indigenous rock uses: task to be completed at home, due one week from now. Evaluation: Student: Outcomes met/ engaged/ on task/ learning -Were the students engaged with the task? -Did passing around the rock samples assist in the lesson or did it cause more of a distraction and possibly disrupt the class? My teaching: Strengths/ Weaknesses/ Changes -Did the lesson flow well? -How can I build on and improve this lesson for my next class?