Rock Cycle Game

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# Rock Cycle Game

## Rock Cycle Game

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##### Presentation Transcript

1. Rock Cycle Game Vanderbilt Student Volunteers for Science Summer 2005 Training Presentation

2. Important!!! • Please use this resource to reinforce your understanding of the lesson! Make sure you have read and understand the entire lesson prior to picking up the kit! • We recommend that you work through the kit with your team prior to going into the classroom. • This presentation does not contain the entire lesson—only selected experiments that may be difficult to visualize and/or understand.

3. I. Introduction (p.2) • This activity illustrates the general scheme of the rock cycle. • Students move between geologic states depending on the action directed by a word cube at a geologic station. • Each cube has different possible processes that the particular state can undergo. • Students should record movements as they progress through the game. • No time limit and no winner. The teacher should end the game after each student has gone through several states in the cycle.

4. II. Procedure (p.2) • Place stations around a large table (or around the room) with an example of each state and the specific word cube at the appropriate station. • Students choose a starting point in the cycle and take turns rolling the word cube to receive directions. • Students mark their observation sheets with a colored pencil. • Color appropriate arrow if states are changed. • Underline the appropriate state if they remain in that state.

5. III. The rock cycle game as a model (p.2) • This game works to predict outcomes based on a set of assumptions. • This model proposes the following: • The rock cycle does not progress in an orderly way; there is a large element of chance in change of state • The rock cycle is not totally random. Rocks in a specific state can change to some other states but not to all other states.

6. III. The rock cycle game as a model (cont.) • It is possible to determine the probability that a rock in a specific state will change to another state. • The probabilities are listed in the table to the right.

7. IV. Testing the model/Discussion (p.4) • The model describes fairly well what is seen in the mountains of East Tennessee. • The model does not describe middle Tennessee rocks well at all. • The full rock cycle generally occurs only on plate boundaries. • Areas in the craton (the center of stable plates) have a very shortened rock cycle.