Question

Success Criteria

Students view a rock and determine
if it is sedimentary, igneous, or
metamorphic based on observed
characteristics.


Handdrawn Organic Blackboard Horizontal
Learning Targets

I can describe sedimentary,
metamorphic, and igneous rocks.

I can explain the geologic
processes that cause rocks to
change in the rock cycle.


BELLRINGER

11/10/2025


The breaking down of rocks

A. weathering

b. erosion

c. deposition


2.The movement of sediment or soil from one
location to another

a. weathering

B. erosion

c. deposition


3.When particles carried away by water, ice, or
wind are deposition in another location.

a. weathering

b. erosion

c. deposition

Answer 1

Looks good — here’s a clean answer key with brief explanations plus a few quick teacher-facing suggestions you can drop into your lesson.

Answer key (Bellringer)
1. A. weathering
- Weathering is the breaking down of rocks into smaller pieces by physical or chemical processes.

2. B. erosion
- Erosion is the movement/transport of sediment or soil by water, ice, wind, or gravity.

3. C. deposition
- Deposition is when transported particles settle and are laid down in a new location.

Brief teacher notes
- Time: This bellringer should take about 5–7 minutes. Use it to activate prior knowledge and transition into rock-cycle instruction.
- Formative check: Ask students to justify one of their answers in one sentence to check understanding.

Quick extensions (use as follow-ups or class discussion prompts)
- Give an example of weathering, erosion, and deposition from your local area (1–2 sentences each).
- How do weathering and erosion work together to shape landscapes?
- Predict where deposition is likely to occur in a river system and why.

Connection to your learning targets
- After the bellringer, have students observe rock samples (or images) and identify features that indicate sedimentary, igneous, or metamorphic origin (grain size/layering/fossils = sedimentary; interlocking crystals/glassy/vesicles = igneous; foliation/banded texture = metamorphic). This ties directly to “I can describe…” and “I can explain…” targets.

Optional quick formative exit ticket (1–2 minutes)
- Show one rock photo. Student writes: rock type (sedimentary/igneous/metamorphic) + one feature that supports their choice.

If you want, I can:
- Draft a one-page worksheet for the rock-identification activity.
- Create a short rubric for your rock station lab.
- Produce 6 labeled rock images you can use for practice.