Sedimentary Rock Lesson

Lesson Title: Let’s Rock It Out: Operation Sedimentary Simulator

This lesson will focus on sedimentary rocks and the process of how they form. To help deepen
students understanding, they will create a sedimentary rock using crayons and relate each step in
creating this rock to the steps of the formation of a sedimentary rock.
Grade Level: 6th grade
Goals and Objectives for Learning Goal: Students will understand how sedimentary rocks form and the unique process
Student Learning: associated with this rock type.
Learning Objectives:
Students will be able to construct a sedimentary rock based off the forming process. (create)
Students will be able to explain which step in the sedimentary rock simulation correlate with each
the sedimentary rock forming processes. (analyze)
*Learning objectives are leveled based on Bloom’s Taxonomy
State Indicators: 1.) Igneous, metamorphic and sedimentary rocks have unique characteristics that can be
used for identification and/or classification. (ESS.6.2)
2.) Igneous, metamorphic and sedimentary rocks form in different ways. (ESS.6.3)
Cross Curricular The lesson also connects to the following English standards.
Connections: 1.) Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led)
with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing
their own clearly. (SL.6.1)
2.) Interpret information presented in diverse
media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text,
or issue under study. (SL.6.2)
Literature Connections: The Colossal Fossil Fiasco: Lucy's Lab #3 by Michelle Houts (F)
What are Sedimentary Rocks by Natalie Hyde (NF)
Differentiation: 1) Students will be working in partners, which will support their learning in collaborating on ideas
and promoting deeper understanding.
2) Students will go through the forming process of sedimentary rocks using crayons to give the
students visuals of each step in this process. This will support students in making deeper
connections with the content from using different learning styles to present the material.
*Students are also given a worksheet connecting each part of the simulation to what they
represent in the forming process of the sedimentary rock. This helps to solidify the student’s ideas
and tie everything together.
Learning Activities: In the planned activity, students will take crayons representing either igneous, sedimentary, or
metamorphic rocks. The students will then act as the force of weathering by taking a popsicle stick
and grinding up pieces of different colored crayons (different rocks). This creates the “sediment”.
The students then act as the force of erosion and disposition to carry the sediments and drop the
different colored crayon shavings into a new location together. Next, the students act as the force
of compaction and cementation by folding their pile of crayon shavings into the aluminum foil then
applying pressure from their hands/tables/etc. During this activity, the students would complete a
handout with questions on each step that connect the forming process in the simulation to the
corresponding forming process for sedimentary rocks. Afterward, for the exit ticket, the students
would be asked what type of rock the sedimentary rock we created would be in the real world
Materials: Handout, crayons, aluminum foil, popsicle sticks, exit ticket
*Handout and exit ticket attached on pages 3-5.
Assessment Plan: The students will be assessed based on their handout, exit ticket, and their rock they formed. The
rubric that will be used to assess these aspects of the lesson is attached on page 6.

*The handout is used to assess that students will be able to explain which step in the sedimentary
rock simulation correlate with each the sedimentary rock forming processes, how sedimentary
rocks form and the unique process associated with this rock type, and how igneous, metamorphic
and sedimentary rocks form in different ways.
*The exit ticket is used to assess that igneous, metamorphic and sedimentary rocks have unique
characteristics that can be used for identification and/or classification.
*The rubric is used to assess that students will be able to construct a sedimentary rock based off
the forming process, are able to explain which step in the sedimentary rock simulation correlate
with each the sedimentary rock forming processes, and based on the handout that they
understand how sedimentary rocks form and the unique process associated with this rock type.
Handout:
Exit Ticket:

What kind of rock(s) do sedimentary rocks form from? ________________________________________

_____________________________________________________________________________________

What type of sedimentary rock did we create with our crayons? ________________________________

_____________________________________________________________________________________

Rubric for Assessment:

Exceeds Expectations Meets Progressing Toward

Category 5 Expectations Expectations
4 3

Required The product was made The product was made Several required
Elements by following each of the by using the required processes were missing
processes of a processes of a in forming the product.
sedimentary rock sedimentary rock
forming precisely. forming.

Knowledge Student can accurately Student can accurately Student appears to have
Gained answer all questions answer most of the insufficient knowledge
related to the product questions related to the about the product or
and processes used to product and processes processes used to form
create the product. This used to create the the product. This
includes understanding product. This includes includes understanding
that sedimentary rocks understanding that that sedimentary rocks
are formed from sedimentary rocks are are formed from different
igneous, sedimentary, formed from different types of rocks, then
and metamorphic rocks, types of rocks, then these rocks go through
then these rocks go these rocks go through weathering, turn into
through weathering, turn weathering, turn into sediment, go through
into sediment, go sediment, go through erosion, deposition,
through erosion, erosion, deposition, compaction,
deposition, compaction, compaction, cementation, then turn
cementation, then turn cementation, then turn into a sedimentary rock.
into either an organic, into either an organic,
clastic, or chemical clastic, or chemical
sedimentary rock. sedimentary rock.
Students will also be Students will also be
able to explain what able to state the order
each of these terms the processes go in.
mean and the order the
processes go in.

Handout The handout is The handout is The handout was

completed with each completed with each missing some
step identified, showing step identified and information in identifying
knowledge of how the explained when needed. each step and explaining
simulation correlates when needed.
with the forming of a
sedimentary rock in real
life.