Let It Sink In Science - K20 Learn
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Let It Sink In
Science
Grade Level 6th, 7th Time Frame 160 minutes
Subject Science Duration 3 class periods
Essential Question
How do Earth’s materials cycle through living and nonliving components?
Summary
In this lesson, students learn how the different stages that a rock may exist due to natural causes or human
impact. Students will also be able to construct explanations for how biochemical processes cycle through
living and nonliving organisms.
Snapshot
Engage
Students justify and evaluate preconceived notions about rocks. Students watch a clip on a natural
disaster caused by rock transformation.
Explore
Students carry out an investigation on the different stresses that affect rock formation.
Explain
Students read an article to help construct explanations to the flow of the rock cycle.
Extend
In a group, students research and create a model that shows the flow of different matter into and out of
living and nonliving parts of the ecosystem.
Evaluate
Students assess and gather data from each other's work and use the information to answer the essential
question.
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Standards
Oklahoma Academic Standards (6th Grade)
ESS2: Earth's Systems
6.ESS2.1 : Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives
these processes within and among Earth’s systems.
6.ESS2.1.1: All Earth processes are the result of energy flowing and matter cycling within and among the
planet’s systems.This energy is derived from the sun and Earth’s hot interior. The energy that flows and
matter that cycles produces chemical and physical changes in Earth’s materials.
7.LS2.3 : Develop a model to describe the cycling of matter and flow of energy among living and nonliving
parts of an ecosystem.
7.LS2.3.2: Transfers of matter into and out of the physical environment occur at every level.
7.ESS3: Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial
environments or to the water in aquatic environments.
7.LS2.3.4: The atoms that make up the organisms in an ecosystem are cycled repeatedly between the
living and nonliving parts of the ecosystem.
Attachments
Lesson-Slides-Let-it-Sink-In.pptx
Rock-Cycle-Handout-Let-It-Sink-In.docx
The-Biochemical-Cycle-Handout-Let-It-Sink-In.docx
You-re-Stressing-Me-Out-Lab-Handout-Let-It-Sink-In-1.docx
You-re-Stressing-Me-Out-Lab-Instructions-Let-It-Sink-In.docx
Materials
Set-up that allows videos and PowerPoints to be played for everyone to view
Lesson Slides- Let It Sink In (attached)
You’re Stressing Me Out Lab Instructions (attached; one per student)
You’re Stressing Me Out Lab Handout (attached; one per student)
1 regular-size bar of Ivory soap (one per student)
Rock Cycle Assignment-Let It Sink In (attached, one per student)
A sheet of copy paper (one per group)
glue stick (one per group)
A set of Chalk (one per group)
Butcher paper (option, one per group)
Markers (optional; one set per group)
The Biochemical Cycle- Let it Sink In (attached; one per student)
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20 minutes
Engage
Use the attached Lesson Slides to follow along with the lesson. Begin with slide 3. Briefly, read aloud the
essential questions: How do Earth’s materials cycle through living and nonliving components? Then, move to slide
4 and read the objectives.
Go to slide 5, invite students to participate in the Always, Sometimes or Never True strategy. For each
statement have students hold a thumbs up for always, thumb to the side for sometimes, and thumbs down
for never. Have a couple students from each choice share out their reasoning for their choice. The following
statements will be presented on slides 6-13:
All rocks are hard.
Rocks have the ability to change form.
Rocks make up the entire earth.
All rocks are the same.
It’s hard to tell how rocks originated.
Rocks and minerals are the same thing.
Humans are the cause of rock formations.
Minerals are not important to my life.
Invite learners to watch one of these clips on sinkholes that have occurred in Oklahoma on slides 14 & 15.
Sinkhole in Beckham County or
Sinkhole in weatherford
After watching the clip, write down any questions students may have.
Teacher's Note
Be sure to ask each question separately and call on random students to give their opinions on the
statement.
Optional Alternative
For the Always, Sometimes, or Never true activity. You may consider a more robust discussion by
splitting the room into three sections. Inform students they will choose a section for each statement
that is posed. After choosing their section, have students discuss with their fellow members why they
choose their sections. Have a spokesperson from each group share their justification for their choice.
After all three groups have gone, have students decide if they want to move based on the discussion
they heard. Be sure to set rules before beginning classroom debates. Do not be biased to any
viewpoints, you are acting as the moderator.
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15 minutes
Explore
Gather the supplies for the lab. Move to slide 16. Make copies and pass out You’re Stressing Me Out Lab
Instructions and the You’re Stressing Me Out Lab Handout. Read the introduction aloud as a class to
review the three types of stresses that the students will perform. Students should be placed in groups of
three and each of them receive a bar of soap. Each group member will demonstrate one of the three types
of stressors. Before each demonstration, ask the students how they can go about showing each stress.
After each demonstration, have students collect and record their observations on their soapy stress
handout. At the end of the activity, have students use compressional stress to smash the small soap
remains they have together. Inform students that is how sedimentary rocks formed
Teacher's Note
The images that can help explain to students how to perform each stress, and additional activities can
be found on that Teach Engineering’s Soapy Stress Instructions.
Walk around the room to monitor students and clear up some potential misconceptions.
Differentiated instruction- For an honors class, you may consider having them test the effects of the
stressors on different name brands of soap and what does that mean on the rate of change for all
rocks.
Make sure students do not rub their eyes and to wash their hands before exiting the lab.
You may consider asking a local community leader, organization, or business to donate the soap.
Optional Activity
Optional Lab report-You may choose to have students do a write up of the lab using the following
R.E.R.U.N. strategy to take time for students to reflect on the experience. Be sure to go over the
instructions and rubric to make sure students know what is expected of them.
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40 minutes
Explain
Go to slide 17, invite students to read one of the following articles:
Generation Genius’s Read About Rocks, Minerals & The Rock Cycle
Soft Schools’s The Rock Cycle
After the reading, place students into groups of 3. Move to slide 18. Invite students to complete the Rock
Cycle handout. Each student will pick one of the 3 stages-igneous, sedimentary or metamorphic- of the rock.
Next students will describe what kind of rock can exist at that stage and what process must occur for the
formation of that rock at that stage.
After they each have completed their section have them place their section in the correct order of the rock
cycle.
Optional Activity
You may consider after completion of this activity to play one of the following songs for students to
reinforce the rock cycle or for them to self assess their group’s cycle:
Rock Cycle Song (slide 18)
We Will Rock You Song (slide 19)
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60 minutes
Extend
Make copies and pass out The Biochemical Cycle handout. Place students into groups of 4. Go to slide 20.
Inform students that now that they have learned about how rocks cycle work, they will learn of other
essential materials that living and nonliving factors cycle through the environment. Assign each group one
of the cycles listed below. Invite students to research facts about at least three different stages of each cycle
and what drives the movement to each part of the cycle. Next, escort students outside, provide them with a
set of chalk, and invite each group to draw their cycles on the pavement.
Biochemical Cycles:
water
carbon
nitrogen
Teacher's Note
If weather does not permit, consider providing each group with a large sheet of butcher paper to
illustrate their cycles and hang up around the room.
Decide students’ groupings for this activity instead of having students group themselves. Walk around
and monitor students to address any possible questions that may arise. Make sure students cite where
they are getting their information about their cycle. Emphasize the importance of students to work
together in researching and delegating tasks for illustrating the cycle.
Since this activity moves to being outside, be sure to constantly be circling and monitoring the
students’ progress.
Student Example
Example of what a student sketch could look like:
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15 minutes
Evaluate
Move to slide 21. Invite students to do a Gallery Walk of each other's cycles. Instruct your students to
evaluate and gather data on the stages each group choose to show and utilize that data to support their
answer to the essential question displayed on slide 22:
How do Earth’s materials cycle through living and nonliving components?
Teacher's Note
You may consider, informing students to be sure and add in vocabulary that was learned in their
answer to the essential question.
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Resources
EmilyB. We Will Rock You! (the Rock Cycle). (2012, October 29). YouTube. Retrieved March 26, 2021, from
https://www.youtube.com/watch?v=r68iEwYdbh4.
K20 Center. (n.d.). Always, Sometimes, or Never True.
Strategies.https://learn.k20center.ou.edu/strategy/145.
K20 Center. (n.d.). Gallery walk / carousel. Strategies. https://learn.k20center.ou.edu/strategy/118.
K20 Center. (n.d.). R.E.R.U.N. Strategies. https://learn.k20center.ou.edu/strategy/819?rev=3451.
Kocotv. (2015, June 05). Weatherford building about to be swallowed By sinkhole. YouTube. Retrieved
March 26, 2021, from https://www.youtube.com/watch?v=HCUthn8Z_KY.
NBCUniversal News Group.
(2016, Dec 5). NBC News - Breaking News & Top Stories - Latest World, US & Local News. [Online image].
http://media4.s-
nbcnews.com/j/newscms/2016_49/1821236/sink_hole_ea406342d04bed2983c95f1e3f461e53.nbcnews-
fp-400-280.jpg.
ParrMr. (2011, April 03). Rock cycle song. YouTube. Retrieved March 26, 2021, from
https://www.youtube.com/watch?v=53lMdHzvGCQ.
Generation Genius. (2020, August 31). Read about Rocks & Minerals: Science for GRADES 6-8.
Generation Genius, Inc. Retrieved March 26, 2021, from https://www.generationgenius.com/rocks-and-
minerals-reading-material-grades-6-8/.
Sister Christian. (2011, November 30). Massive Oklahoma Sinkhole Appears overnight. Retrieved March
26, 2021, from https://www.youtube.com/watch?v=Pz6EFS1fu1A.
Soapy stress - activity. (2021, January 23). TeachEngineering. Retrieved March 26, 2021, from
https://www.teachengineering.org/activities/view/cub_rock_lesson01_activity1.
Soft Schools. (n.d.). The rock cycle. Soft Schools. Retrieved March 26, 2021, from
https://softschools.com/language_arts/reading_comprehension/science/493/the_rock_cycle/.
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