Work Sample & Commentary: The Rock Cycle
The task
Students were asked to develop graphic models of the rock cycle as the culmination of six weeks of study. During those six weeks, classroom lessons and laboratory experiences were conducted to study the three major rock groups; and the class went on two field trips to observe rock formations and collect rocks. In developing their graphic models, students were asked to include any forces and processes that cause rocks to change.

Circumstances of performance
This sample of student work was produced under the following conditions:
alone in a group
in class as homework
with teacher feedback with peer feedback
timed opportunity for revision

This work sample illustrates a standard-setting performance for the following parts of the standards:
a Earth Sciences Concepts: Structure of the Earth system.
a Scientific Connections and Applications: Big ideas and unifying concepts.
b Scientific Thinking: Use concepts from Science Standards 1 to 4.
d Scientific Tools and Technologies: Acquire information from multiple sources.
a Scientific Communication: Represent data and results in multiple ways.


What the work shows
 a Earth Sciences Concepts: The student produces evidence that demonstrates understanding of structure of the Earth system, such as…rock cycles.
The student shows a clear understanding of the cyclical relationship that exists between igneous, sedimentary and metamorphic rocks, and many of the forces that cause these changes.

a Scientific Connections and Applications: The student produces evidence that demonstrates understanding of big ideas and unifying concepts, such as…cause and effect.
The student correctly shows that forces such as subduction, volcanic eruptions, etc. are cause agents for change in the rock cycle.

b Scientific Thinking: The student uses concepts from Science Standards 1-4 to explain a variety of observations and phenomena.
The student uses the concept of Earth processes (Standard b) to explain how rocks change from one form to another. In a revision, the student should be asked to rethink the order of erosion and weathering in both places where these processes are noted.

d Scientific Tools and Technologies: The student acquires information from multiple sources, such as print, the Internet, computer data bases, and experimentation.
Examples of the rocks were chosen by the student, using an internet web site: www.calvin.edu. The pictures were reduced on a photocopier to fit into the diagram.

a Scientific Communication: The student represents data and results in multiple ways, such as…tables…artwork.
The student effectively blends a concept map and downloaded images to convey understanding of the rock cycle.