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Grade Level: 3 - 4
Purpose and Goals:
This lesson allows students to collect and examine rocks and record information
about the rocks in their science notebooks. Students make comparisons
and classify rocks according to properties. They discuss their findings
with their classmates and record them on a class chart.
Targeted Objective:
Explore the properties of rocks and classify them according to properties.
Background:
Rocks are earth materials made up of minerals. Minerals are elements or
compounds that occur naturally in the earth’s crust. Geologists
study rocks and minerals to help us learn about the formation of the earth.
Geologists classify rocks according to their properties or characteristics
that can be observed (hardness, color, shape, size, luster, texture, number
of minerals).
Materials and Preparation:
For each student:
- A rock (brought in by student or provided by teacher)
- Science notebook
- Rock Observation Sheet (Appendix 1)
- Hand lens
- Ziplock sandwich bag
- Large label
For the class:
- Chart tablet, set up with K-W-L chart
- Marker
Procedure:
- Distribute the Science notebooks. Ask students to write the date
on the first page. Tell them to take a few minutes to write on this
page all the things they already know about rocks. Have the students
share these ideas and record them in the “Know” column of
the K-W-L chart.
- Have the students share any questions they have about rocks, or things
they would like to learn about rocks. Record these in the “Want
to Know” column of the K-W-L chart. NOTE: You may wish to introduce
vocabulary words to help students build up a bank of words from which
to draw for their observations.
- Put the students in groups of three. Allow them time to explore their
rocks and those of their partners. They should share their observations
with their group members. After about five minutes, distribute the Rock
Observation Sheet and have the students write their observations of
the three rocks. Brainstorm some words that might be used in the descriptions
(size, shape, color, texture, and luster). Share as a class the information
on the sheets. Add pertinent information to the “Learned”
section of the K-W-L chart. NOTE: You could modify the Observation Sheet
to include columns for the various descriptors.
- Ask the students to decide in their small groups on two or more ways
to classify their rocks. Discuss the suggestions as a class and decide
on the classifications for all of the class rocks.
- Put all of the rocks on a table. Have student volunteers place the
rocks into the suggested groups while the rest of the class monitors.
- Visit the ISM Geology Online GeoGallery Web site. Match the class
rocks with the rock samples on the site. Have students create a classroom
exhibit using their rocks. Some of the samples the students bring in
may not match the images in the GeoGallery. It would be good to have
a couple of reference books that they could use with the images. Two
good ones to have on hand are:
• Mottant, A., R. Crispi, and G. Liborio. 1978. Simon
& Schuster's Guide to Rocks & Minerals. New York: Simon
& Schuster, Inc.
• Pough, F. 1996. Peterson Field Guide Series: A Field
Guide to Rocks and Minerals. Boston: Houghton Mifflin Company.
Each student should put his or her rock in a ziplock bag and create
a label for it, listing the rock’s name, description, and where
it was found.
Questions:
Have the students answer these questions in their Science notebooks.
- How are all of these rocks alike?
- How are they different?
- How can you tell that these rocks are made of more than one material?
Extensions:
- Special needs students could draw their rocks and/or verbally describe
them to other students, who can scribe for them.
- Request a set of Illinois Rocks and Minerals from the State Geological
Survey. Display these samples and labels with the classroom set of rocks.
Comparisons can be made as lessons progress.
Assessment:
- Student record sheets describing their rocks: Descriptions should
be detailed and include several properties observed.
- Science notebooks: Are comparisons valid? Can students infer that
differences in color, texture, etc., indicate the presence of different
materials in the rocks? (minerals)
- Observation Checklist (Appendix 2) during collaborative group work.
Resources:
- McGraw Hill Science 2002, Grade 3, Earth Science, Unit C, p. C5
- McGraw Hill Science Web site
http://www.mhscience02.com/
- ISM Geology Online GeoGallery Web site: http://geologyonline.museum.state.il.us/geogallery/
- Science and Technology for Children
http://www.si.edu/nsrc/
- Classroom set of Illinois Rocks and Minerals and Guide to Rocks and
Minerals of Illinois, distributed by the Illinois Geological Survey,
Educational Extension Unit, Natural Resources Building, 615 East Peabody
Drive, Champaign, Illinois, 61820. To order or for more information,
phone 217-333-4747.
Lesson Specifics:
- Skills: Exploring, observing, recording, comparing, analyzing, inferring,
communicating.
- Duration: Two or three class periods.
- Group Size: Any.
- Setting: Classroom.
Illinois State Board of Education Goals and Standards:
- 11A: Know and apply the concepts, principles, and processes
of scientific inquiry.
- 12E: Know and apply concepts that describe features and processes
of the Earth and its resources.
- 13A: Know and apply the accepted practices of science.
Additional Online Resources:
Appendices:
Appendices for this lesson, including rubrics, are available in the downloadable
PDF. Click here to download. |
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