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2.1: Rocks, Rocks & More Rocks Download
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Grade Level: 2

Purpose:
This lesson is designed to create an interest in rocks in the classroom. It also serves as an introductory lesson to a unit on rocks. During the initial discussion for this lesson the teacher will be able to ascertain the students’ prior knowledge and find which ideas covered in this unit will need to be taught more thoroughly. In this lesson, the students will learn to observe and sort rocks according to their properties.

Goals:
Students will work with their science partners to observe and sort rocks according to geologic properties.

Objectives:

  1. Children will list the properties of rocks they observe.
  2. Given a group of rocks, children will sort them according to their properties.

Background:
Geologists use their observations as well as specific tests to identify rocks. This lesson will help children learn to use their observation skills to gain information about the rocks they and their classmates have collected. To increase your scientific background before teaching this unit you could utilize information found at The United States Geological Survey (USGS) Learning Web at the link below, read the booklet Guide to Rocks and Minerals of Illinois available from the Illinois State Geological Survey (ISGS) in addition to their ISGS Rocks and Minerals kit (see Web Resources below), or read any other general geology book. Also take a look at other ISM Geology Online distance learning lessons.

USGS Learning Web - Rocks
http://interactive2.usgs.gov/learningweb/explorer/topic_rocks.htm

Materials:

  • Everybody Needs a Rock by Byrd Baylor
  • Chart paper and marker for writing students’ comments
  • Rocks collected by students, 2 to 3 per child
  • Pan, water, and plastic scrub brush
  • White stickers for labeling rocks [White-out and a marker would stay on the specimen better]
  • Egg cartons, 1 for every 4 students
  • Paper and pencil for writing, 1 for each group of 4 students
  • 3 x 5 index cards, 8 per group
  • Sheets of paper or boxes to help groups sort their rocks into categories
  • 1 hand lens for every 2 students

OPTIONAL

  • cm ruler for every 2 students (if you wish students to measure their rocks)
  • a rock sample kit for children to compare their rocks with rocks identified by geologists [Available from the Illinois State Geological Survey]

Preparation:

  1. A week before starting this lesson read the book Everybody Needs a Rock to your class. This will motivate them to collect their rocks. It will also encourage them to find interesting rocks that are not too large for use in the classroom. This story will probably make them want to keep at least 1 of their rocks in their pocket. Assure them that they will be able to keep their rocks once you are finished with this unit.
  2. As children begin to bring their rocks to school, set up a washing station in the room. Once the rocks are clean and dry, children can write their initials or other identifying marks on small pieces of a sticker. Put one on each of their rocks to help you sort the rocks when finished. [Remember, White-out could be used.
  3. Once rocks are clean and labeled place them in the egg cartons. The cartons make storage simple and carrying rocks to and from desks uncomplicated.

Procedure:

  1. Before you start the lesson create a KWL chart on a large piece of chart paper. During your discussion, list what the class knows about rocks in the K (We know) column. In the W (We want to know) column of the chart list what children would like to learn as they study rocks during this unit. As new facts are learned throughout the unit they should be listed on the L (We have learned) column of this chart. Start the lesson with a general discussion about rocks. Questions to stimulate the discussion may be necessary if your students don’t have much prior knowledge about rocks.
    K
    We Know    		 W
    We want to know    		 L
    We have learned
       
  2. When you feel enough discussion has occurred, explain to students that today they are going to observe their rocks just like a geologist would. Start by observing a rock with them. Model the use of a hand lens to help look more closely at the rock. Then write the word PROPERTY on the board and explain that this is a word scientists use to tell others how an object looks, feels, and smells. Then list on the board what properties you observe. Your observations should include weight (heavy / light), texture (rough / smooth), size (small / large), color, and luster (shiny / dull). [Make sure these property words remain on the board to facilitate the children writing their observations when they break into cooperative groups.]
  3. Discuss your requirements for working in cooperative groups on a science project and divide the students into groups of 4. Each group needs to have 1 carton of rocks, 2 hand lenses, rulers (if you decide to include this in their observations), and paper and pencil for recording the properties they observe. Each child should select one rock from the carton for the group to observe. *Based on your students, decide in advance if each child is going to record their observations or if there will be 1 recorder for each group. ALLOW ENOUGH TIME FOR EACH CHILD TO OBSERVE THEIR CHOSEN ROCK. Work with groups to assure that they understand what you want them to do. Give help as needed. Some groups will be able to complete observations on more than 4 rocks in the allotted time.
  4. When observations have been completed (approximately 15 - 20 minutes), ask children to hold up their rocks if they are big, small, rough, etc. This will allow you to quickly check if they have grasped the concept of observation of a rock’s properties. If discussion is needed to augment or develop observation skills, be sure to do that at this time. If you feel the students have accomplished these goals, you can proceed with the final part of this lesson. Collect observation pages for your evaluation needs.
  5. Have children trade cartons of rocks so that each group now has a new group of rocks to examine. Pass out to each group the 3 x 5 index cards and instruct them to write one property term on each card, i.e. big, little, rough, smooth, shiny, dull, heavy, and light. Now pass out the sheets of paper or boxes you have for sorting purposes. Have children sort the rocks using 2 opposite properties at a time. See the illustration below. Continue sorting until you have used each pair of opposite properties. You could also ask them to sort the rocks using colors. By now the students have had many chances to use their new observation skills and should feel competent in this area.
    Example property card: Rough Example property card: Smooth
  6. When these activities are finished, children should return the rocks to the cartons and write a short summary of their activities for this lesson in their science journals. You should also add new entries suggested on the KWL chart that will remain on display throughout this unit.

Extensions:

  • Use the rock kit you have at a science center for children to do a property sorting of these rocks.
  • Also allow children the opportunity to compare their favorite rock with rocks in the kit.
  • Give children the opportunity to draw their favorite rock and create a story about it.
  • If a local artist is available ask them to come in to show students how they might create a unique art object from rocks.
  • Students can make “rock critters” using paint, glue, markers, etc.
  • Ask a local rock hound or geologist to come in and speak to the class about rock collecting.

Assessment:

  1. Use the notes written during step 3 to see if children could list properties they observed.
  2. Check work while children are sorting the rocks during step 4 to see if they understand what properties are.

Lesson Specifics:

  • Skills - The lesson encourages the Applied Learning Skills of solving problems, communicating, and working on teams.
  • Optimum class size - 16 to 24 students
  • Duration - about 45 to 60 minutes depending on the amount of discussion before and during the activities.

Illinois State Board of Education Goals and Standards:

  • 11.A.1b: Develop questions on scientific topics.
  • 11.A.1c: Collect data for investigations using measuring instruments and technologies.
  • 11.A.1f: Compare observations of individual and group results.

Web Resources:

Print Resources:

  • Everybody Needs a Rock, Byrd Baylor, Charles Scribner’s Sons, 1974, ISBN 0-684-13899-9.
  • Guide to Rocks and Minerals of Illinois, Illinois State Geological Survey, State of Illinois, 1999. Catalogue and ordering information can be found at http://www.isgs.uiuc.edu/servs/pubs/edshome.htm
  • Ranger Rick’s NatureScope: Geology, the Active Earth, National Wildlife Federation, Chelsea House Publishers,1997, ISBN 0-7910-4834-9
  • The Magic School Bus Inside the Earth, Joanna Cole, Scholastic, Inc., 1987, ISBN 0-590-40759-7.

Additional Resources:

  • ISGS Rocks and Minerals kit. Available through Illinois State Geological Survey. To order or obtain information phone: 217-333-4747
  

 


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