The rock cycle is a process that alters sedimentary, metamorphic, and igneous rocks. The diagram below shows the rock cycle.

Igneous, metamorphic, and sedimentary rock are all part of the rock cycle.

Explain how metamorphic rocks are part of the rock cycle. In your explanation, be sure to include

• the features that make each rock type different
• the processes that result in the formation of each rock type

Write your answer on your answer document

Score for Sample Student Response #1: Rubric Score 0

Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The student incorrectly identifies the process that leads to the formation of metamorphic rocks (magma cools down).

Score for Sample Student Response #2: Rubric Score 0

Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. Information provided in the response about the rock cycle (can go in any order) is irrelevant, and there is no evidence in the response that the student understands the processes that cause one type of rock to become another type.

Score for Sample Student Response #3: Rubric Score 1

Annotation, Using the Rubric: There is evidence in this response that the student has a minimal understanding of the question. The student minimally explains the process involved in the formation of metamorphic rock (heat and pressure).

Score for Sample Student Response #4: Rubric Score 1

Annotation, Using the Rubric: There is evidence in this response that the student has a minimal understanding of the question. The student includes all three rock types and uses some scientific terminology accurately (volcanic activity), but the supporting scientific evidence about the formation of each type of rock is vague and minimal (igneous … from volcanic activity; sedimentary … forms from sediment; metamorphic … forms from other rocks). The last paragraph of the response is irrelevant to the question, and more supporting scientific evidence, especially in the description of how each rock type is formed, is needed for a higher score.

Score for Sample Student Response #5: Rubric Score 2

Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The supporting scientific evidence contains some inaccuracies (Sedimentary form from remains of living things) and remains generally complete, as the student describes the cause-effect relationships in the formation of two rock types (Igneous form from cooling of liquid magma; metamorphic form from heat and pressure). Some scientific terminology (liquid magma; pressure) is used accurately.

Score for Sample Student Response #6: Rubric Score 2

Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The supporting scientific evidence is generally complete, as the student describes the cause-effect relationships involved in the formation of two rock types (Igneous rocks are formed when magma cools off; Sedimentary rocks are formed when sediments are compacted together). Some scientific terminology (magma; compacted) is used accurately.

Score for Sample Student Response #7: Rubric Score 3

Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. The supporting scientific evidence in the descriptions of the formation of all three rock types is complete (metamorphic … heat and pressure changes; Igneous … hardening and the solidification of lava; sedimentary … compaction of sediments … as long as there are … rock particles to be compacted). The student demonstrates a full synthesis of information in describing the cyclical relationship between each rock type (Metamorphic rock is part of the rock cycle through … changes made to sedimentary or igneous rock). The accurate use of scientific terminology strengthens the response (solidification of lava; compaction of sediments).

Score for Sample Student Response #8: Rubric Score 3

Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. The supporting scientific evidence is complete, as the student explains with accurate, detailed scientific terminology the processes involved in rock formation (heat from the core, pressure from rocks; cementation of sediments; cooling of magma either above or below ground). The synthesis of information is complete, as the student describes features of all three rock types (metamorphic rock should usually have waves, bands or layers; sedimentary rocks have bits and pieces of other rocks, fossils, or shells; igneous rock could be very sparkley with large crystals).

Score 3

There is evidence in this response that the student has a full and complete understanding of the question or problem.

• The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills.
• The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology strengthens the response.
• An effective application of the concept to a practical problem or real-world situation reveals a complete understanding of the scientific principles. ¹

Score 2

There is evidence in this response that the student has a general understanding of the question or problem.

• The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills.
• The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology is present in the response.
• An application of the concept to a practical problem or real-world situation reveals a general understanding of the scientific principles. ¹

Score 1

There is evidence in this response that the student has minimal understanding of the question or problem.

• The supporting scientific evidence is minimal.
• The response provides little or no synthesis of information, such as data, cause-effect relationships, or other collected evidence.
• The accurate use of scientific terminology may not be present in the response.
• An application, if attempted, is minimal. ¹

Score 0

There is evidence that the student has no understanding of the question or problem.

• The response is completely incorrect or irrelevant or there is no response.^{1 2}

Note 1: On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

Rubric Document Date: January 2008