5th grade level unit on the Rock Cycle by Chris Winters

1. Desired Results
Unit Title: Rock Cycle Time Period: 1 - 2 weeks Teacher: Mr. Winters
Established Goals:(click to view related AERO standards) Social
Studies Science English Math Bible Resources: Six Facets of
Understanding Bloom's Taxonomy Verbs
Copy & paste standards into the section below
AERO Scientific Inquiry
SI.2.5. Students will communicate scientific ideas and activities clearly.
a. SI.2.5 Know how to write instructions that others can follow in carrying out a scientific
procedure.
b. SI.2.5 Know how to use numerical data in describing and comparing objects and events.
c. SI.2.5 Know how to make sketches or models to aid in explaining scientific procedures or
ideas.
SI.3.5. Students will be familiar with the character of scientific knowledge and inquiry and
how it is achieved.
a. SI.3.5 Describe some of the many different forms of scientific investigation.
b. SI.3.5 Offer justifiable explanations when similar scientific investigations do not produce
exactly the same results.
c. SI.3.5 Explain why clear and active communication is an essential part of doing science,
including informing others about scientific work and exposing ideas to criticism.
d. SI.3.5 Explain why scientists use technology in investigations, including to increase their
power of observation and to measure and compare accurately.
e. SI.3.5 Offer some examples of old scientific knowledge that is still applicable today, and
explain that new scientific knowledge is still being discovered.
SI.5.2. Students will understand and demonstrate the ideas of system, model, change, and
scale in exploring scientific and technological matters.
a. SI.5.2 Know that systems are made of parts that work together to function.
b. SI.5.2 Use a model - such as a toy or a picture - to describe the features of an object or

2. system.
Physical Setting
S.7.5. Students will understand how key features of the earth influence climate, weather, and
the water cycle.
c. PhS.7.5 Describe the steps of the water cycle.
PhS.8.5. Students will understand scientific theories of how the earth's surface is formed and
how those theories developed.
a. PhS.8.5 Describe how wind, and water in various forms, shape the Earth's surface,
including the processes of erosion and deposit.
b. PhS.8.5 Describe the composition of rocks and the rock cycle.
c. PhS.8.5 Explain the effects of earthquakes and volcanic eruptions.
d. PhS.8.5 Understand that the rate of change of the earth's surface can range from abrupt
(such as earthquakes and volcanic eruptions), to very slow (such as uplift and wearing down
of mountains).
e. PhS.8.5 Understand how fossils are formed
PhS.9.5. Students will know and understand scientific theories of the nature of matter and
how those theories developed.
a. PhS.9.5 Describe and explain how temperature can change materials' properties and the
effects of extreme heat.
b. PhS.9.5 Understand that materials are composed of parts that are too small to be seen
without magnification.
d. PhS.9.5 Describe and explain how basic types of materials can be used to make many
different materials, the properties of which might be different from those of the original
materials.
Enduring Understandings:
1. Universal phenomena such as the rock cycle lead to the development of theories of
origin that are not universally agreed upon.
2. Development of scientific vocabulary and knowledge of concepts are necessary for
effective communication in science.
3. The development of scientific tools and technology is directly related to many importan
scientific discoveries.
Essential Questions:
1. How is the understanding of rock formation related to scientific theories in earth
science?
2. What universal truths are assumed when scientists proclaim the age of landforms?
3. How do the processes involved in rock formation affect the appearance and
properties of rocks?
4. How do earth’s processes contribute to the formation and changes of rocks?

3. Students will know . . .
• The Rock Cycle
• Scientific Vocabulary related to the rock cycle
• Investigations and related technology
• Story elements
•
Students will be able to . . .
• Describe properties of minerals.
• Explain how minerals are formed and used.
• Collect information about minerals using observational skills.
• Differentiate among different rocks.
• Describe the relationship between rocks and minerals.
• Explain how rocks form.
• Identify examples of sedimentary, igneous, and metamorphic rocks.
• Describe the processes involved in the rock cycle.

4. Acceptable Evidence
Performance Tasks:
Model of Final Project created by Mr. Winters
Rock Story Final Assessment Instructions and Grading Rubric
Invitation to Reading of Rock Stories Event
Observations and asking questions
§ Grades taken on worksheets, workbook pages, quizzes, lab
investigations sheets, and tests
§ Group and individual projects
§ Participation grades for labs and observations and discussions
§ Create and illustrate personified rock story
Other Evidence:
Rock Cycle Formative Assessment - A way to check for understanding does not have to
be graded.
Final Unit Test with answer key-

5. Learning Experience
Biblical Integration
W- Where are we going? H- Hook E- Equip R- Rethink E-2 Evaluate
T- Tailor O- Organize
Learning Activities & Resources:
Lesson Plans for lessons 1 - 4
Inside Lesson 2 - Create a Sedimentary Rock (Investigation) - Paper cups, fine gravel or
sand, liquid glue, paper towels.
Rock properties investigation - Labeled rock samples, magnifying glass, vinegar
Vocabulary work sheets - sample slide 11
Cornell Notes Pages - sample slide 9
• Note cards
• Workbook
• Books
• Paper
• Lab Materials (see textbook)
• Computers for web quests and other publications

6. • Note cards for vocabulary
• Journals for notes
Biblical Integration & World View
• How does the rock cycle and earth's processes relate to the Biblical account of
creation in Genesis?
• God is a God of order and we can use our understanding of earth's processes to draw
conclusions about changes in earth's surface and how landforms were developed.