1. Modeling Rock Transformations
1.10
Look at the photographs of the two rocks that your teacher is projecting. Then read the claim and answer the questions below.

2. Claim: Rock A and Rock B formed in the same way
Claim: Rock A and Rock B formed in the same way. Do you agree or disagree with this claim? Why?
Look at the photographs of the two rocks that your teacher is projecting. Then read the claim and answer the questions below.

3. Introducing the Rock Transformation Model
Section 2: Introducing the Rock Transformation Model (10 minutes) Purpose: In this section, students are introduced to the Rock Transformation Model as a tool for understanding how rocks change on and below the surface of Earth.   1. Explain the rationale for this activity. Say, “We know that rocks have different characteristics because they form in different ways. The characteristics of a rock can help us understand how the rock formed.  In this session, we will expand our understanding about how rocks form by investigating how one type of rock can change into a different type of rock with different characteristics.” 2. Introduce the model.  Remind students that a model represents something that is difficult to observe directly. Say, “In this session, we will use a model to understand how rocks change over time. In a previous model, we used candy to represent rock as we learned about the geologic processes that form rock. In the model we will make today, YOU will represent rock. Each of you will be a piece of rock that will be changed in different ways in different areas on Earth. It’s helpful to use a model to learn about this because in the real world, rocks change over very long periods of time or at places on Earth that we can’t observe directly, such as deep underground.” 3. Introduce transformation. Refer to new vocabulary card on the concept wall. Say, “When a rock changes, we say it has gone through a transformation. Transformation means a change. Rocks go through transformations all the time, both on the surface of Earth and under the surface of Earth. Some transformations happen very quickly, while others take millions of years. In this session, we will use a model to explore how and where rock transformations happen.” 4. Point out how areas of Earth are represented. Point out the four station signs you have posted in four different areas of the room. Say, “In this model, there are four areas in the classroom that represent different areas of Earth where rocks transform: a mountain on the surface of Earth; a valley on the surface of Earth; underground; and deep underground.”

4. Transformation
A change

5. 5. Project Slide 2 and explain the key for the model
5. Project Slide 2 and explain the key for the model. Say, “You will use colored dot stickers to represent which type of rock or earth material you are in the model. This key shows what each color dot represents. Blue represents igneous rock, yellow represents sedimentary rock, and orange represents metamorphic rock. There are also two additional types of earth materials: magma, which is hot, liquid rock, represented by red; and sediment, which are small pieces of rock or earth materials, represented by green.” 6. Explain Rock Transformation Model cards. Point out that at each station, there are stacks of cards, color-coded with the same dot stickers students will be using in the model to match the types of rock and earth materials. Each card will indicate what students should do in the model and whether or not a geologic process at that location will transform them into a different type of rock or earth material.

6. 7. Project Slide 3 and introduce Rock Transformation Model Record
7. Project Slide 3 and introduce Rock Transformation Model Record. Explain that after students pick a card, they will record what happens to them in the table on page 39, Rock Transformation Model Record, in their notebooks.  8. Select volunteers to show how the model works. Explain that students will go through the model in pairs. Select a pair of volunteers to help you demonstrate. Have the volunteers come to the Mountain Station. Say, “You will begin at the mountain, which is represented by this area of the classroom. We choose to begin as igneous rocks, which are represented by a blue sticker in this model.” Explain that both partners need to choose a sticker from the available colors at their first station and that partners need to choose the same color sticker. 

7. 9. Project Slide 4: Rock Transformation Model Record 1
9. Project Slide 4: Rock Transformation Model Record 1. Point out that when pairs are running the model, they will place a blue sticker in Row 1, under the “Sticker” column in the table. They will also write “igneous” in the “Type of rock” column and “mountain” in the “Location” column. Remind students that even though they will be working in pairs, each student should record in the notebook Explain how to “transform.” Explain that when you say, “Transform,” students should select a card from the top of the pile that matches their sticker color. In this case, have one of the volunteers select a card with a blue dot on it Have volunteer draw a card from the blue pile. Have the other volunteer read the card aloud, “You are weathered into sediment by rain and carried down into the valley by a river. Take a green dot and move to the valley.” Have the volunteer pick up a green dot to show the class, and have him return the card to the bottom of the pile. 

8. 12. Project Slide 5: Rock Transformation Model Record 2 to show how to record information about the rock transformation. Explain that you have recorded a note in the “What happened?” column about what happened to the rock at the mountain location. Let students know that they do not need to copy everything the card says into the table—just enough to know what happened. Point out that you’ve also put a green dot in the second row to show that you have transformed to sediment.  13. Volunteers move to the Valley Station. Have the pair of volunteers move to the Valley Station to indicate that they have been transported to the valley.

9. 14. Project Slide 6: Rock Transformation Model Record 3 to show how to record information about the rock after the transformation. Since the volunteers are now sediment, point out that you wrote “sediment” in the “Type of rock” column and “valley” in the “Location” column Say, “Transform!” Ask the volunteers how they know what color card they will pick now. [Green, the same color as the sticker.] Have one volunteer pick a card from the green pile and read it aloud to the class. Explain that students would then record what happened in the table, pick the color sticker indicated on the card, and then move to the next station to record the new rock type (or earth material) and new location. A new round begins each time you say, “Transform!”  16. Make sure students understand what to do. Have a few students paraphrase and recap the directions for the class to help ensure that all students understand what to do. If necessary, ask volunteers to model another round for the class.

10. Interacting with the Rock Transformation Model
Section 3: Interacting with the Rock Transformation Model (15 minutes)
Purpose: With partners, students take part in a model that simulates rock transformations in Earth. This allows students to have experiences with geologic processes that are difficult to observe directly. 1. Have students pair up. Assign students to work in pairs for the remainder of the session. Each student in the pair will do the same actions and record their transformations in the table in the notebook (page 39: Rock Transformation Model Record). Point out that the directions for the model are above the table in the notebook. 2. Divide students up equally among the four stations. Have students go to their stations. Then, direct everyone to: Pick a sticker. Explain that both partners need to choose a sticker from the available colors at their first station and that partners need to choose the same color sticker. 
Record the type of rock and the starting location. Remind students that these just need to be notes.
Wait for a signal to transform. Remind students not to pick a card until signaled to do so. Have students stop and look at you when they are ready to move on.
3. Conduct one round of the model. Say, “Transform!” and have students do the following: Pick a card with the same color as their stickers.
Record what happened.
Replace the card at the bottom of the pile.
Move to their new location (if applicable).
Take a new sticker (even if the color is the same as their previous sticker). 
Record the new type of rock or earth material and the new location.
Wait at the next station for the teacher to say, “Transform!”

11. Interacting with the Rock Transformation Model
4. Conduct another round of the model. Say, “Transform!” and have students do one more round of the model with guidance. Make sure students stop at their new stations. 5. Students run the model independently. Let students know that they will move at their own pace and transform as many more times as they can. 6. Circulate and assist as necessary. Encourage students to continue to record what happens to them as they will need this information later. 7. After 10 minutes, signal the class to stop. Have students finish up at whatever station they are and then return to their seats. 8. Review transformations. Ask students to raise their hands for the following prompts. Ask, “As you went through the model, how many of you were sedimentary rock? Metamorphic rock? Igneous rock?” Point out that many students have their hands raised for all the different types of rock.  

12. Key Concept
Over very long periods of time, any type of rock can transform into another type of rock

13. Sharing Experiences from the Rock Transformation Model
Section 4: Sharing Experiences from the Rock Transformation Model (15 minutes)
Purpose: In this section, students work with their partners to make sense of what happened during the model by creating a visual representation. After working with their partners to create their visual representation, students complete the Shared Listening Routine with a new partner in order to compare and contrast rock histories with someone who experienced a different rock history.  1. Project Slide 7: A Rock’s History. Have students turn to page 40 in their notebooks to view this same diagram. Let students know that they will be working with their partners to make sense of what happened to them during the Rock Transformation Model so they can share their experiences with someone else. 2. Offer an example. Model for students how to refer to the Rock Transformation Model Record to fill in the diagram as they tell the story of what happened to them as they were running the model. Project Slide 8: Rock Transformation Model Record 3. Say, “When we were demonstrating how to use the model, we were first igneous rock on a mountain.  Second, we were weathered into sediment and transported to a valley.  Now I will put this information on the diagram to help me tell the story of what happened to me when I was a rock transforming in the model.” 
Project Slide 9: A Rock’s History: Diagram 1. Say, “To represent how I started, I wrote “1” and “igneous” on the mountain so I could remember what kind of rock I was at the start.”
Project Slide 10: A Rock’s History: Diagram 2. Say, “In my second turn in the model, I was weathered into a sediment and transported to the valley. I’m going to write “2” and “sediment” in the valley. I decided to draw an arrow from number 1 to number 2 so I can remember that I moved from the mountain to the valley.”
3. Students work with partners to create diagrams. Remind students that this diagram will help them explain to someone else about what happened to them during the model experience. Students should write or draw things on their diagrams that make sense to them. Their diagrams do not have to look like their partners’ diagrams, but encourage students to work with their partners as they create their diagrams.

14. Project Slide 8: Rock Transformation Model Record 3
Project Slide 8: Rock Transformation Model Record 3. Say, “When we were demonstrating how to use the model, we were first igneous rock on a mountain.  Second, we were weathered into sediment and transported to a valley.  Now I will put this information on the diagram to help me tell the story of what happened to me when I was a rock transforming in the model.” 

15. Project Slide 9: A Rock’s History: Diagram 1
Project Slide 9: A Rock’s History: Diagram 1. Say, “To represent how I started, I wrote “1” and “igneous” on the mountain so I could remember what kind of rock I was at the start.”

16. Project Slide 10: A Rock’s History: Diagram 2
Project Slide 10: A Rock’s History: Diagram 2. Say, “In my second turn in the model, I was weathered into a sediment and transported to the valley. I’m going to write “2” and “sediment” in the valley. I decided to draw an arrow from number 1 to number 2 so I can remember that I moved from the mountain to the valley.”

17. 4. Students find new partners for Shared Listening about rock histories. When most students have finished their diagrams, announce that students will now have a chance to relate their rock histories to another student who has a different rock history. Have students quickly find a new partner sitting near them. 5. Explain the routine. Remind students that Partner #1s will have one minute to share their ideas with Partner #2s. During this time, Partner #2s will listen without interrupting. Then, Partner #2s will repeat back to Partner #1s what they heard, while Partner #1s listen carefully. If necessary, Partner #1s may correct misstatements. Students will then switch roles. 6. Complete Shared Listening. Have pairs decide who will be Partner #1 and who will be Partner # Project Slide 12: Shared Listening Question 2. Ask, “Partner 2s, what is the same about your rock history and Partner 1’s rock history? What is different?” Have students switch roles, discuss what they heard, and then share with the class briefly. 9. Introduce homework. When a minute or so is left of class time, have students turn to their homework on pages 41–42: Homework: Explaining Evidence, in the notebook. Explain that the homework will be a continuation of the evidence sort they did for homework in Session 1.6. 
Section 1: Warm-Up (5 minutes) Section 2: Introducing the Rock Transformation Model (10 minutes) Section 3: Interacting with the Rock Transformation Model  (15 minutes) Section 4: Sharing Experiences with the Rock Transformation Model (15 minutes) Homework: Explaining Evidence
Projections for Session 1.10
Science Note: Depth in Earth (Sec. 2, step 4) × Science Note: Depth in Earth
In the Rock Transformation Model, there is a distinction between stations representing underground and deep underground. When students visit the Underground Station, they can be lithified into sedimentary rock or metamorphosed into metamorphic rock. We’ve developed this station to describe a range of 0–15 km depth into Earth’s surface. Within this range, both sedimentary rock formation and contact or low-grade metamorphism are possible, though which rock transformation occurs depends on a range of variables. At the Deep Underground Station, the only rock transformation that students experience is melting from an existing rock into magma. There are actually a wide variety of rock transformations that can take place as rocks are pushed deeper into Earth’s surface, but we chose to represent this one possibility for ease of use. At this station, we based what happens to rock upon what happens at an ocean-continental subduction zone. This is a plate boundary where denser, oceanic crust subducts below less dense continental crust. At depths greater than 100 kilometers, the presence of water in the subducting oceanic crust triggers melting in the solid mantle and continental crust above, which generates volcanic arcs at these plate boundaries. As students are melting into magma at the Deep Underground Station, they represent the magma that rises to form a volcano in the volcanic arc at a subduction zone.
Close
Science Note: Earth's Crust and Mantle (Sec. 2, step 4) × Science Note: Earth's Crust and Mantle
As depth increases in the interior of Earth, pressure and temperatures increase. Even with increasing pressure and temperatures, rock in the crust and mantle is almost entirely in the solid state. The changes in pressure and temperature with depth allow this rock to become more ductile or even transform into metamorphic rock, but it remains in the solid state throughout these layers in Earth’s interior. Melting of rock can occur in the crust or mantle, but only under particular conditions. Chemical and physical processes that occur at plate boundaries or magma plumes can trigger melting of mantle or crustal material. As students engage in the Rock Transformations Model, it may be helpful to highlight that melting only occurred at the Deep Underground Station where conditions were right for the usually solid rock at this depth of Earth to melt.
Instructional Suggestion: More Support (Sec. 3, step 5) × Instructional Suggestion: More Support
If your class needs more support, you may want to take students through the activity step by step for every round. Have students move to the next station when you tell them to and have them wait until they hear your signal before they pick a card.
Instructional Suggestion: Helping Students Understand the Model