Download Rocks Unit Plan v.1

Rocks and Minerals
Name:
Course Number:
Instructor:
Semester:
Unit Topic:
Grade:
Age:
School:
Student Population:
1
Kyle Fetgatter
Internship 2, ELEM 695
Professor Jody Eberly
Spring 2014
Rocks and Minerals
3rd Grade
8 and 9 years old
Korea Kent Foreign School
13 Students
ROCKS AND MINERALS
TABLE OF CONTENTS
I. OVERVIEW AND RATIONALE ...................................................................
II. VISUAL REPRESENTATION
I.
CONCEPT MAP ................................................................
II.
STANDARDS ......................................................................
III. PREPARATION OF THE LEARNING ENVIRONMENT .....................
IV. UNIT GOALS AND ESSENTIAL QUESTIONS ........................................
V. LESSON PLANS ............................................................................................
VI. CONTENT......................................................................................................
VII. CULMINATING ACTIVITY.......................................................................
VIII. RESOURCES................................................................................................
IX. HOME-SCHOOL CONNECTION..............................................................
X. REFLECTION ……………………………………………………………….
XI.
APPENDIX.....................................................................................................
XII ROCK-A-PEDIA ...........................................................................................
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I. OVERVIEW AND RATIONALE
Overview:
Students will become familiar with various rocks and minerals and their
characteristics. They will cover different time periods, and learn about the different
type’s rocks and the differences between the three types of rocks: igneous,
sedimentary, and metamorphic. They will look at minerals, assorted physical
characteristics, rocks in the media and our environment as well as rock theories.
Students will create a unique booklet called Rock-A-Pedia that will encompass the
knowledge learned throughout the lessons. They will share their work with parents
and fellow classmates.
Rationale:
Students need to understand the world we live in today didn’t always
look like today’s earth. Our planet is contently changing. If students can understand
Earth’s history it will allow students to relate to the idea that they are connected to
something that is much bigger than them.
Rocks and minerals are a vital part of that history. Learning about rocks and
minerals is essential in several ways. For starters it allows us to envision life during
the rock age. Looking and studying rocks provides us with clues as to how we can
affect our environment and habitat.
An example of how we can connect rocks to our own world is by looking at
why some rocks turn to sand and others into raging volcanoes. Studying evidence and
developing theories as to why and how rocks behave helps us to explain the past,
present and future of our existence. Students’ comprehension of the material will be
reinforced through an inter-disciplinary design as well as various instructional
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methods. Students should be able to make connections between the concepts and
carry this knowledge from one lesson to another, ultimately enriching their
educational experience.
II. VISUAL REPRESENTATION
ROCKS & MINERALS
Time Periods
Rocks
Igneous,
Sedimentary, and
Metamorphic
Rock
Formation
Rock Cycles
Environment
Types
Minerals
Perceptions in
the media and
society
Rocks Uses
Characteristics
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New Jersey Core Curriculum (http://www.state.nj.us/education/cccs/)
Art:
Standard 1.1.2.D.1
Standard 1.1.2.D.2
Science:
Standard 5.4.4.C.1
Standard 5.4.4.C.2
Standard 5.4.6.C.2
Standard 5.4.6.C.3
Language Arts:
Standard 6A:8-1.1 Purpose
Standard 6A:8-1.2 Scope
Standard 6A:8-1.3 Definitions
Life Skills:
Thinking and Reasoning
Working with Others
Math: (as used by the Common Core Curriculum)
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Solving problems involving measurements and conversion of measurements
from a larger unit to a smaller unit.
Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
III. PREPARATION OF THE LEARNING ENVIRONMENT
Student desks will be arranged in groups of 3 throughout the entirety of the unit. This
arrangement will allow students to function efficiently throughout various group
projects. The classroom will be adorned with multiple charts and posters that
coincide with specific lessons (for example: a timeline chart, and rock characteristic
chart). The classroom bookshelf will be furnished with additional unit topic titles
dealing with subjects such as evolution, types of rocks, minerals and various
formations from different geographical regions. Students will collaborate in groups to
complete a chart involving the three kinds of rocks and their environments. Upon
completion, this work will be posted on the wall for the class to reflect upon.
Students will already have prior knowledge of various rocks and digging through our
natural resources unit earlier this semester.
IV. UNIT GOALS AND ESSENTIAL QUESTIONS
Unit goals
1. Students will identify different types of rocks.
2. Students will understand the different time periods of the formation of rocks.
3. Students will describe differences between igneous, sedimentary, and
metamorphic rocks.
4. Students will compare the characteristics of the different rocks and minerals.
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5. Students will discuss and investigate the different theories of rocks
(Stonehenge, Volcanoes etc).
6. Students will investigate how rocks provide clues to the past, present and
future.
7. Students will discover the relationship between rocks and humans.
8. Students will determine the distinction between the use of rocks and how they
are perceived and projected in the media or society.
9. Students will describe the different environments that form types of rocks.
Essential Questions
1. What is a rock?
2. What are the three main types of rocks?
3. How do rocks change over time?
4. What are the ways humans use rocks and minerals?
5. Why do we need rocks in our lives?
6. Why are some rocks/minerals valuable and others are not?
7. What would the world be like without rocks and minerals?
8. How are minerals identified?
9. How are rocks classified?
10. How can rocks change from one type to another?
11. How are weathering and erosion different?
12. What is a mineral
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V. LESSON PLANS
Lesson 1
Title: Rocks
Population: 3rd grade class, 13students
Topic: What are rocks?
Rationale: Rocks are one way that we can connect to our past. Rock evidence is
essential in determining who, what, when, where, why, and how the Earth originated.
Students should understand how scientists were able to formulate information from
rocks. The study of geology also leads to discoveries and understanding of Earth's
processes that can benefit mankind.
Prior Knowledge: Students learned the basic scientific characteristics of rocks in
previous grades.
Standards
Science
Language Arts
Objectives
Assessments
1. Students will be able to explain the job
of a geologist.
Students will write a paragraph about
their excavation experience in their RockA-Pedia.
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2. Students will be able to list and
describe the three types of rocks.
3. Students will participate in the “Mock
Rock” activity.
Students will complete a compare and
contrast worksheet for each rock type.
Teacher will complete checklist of steps
and techniques while observing students.
Materials:
1. Mock Rocks (see list of ingredients in Appendix A)
2. Appendix B: Mineral vs. Rock Data Sheet (one copy per student)
3. Paper plate
4. Large nail
5. Hand lens
6. Crayons or colored pencils
7. Piece of string
8. Metric Ruler
9. 50-ml graduated cylinder
10. Evaporation dish
11. Medicine dropper
12. One small bottle (such as baby food jars or spice bottles)
13. One scale per class
14. Toothbrush
15. Toothpick
Hook: Students are introduced to the ‘Magic Bag’. They are given a bag with one
rock inside. They use their sense of touch to try and guess what is in the bag. As a
class, play the 20 questions game and have the students formulate questions that result
in a yes or no answer in order to figure out what’s inside the bag.
Examples:
Can I find it in my house?
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Do we use it for anything?
Do we wear it?
Once they’ve asked enough questions, have them take guesses as to what is inside the
bag. Once the rock is exposed, have the students identify it through a research book.
Activities:
Activity 1 - Make your Own Rock! (Mock Rock)
Prepare mock rocks a week before beginning the unit
1. Ask students if they can name any minerals. If they can’t list any give them
examples from things they see in nature. (eg. tree sap – amber, ice, fluoride –
fluorite, graphite – pencil, etc.) If possible, show examples. Explain that minerals
are pure substances made up of only one mineral.
2. Explain that geologists study the earth. One thing that they study is rocks.
Geologists must make detailed observations of the rocks they discover. Ask
students what they might observe about rocks (texture, shape, color, smell, size.)
Tell students that these are the properties of the rock. Explain to students that
rocks are made up of more than one type of mineral.
3. Show students a mock rock. Tell them that they are going to investigate this
mock rock. To mock means to imitate or copy. This rock imitates the properties
of a real rock.
4. Explain that geologists try to figure out what kind of rock they are examining.
They do this by identifying the various ingredients in the rock. These ingredients
are called minerals. The various materials in the mock rock represent different
minerals. The goal of the student is to identify each material as a different
mineral.
5. Distribute a mock rock to every pair of students. Have them investigate the rock,
recording all of the properties that they observe on their data sheet. (Appendix B)
Tell the students to fill out the data sheet as you go through the activity together in
class.
6. Draw the mock rock and label its parts.
7. Examine the mock rock with the hand lens. Have students explain what they see
and complete their measurements to fill in the chart.
8. Break the mock rock in half. Students should use a nail to separate all the
different ingredients, sorting them into different piles. List the ingredients on the
data sheet. Include descriptions of colors, shapes, and textures. (If the mock
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rock is very hard, place it in a plastic bag between padding and use a hammer to
break it up. Be careful not to pulverize the shells.)
9. Explain that rocks are made up of more than one ingredient, including different
minerals. The colored gravel could represent different kinds of minerals. The
shells are not observable without breaking the rocks open. They could represent
fossils imbedded in some kind of rock. Explain that these rocks are called
sedimentary rocks and that you will be discussing what sedimentary rocks are
later in the unit.
10. Ask students to describe the leftover material that is too small to be separated
with a nail. Ask for ideas on how they might further separate these small pieces.
Suggest they might mix this material with water.
11. Collect and clean up mock rock materials.
ROCK FUN FACT: Did you know that the diamond is the hardest natural
substance found on earth!
Activity 2 – “Rock Dig”
Read the book Rock Formations by Connor Dayton, which describes the three types
of rocks, rock formations and what scientists can learn from rocks. Have a class
discussion about rocks after reading the book.
Introduce vocabulary terms such as geologist, igneous, sedimentary, and metamorphic.
Write vocabulary words and definitions on the blackboard. Give examples of each
type of rock. Each student will now have a chance to become a ‘geologist for a day’
in this Rock Dig activity. First, students are given instructions and then they will go
outside to a large sandbox. I will place all of the different kinds of rocks in the sand
prior to class. Each student will dig through the sandbox with a small shovel and find
a ‘rock’. After returning to their desk with their ‘rock’ they will use their brush (old
toothbrush) to brush off any excess sand and use their pick (toothpick) to take out the
‘rocks’. When all students are finished, we will discuss as a class which types of
rocks were represented in the activity.
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Excavation Process:
1. Determine the depth of where the rock was found.
2. Demonstrate how to extract rock without damage.
Questions and Examples:
1. What is a rock?
2. Explain specific differences between the three types of rocks.
3. Why is it important to study rocks?
4. What is a geologist?
5. Name some characteristics of that we learned from rocks and minerals.
Family Connections:
Students can take home the Rock Formations book and read to parents, discussing
what they learned from the book.
Closure:
1. Discuss what we have learned about rocks in a class discussion.
2. Rock-A-Pedia: Have students write down information about the rock they
excavated. Have them list what type of rock it is as well as draw a sketch and
color the rock.
Differentiation:
Josh is an extremely intelligent student who has great connections with most other
classmates. However, he does have trouble connecting with female students as well
as a lack of self-control. In order to help him, I will sit him next to girls who have
reputations for having good connections with other students in hopes that Josh will be
able to connect and/or work well with them. Hopefully, this will also provide an
environment where he can model the behavior of other students who do have selfcontrol in the classroom.
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Afrosa is a very sociable student who gets along with others. She is also an avid
learner and is quickly interested in topic lessons. Her interest, on occasion, results in
many class disruptions. In hopes to lessen these distractions, I plan to sit her next to
students who are more likely to work than chat. I plan to make sure she is not sitting
next to any close friends.
Follow Up Activity:
1. Find a ROCK FACT about today’s lesson and put it in their ROCK-A-PED
Lesson 2 (Mini-Lesson)
Title: Characteristics of Rocks
Population: 3rd Grade Class, 13 Students
Topic: Identifying Rocks
Rationale: Students will learn that there are many types of rocks. Students will learn
that rocks have several different characteristics. Students will learn the different
names of rocks that correspond with their respective characteristics. The class will
discuss the types of rocks and which rocks they like and dislike.
Rock-A-Pedia: Students will choose a rock that they want to make a book about
based on one of the three major rocks learned in the previous lesson. Throughout the
unit they will add to the book using information from the lessons.
Lesson 3
Title: Geologic Time Periods
Population: 3rd Grade Class, 13 students
Topic: Time Periods
Rationale: Time periods are important because they emphasize how old the Earth
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is. Students should be able to distinguish between the major time periods.
Cenozoic, Mesozoic, Paleozoic, Proterozoic, Archaean, and Hadean.
Understanding each will help to show how old Earth really is. We will be talking
about the time when there was nothing living on Earth. We are talking about a
time that we know very little about, because there were no people around to
remember it and tell stories about it. The only way we know about what went on
at that time is from rocks, minerals and fossils that were found millions of years
after the Earth was formed.
Prior Knowledge: Students learned about rocks and minerals in the previous lesson.
Students have briefly studied rocks and minerals in previous grades.
Objectives
Assessments
Students will understand the major time
periods and the formation of the different
rocks.
Students will be assessed on their group
work. They will include the types of rocks
for each time period. This will have 80%
percent accuracy.
Students will participate within a group
setting. They will follow guidelines that
help contribute to the team, keep focus and
listen to each of their group members.
Students will be graded on their comparison
chart. They must be able to distinguish the
different details of each time period with
eighty percent accuracy.
Students will place rocks in each time
period and understand the characteristics of
the environment of each period.
Students will be formatively assessed on
their participation, and behavior in a group
setting.
Hook: The teacher will demonstrate life span using one centimeter of string equaling
one million years of life. The teacher will then show the life span of the student by
measuring ten centimeters of string to represent the students’ age, then their
grandmother’s age to show a comparison of how long the different rocks have been
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around. This will lead to an in depth lesson on the characteristics of time periods.
Activity 1: Students will be separated into groups of 4 and one group of 2. They will
cooperatively research and describe one of the major periods on a piece of cardboard
(poster), including the climate, plant life, and what rocks and minerals were formed
during that particular period. Students will use the internet, encyclopedias, and other
books from the class library to gather information.
Activity 2: Students will create a comparison chart that includes the climate, minerals
and rocks for each time period. This activity will be done on a piece paper that will be
included in their Rock-A-Pedia and will go along with their discussion relating to
their choice of time periods to live in.
*NOTE – Time period charts located in the appendix are intended as examples.
Materials:
Cardboard
Markers
Rulers
Crayons
Scissors
Glue
Questions
1. When did the Cenozoic, Mesozoic, Paleozoic, Proterozoic, Archaean, and
Hadean periods begin and end?
2. What plant life lived during the time periods?
3. What types of rocks were formed during these time periods?
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4. What was the land like in the Cenozoic period?
5. How long was each period?
6. How do scientists use rocks to determine the timeline?
7. What was the weather like during each of these periods?
Closure:
In a student led discussion, the class will be asked to describe the different
characteristics of each time period. In a class discussion they will decide which time
period they would choose to live in and why.
Differentiation:
Sophia: She is shy and quiet. She is also artistic and thrives on positive
reinforcement. However, she is a slow learner and does not grasp concepts as quickly
as the rest of the class. In order to overcome these challenges, I will place Sophia in
charge of her group’s bulletin board responsibilities.
John: He is very intelligent but doesn’t work well in a group setting. In order to
overcome John’s group challenges, I will place him in charge of his group’s material
preparation and clean-up.
Follow up Activity: Students’ homework will be to write a paragraph in their RockA-Pedia on why they would like to live in their favorite time period. They will find a
Rock Fun Fact about time periods that will be placed in their Rock-A-Pedia booklet.
Lesson 4
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Title: Sizes (converting measurements)
Population: 3rd Grade Class, 13 students
Topic: Comparing rock sizes through measurements.
Rationale: Converting measurements is an everyday activity in today’s society.
Students will learn how to convert inches to feet and feet to meters. During this
activity they will come to appreciate the size of rocks and gain knowledge of sizes
and their ranges. Ultimately this lesson will allow students to grasp the concept of
size.
Prior Knowledge: Students will have a basic knowledge of rock types and sizes.
Objectives
Students will convert smaller
measurements to larger measurements.
1.
Using non-traditional measurement
tools, students will estimate the size of
rocks.
2.
Assessment
Students will accurately describe the
dimensions of a rock using inches, feet,
and yards. Students need to get at least
80% accuracy.
Students will use cars and buses to
accurately measure rocks. Students need
to get at least 80% accuracy.
Materials:
1. Yardsticks
2. Large outdoor space
3. Projector
4. Rock pictures
5. A chart consisting of the various measurements and its equivalent.
(examples: inch, foot, and yard)
6. Worksheets (see appendix)
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Hook: Ask questions to the students about which rocks they think are the biggest.
Wait for responses and write a few on the board. Then ask comparative questions.
For example: what do you think is longer or taller, a bus or a volcano? Show a chart
comparing Mount Everest to humans, cars and buses. The hook will be used to grab
the imagination of the students. I will use outlandish examples to reinforce my
objective.
Activities:
Activity 1
1. The class will brainstorm, and discuss different types of rocks and how tall and
wide they might be in feet (mountains, volcanoes etc.). Then the class will
brainstorm and discuss structures from around the world and how tall and wide they
might be in feet. Next the class will compare rocks with different structures. The
teacher will write down all of the student’s answers on the board.
2. Each student will be given a worksheet where they will be asked to convert rock
measurements from feet to inches.
Activity 2
1. Take the class outside, make sure each student has a yardstick.
2. The students will choose 5 structures and measure their lengths and heights.
3. The students will then figure out how many yardsticks it takes to represent each
rock length. (Mount Everest, Alps, Burj Khalifa in Dubai)
.
Questions:
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1. What is the tallest mountain?
2. What is the tallest structure?
3. What is the formula for turning inches to feet and feet to yards?
4. How many feet are in a yard?
5. What are some different structures we have today that are comparable in
size to these mountains?
Closure:
Have a discussion with the students to assess if they grasp the concept of size. Give
them examples and ask the students to give estimated sizes of the examples.
Differentiation:
1. Greg is very engaging and loves participating in class. However, he does
not participate very well in a group setting. I am going to use Greg during my
example so that he can participate but I will be standing next to him in order to
keep him in line.
2. Cindy is very artistic and sociable. However, she is a slow learner and
does not retain information. During the worksheet activity, I will ask Cindy to
provide the class with two separate examples as a formative assessment of her
understanding to ensure that she is grasping the concepts.
Follow-Up Activities
Students will research and add the size, height and length of their rock, mountain or
volcano to their Rock-A-Pedia. Students will also compare one of today’s structures
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to the size of their mountain/volcano. Students will find a fun fact involving rock size
and put it in their Rock-A-Pedia.
Lesson 5
Title: Environment and Change (Mini Lesson)
Population: 3rd Grade, 13 Students
Overview: Students will learn the types of environments that affect rocks through
weathering and erosion. The class will also be exposed to ideas of how environmental
changes led to the different types of rocks and minerals. They will also grasp that
change is a part of evolution. Change can be observed by making comparisons and by
using mathematics.
Rock-A-Pedia: Students will sketch a representation of the natural environment that
their chosen rock was formed. They will include designs of the rock they find to
represent their rock’s region.
Lesson 6
Title: Minerals
Population: 3rd grade class – 13 students
Topic: Characteristics of Minerals
Rationale: Minerals are the ingredients of rocks, and there are thousands of different
minerals that are the make-up of all rocks. Students will learn the different
characteristics of the eight major categories. This will guide them in identifying
and describing major types of minerals. Since rocks and minerals go hand in hand,
it is important that they are able to compare and contrast the two.
Prior Knowledge: During the first lesson students learned about the
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different types and characteristics of rocks and minerals. They have
also learned about the different time periods and environments in which they are
formed.
Materials needed:
Large poster board
Colored markers
Glue
Various colors of construction paper
Images obtained from the internet
Scissors
Objectives
Students will define the term minerals
and the 8 major classes of minerals
Assessment
Students will use their Rock-A-Pedia to
classify and define minerals according to
different traits such as size, environment
and time periods.
Students will describe the differences
between minerals and rocks
Students will individually complete a
worksheet, which requires identifying
and categorizing different characteristics
of the most common minerals and rocks
with 75% accuracy.
In their groups students will develop and
create a poster accurately identifying
their chosen mineral.
Students will describe how to identify
minerals.
Hook: The teacher will show a 10 minute video. It will describe the characteristics
and environments of minerals and how they are connected to rocks. After watching
the introductory video, the teacher will lead a discussion based on the characteristics
specific to minerals. The teacher will lead the discussion by asking leading questions
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to prompt the students to come up with a class definition for the new terms . The class
will discuss the different characteristics of each type of category of minerals.
Questions:
1. What are the differences between rocks and minerals?
2. Which mineral is the most common?
3. What were some of the characteristics of each of the mineral classes?
4. What are rare minerals?
5. What are the eight major rock forming mineral categories?
6. What is your birth stone?
7. Who studies minerals?
8. What are some ways they identify minerals?
Activity: Students will individually complete a worksheet in which they are given a
list of traits that are unique to minerals. In a two-column chart, students will separate
the traits according to which category they belong to. Students will also describe
which characteristics they used to figure out their answer and glue their worksheet
into their Rock-A-Pedia book.
On-Going Activity: Students will be put into groups of 5 and one group of 3. Two
groups will create a poster of minerals of their choice and two groups will create a
poster of a rock of their choice. The groups will research the environment of their
respective mineral or rock as well as its characteristics. Each group will create a
collaborative poster that describes their rock and mineral that will be displayed on the
Rock and Mineral bulletin board.
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Rock-A-Pedia Activity: Students will create a page in their Rock-A-Pedia book
which describes their rock or mineral of choice.
Closure:
Students will present their posters to the class. Students will describe the unique
characteristics of their chosen rock and mineral. They will compare and contrast them
to the other groups and identify common and unique traits.
Differentiation:
1. Jamie is very sociable and is easy to get interested in lesson topics. He has
trouble staying focused and on task. In order to keep him on task he will
be given the role of group leader when the students construct their group
posters.
2. John is extremely bright and wants to connect with his classmates. He
often lacks self-control and subsequently gets off task at inappropriate
times. I will have him write out and post any vocabulary words that need
to be applied to the classroom bulletin board.
Lesson 7 (Mini Lesson)
Title: Rock Cycle Formations
Population: 3rd Grade, 13 Students
Overview:
Students will learn that rocks go through certain processes and changes that are linked
to a rock’s cycle. Students will learn about how rocks develop and go through the
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different processes. They will elaborate on what happens in each step of a rock’s
cycle. Students will be able to illustrate a typical rock cycle.
Rock-A-Pedia: Students will make a Rock Formation diagram on one of the 3 types
of rocks for their Rock-A-Pedia. In this diagram they will include the transitions, their
processes, and their changes during the cycle and add a fun fact about an intriguing
rock formation.
Lesson Plan 8
Title: Rock Cycle
Population: 3rd Grade Class, 13 students
Topic: Rock Cycle Formations
Rationale: This lesson is part of the previous lesson but will go into further detail
about the rock cycle. It will teach fourth grade students about erosion and weathering
and how it is directly related to rock formations. They will also have a chance to share
their opinions on erosion, weathering and rock formation during an in-class
discussion.
Prior Knowledge: Students have prior knowledge on the basic concept of erosion
from a previous lesson.
Standards: NJCC
Objectives
1. Students will examine the Rock Cycle
Diagram as a group and be encouraged to
briefly talk about how the cycle functions.
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Assessment
Students will complete a worksheet in which
they will be required to fill out the Rock
Cycle process.
2. Students will hypothesize their own ideas
on how their personal rock was formed.
Students will develop individual responses on
what they think about the formation of their
own rock. They will be assessed on what they
think happened and describe the causes in a
paragraph of 5-6 sentences. (Writing
Assignment)
Materials:
Rock Cycle Diagram
Rock-A-Pedia (Writing exercise)
Rock Cycle Diagram Worksheet (SEE APPENDIX)
Hook:
1. Students will watch a short clip on the Rock Cycle
2. http://www.youtube.com/watch?v=SRaInMDNyE8
3. How are rocks moved from one place to another?
4. What kind of rocks turn to sand and soil?
5. What are some other types of rocks on Mars?
Activities:
Activity 1: Dodge “Rock” ball activity
1. Students will be taken to a large outdoor area where it is safe to move around
without getting injured.
2. Students will play a game of rock (dodge) ball.
3. Students will be given ropes where they have to tie their legs together as a
class. (Left leg of 1 student to a right leg of another student ending up in a
circular form) This time they have to try escaping as a whole group without
leaving anyone behind as the teacher lobs dodge balls at them.
4. The teacher will ask them, “Is it easier to move around when you were
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separated? Or is it easier when you are in a big group?”
5. Students will share their opinion and discuss how mobility may affect the rock
cycle.
Activity 2
1. Students will work individually and complete the Rock Cycle worksheet and
understand the process.
2. They will post the Rock Cycle diagram in their Rock-A-Pedia booklets.
Activity 3
1. Students will be assessed on their understanding of the Rock Cycle process.
They will write a paragraph describing it. This activity will also be done for
their individual Rock-A-Pedia.
Questions:
1. Are all rocks formed by the rock cycle formation process?
2. How are igneous rocks formed?
3. How are sedimentary rocks formed?
4. How are metamorphic rocks formed?
5. What are the basic functions of the cycle?
6. How can geologists learn from the rock cycle?
Closure:
Have a discussion with the students on their individual opinion about what might have
caused popular rocks to be formed? (Mount Everest, volcanoes, Stonehenge)
Differentiation:
1. John is a sociable person who is easily interested in the topics discussed in class.
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However, he is a class clown who constantly talks to his friends distracting them from
the class content. He also never asks questions in class. I would group him with
people he is not close friends with so that he does not distract others as much. He will
also be asked if he would like to prepare a question concerning class content.
2. Greg is very engaging and loves to participate in class. However, his participation
often slows the class down. Students will be given turns in sharing. If Greg wants to
share with the class, he must listen to other people’s opinions as well.
Follow-Up Activities
Students will research and add the three well known rock formations and add pictures
to their Rock-A-Pedia. For homework, students will find a Rock fun fact to be
included in their Rock-A-Pedia.
Lesson 9
Topic: Rock Uses
Population: 3rd Grade Class, 13 students
Rationale: Students will be able to reference rocks and minerals and why they
are relevant today. The students will understand the relation of how rocks and
minerals apply to pop culture through cartoons, movies and documentaries. This
activity will allow the students to understand that there are many different uses for
rocks and that our world relies on rocks each and every day.
Prior Knowledge: During the unit, students have learned about the
different types and characteristics of rocks and mineral. They have also
learned about the different time periods and environments in which they are
formed.
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Standards: NJCC
Materials:
Student:
Magazines
Butcher Paper
Pencils,
Markers
Rulers
Scissors
glue sticks
Teacher: Rock Samples with different uses labeled
The Pottery Place
Objectives
Assessments
Students will be able to understand
why we need and how we use rocks in
our everyday lives.
They will be assessed on their collage
activities.
Students will work in their groups to
make a poster collage that shows us all
rock uses.
Each student will be formatively
assessed on how they work with one
another in their respective groups
Hook:
Different rocks are used in different ways. Our world as we know it revolves around
our usage of rocks. Begin the lesson by predicting with the children where rocks are
used in our world. Ask them if they have seen any rocks used to build things or give
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them other clues if no one answers. Chart the students’ answers and save them for
later so that the students can add on to the list when they discover more uses for rocks.
Procedure:
Begin by reading The Pottery Place by Gail Gibbons to the students. Have the
students watch for different uses of rocks. After reading the book, choose other book
selections if the students have not been able to make a list of many different usages of
rocks. Other books that could be used include Stone Soup by Marcia Brown. Chart all
of the different usages that the children have found in the stories on the chart that was
started at the beginning of the lesson. Have the children begin a comprehension study
on the book The Pottery Place. To begin this activity, have a large piece of chart
paper marked off in 3 different parts. The sections will be labeled Text to Text, Text
to Self, and Text to World. Explain that in each area you will link the story to another
book, your own life, and things that you have seen happen out in the world around
you. Have the children tell you different items and write them down under the correct
headings. Discuss all of the students’ ideas with them and help them add more if they
are stuck. Divide the students into groups of 4 and 1 group of 2. Give each group of
students a set of magazines, markers, scissors, glue, butcher paper, and a rock sample
with some of the uses labeled on or near it. Using cooperative learning, have the
students look through the magazines to find different uses for their rock sample. Have
them cut out the pictures and paste them onto their butcher paper to make a collage of
rock uses.
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Closure: Students will present their collages to the class. Students will describe their
collage and explain how their pictures pertain to rock uses. They will compare and
contrast them to the other groups and identify common and unique uses of rocks.
Extensions:
Have each group choose a spokesperson and share their rock uses they found in the
magazines. Have the other students take notes on some different uses that overlap
their own rock samples. Discuss the students’ notes and make a graph chart on how
many rocks were used for certain uses. ie: cement.
Differentiation:
1. John is a sociable person who is easily interested in the topics discussed in
class. However, he is a class clown who constantly talks to his friends
distracting them from the class content. He also never asks questions in class. I
would group him with people he is not close friends with so that he does not
distract others as much. He will also be asked if he would like to prepare a
question concerning class content
Rock-A-Pedia Activity: Students will use their imaginations and develop a cartoon
strip or a story set in the rock age time period.
Lesson 10 (Mini Lesson)
Title: Rocks in the Media Today
Population: 3rd Grade, 13 Students
Rationale: Students will investigate different ways in which rocks are projected in
the media today. The class will discuss different instances of when they have seen
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rocks on TV and in films. Students will discuss misconceptions and facts that they
find during their investigation, such as man and rocks coexisting in time periods of
the past, etc. A discussion will also be conducted touching on why some rocks are
popular in different cultures. What kind of rocks have contributed to fashion, pop
culture and other industries?
Rock-A-Pedia: Students will create a collage page in their Rock-A-Pedia. They will
cut out rocks from magazines, books, and the internet depicting different examples of
rocks in the media such as celebrities wearing diamonds, and jewels, how gold was
used as currency for thousands of years, how rocks played a role throughout time (ex.
Ancient Egypt)
VI. Content
What are the different types of rocks and minerals?
Students will identify several different rocks and minerals by individual
characteristics and specific traits. Through visual aids, students will look at
images and identify rocks and minerals by name. Rocks have been around from
the beginning and have evolved over billions of years. Students will
understand when and where rocks and minerals were formed by being able to
identify the major time periods. Students will understand the use of rocks and
how they are used as evidence and how geologists determine timelines. Students will
use measurements to determine different rock and structure sizes. Rocks can
range from very small to extremely large. They will know how to calculate sizes
and convert size measurements from inches to feet and feet to yards. Through
the study of the rock cycle, students will use critical thinking to investigate how
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certain rocks were formed.
VII. Culminating Activity
Throughout the unit, students will collect information about rocks. By the end of the
unit, each student will have completed their Rock-A-Pedia , which will be stored in
the school library as a reference for future classes. Students will also construct a
classroom bulletin board of rock fun facts, terms, and key concepts and ideas
throughout the unit. Students will construct posters of four different rocks or minerals
in their individual groups that will be displayed in the school library.
VIII. Resources
Websites.
NJCC http://www.state.nj.us/education/cccs/
http://www.proteacher.com
www.msha.gov/KIDS/MINING.HTM What is mined in each state.
www.fi.edu/fellows/fellow1/oct98/index2.html- lesson plans, literature collection,
activities, quizzes, puzzles and more.
www.cotf.edu/ete/modules/msese/earthsysflr/rock.html- rock cycle information
www.fi.edu/fellows/fellow4/nov98/indexhtml
www.geocities.com/missneill/- about different jobs dealing with rocks!!
http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/slideshow/slideindex.htmlOther Materials:
Brown, Marcia Stone Soup (Scholastic Books)
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Dayton, Connor, Rock Formations, The Rosen Publishing Group, 2007
Academy Handbook Fourth Grade. 2003. “Identifying Rocks Activity”.
Exploring Minerals. Illinois State Museum Geology Online.
McGraw Hill Science 2002, Garth Science, Unit C, pp C6-C7.
National Audubon Society. First Field Guide: Rocks and Minerals. New York:
Scholastic, Inc, 1998.
Silver, D.; Wynne, P. The Amazing Earth Model Book. New York: Scholastic, 1997.
Sita, Lisa. Rocks, Gems, and Minerals. New York: Thomson Learning, 1995
IX. Home-School Connection
At the beginning of the unit, parents will receive a newsletter describing the
information and activities that will be covered during the “Rocks and Minerals” unit.
Parents will be asked to encourage, discuss and assist their children with investigating,
discovering, and understanding information pertinent to rocks and minerals. Parents
will also be asked to encourage their children to continuously search for and input
information about their Rock-A-Pedia.
XI. Reflection
This unit was a great success. The student were engaged and interested in every
activity and they were full of questions and enquiry during each lesson. My
difficulties were actually limited my own knowledge of rocks and minerals not being
up to date when the students asked me questions. Next time I will definitely make
sure I do my research and I have more answer to student’s questions.
XII. Appendix
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Rock Dig Observation
Rock Mock
Different Types of Rocks
Different Types of Minerals
Time Line Chart
Rock Cycle Diagram
Rock Cycle Worksheet
Unit Conversion Worksheet
Rock vs Mineral Worksheet
Rock Formation Writing Assignment
Rock-A-Pedia
Rock Dig Observation
Name:________________
Excavation Observations
OBSERVED
1. Student can give
proper names for each
tool used.
2. Student can identity
what the rock is and
what mineral class it
belongs to.
3. Student can follow
instructions on how to
excavate rocks.
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NOT OBSERVED
MOCK ROCK ACTIVITY
Directions Handout:
Mock Rock Recipe
One week before this activity, make the mock rocks and allow them to
dry (do not bake them).
Mix 1 cup white flour, ½ cup salt, and 2 teaspoons of alum
together. In a separate bowl, mix ½ cup water, 5 drops red food
coloring, 5 drops blue food coloring, and 3 drops yellow food coloring.
Add the water mixture to the flour mixture. Knead the mixture until
it no longer sticks to the side of the bowl. Add 1 cup coarse sand, and
¼ cup aquarium gravel. Knead until it is well mixed. Divide the mixture
in 18 equal pieces about the size of a ping-pong ball. Place one ball into
the palm of your hand and with your thumb make a small indention in
the center. Place 3 or 4 pieces of seashell (or eggshell), to represent
fossils, in the indention and mold the dough around them. Smooth the
surface of the ball and flatten the rock so that it is about 1 cm thick.
Let them air dry for a week.
*Note to teachers:
If you do not have the supplies mentioned above, you can also make the
mock rocks by combining pieces of gravel or sand with rubber cement
or Elmer’s glue, and adding pieces of eggshells.
35
Rocks and Minerals Examples (Handout)
Examples of Common Igneous Rocks
Andesite is a gray to black volcanic rock. It is
generally erupted from stratovolcanoes as thick
lava flows. It can also generate strong explosive
eruptions to form pyroclastic flows.
Basalt Lava - Basalt is a hard, black volcanic rock.
Less than ½ of the weight of basalt is silica (SiO2).
Because of basalt's low silica content, it has a low
viscosity (resistance to flow). This enables basaltic
lava to flow quickly and allows volcanic gases to
escape without explosive events.
Dacite lava is most often light gray, but can be
dark gray to black. It is one of the most common
rock types associated with enormous Plinian-style
eruptions.
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Pumice is light and porous. It forms during
explosive eruptions. Pumice is full of holes caused
by expanding volcanic gases. It is composed of
volcanic glass and minerals, and can form in all
types of magma: basalt, andesite, dacite, and
rhyolite.
Obsidian is usually black in color though it can
also be red or have a greenish tint. It is a dense
volcanic glass, usually composed of rhyolite, rich in
iron and magnesium.Obsidian is formed when the
lava cools so quickly that crystals do not have time
to grow. Obsidian fractures with very sharp edges.
It was used by Stone Age cultures for making
knives, arrowheads, and other tools where sharp
edges are important.
Rhyolite is a light-colored volcanic rock. It has a
high silica content which makes it very viscous.
This prevents gases from escaping causing rhyolite
eruptions to be explosive.
The table below shows examples of common metamorphic rocks.
Examples of Common Metamorphic Rocks
Quartzite is a coarse-grained metamorphic rock derived from
sandstone.
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Marble is a metamorphic rock that comes from
metamorphosed limestone or dolomite.
Slate is a fined grained metamorphic rock.
Phyllite is a fined grained metamorphic rock.
Schist is a course grained metamorphic rock.
Gneiss is a medium to course grained metamorphic rock.
38
Examples of Clastic Sedimentary Rocks
Conglomerate is made up of rounded pebbles cemented
together.
Breccia is made up of angular pebbles cemented together.
Sandstone is sand grains cemented together into solid stone.
Siltstone is made from silt particles cemented together.
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Shale is made from silt particles cemented together. It is
similar to siltstone but with even finer grain size,
The Silicates
Amazonite is a beautiful green variety of microcline feldspar.
Its chemical formula is KAlSi3O8 , potassium aluminum silicate.
The Mica Group is the name given to a group of silicate
minerals that have silicon andoxygen as their two major
components.
Muscovite is a member of the mica mineral group. It is more
important as a rock-forming mineral than as a collectible
specimen.
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Biotite Biotite is a member of the mica branch of the silicate
mineral group. It is common as a rock-forming mineral and is
present in all three rock types: igneous, metamorphic, and
sedimentary.
The Sulfates
barite is a sulfate mineral with a chemical formula of BaSO4,
sometimes called heavy spar. Its chemical name is barium
sulfate. It is the primary source of the element barium.
Celestite is made up of strontium sulfate. The chemical
formula is SrSO4. Its name comes from Latin, caelestis
meaning celestial.
The Carbonates
Rhodochrosite is a manganese carbonate mineral. Its
chemical composition is MnCO3. In its purest form it is a
transparent rose red, but this is fairly rare. It can also be
formed in stalactites. This form can be sliced revealing circular
layers of rose and pink to milky white. These lighter colors are
formed when the manganese is replaced by calcium,
manganese or zinc. The depth of color from red to pink
depends on the amount of substitution.
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Azurite is a copper carbonate mineral. The chemical formula is
Cu3[OH CO3]2and results from the oxidation of copper sulfides.
Malachite is a copper carbonate mineral with a chemical
formula of Cu2[(OH)2 CO3]. It is a vibrant green color often
banded with light and dark greens.
The Oxides
Magnetite is sometimes called lodestone. It is strongly
magnetic. It was used by the ancient Chinese to make the first
magnetic compasses. The chemical formula is Fe3O4.
Quartz Family
Quartz is one of the most common of all minerals that make
up the continental crust. It is found in igneous, metamorphic,
and sedimentary rocks. It is associated with many valuable ore
deposits as well.
42
Amethyst is a variety of quartz and owes its purple color to
the presence of iron. It is composed of silicone dioxide SiO2.
Agate is the name given to a group of silicates that are made
up primarily of chalcedony. Chalcedony is a member of the
quartz family of minerals. Like quartz chalcedony is silicone
dioxide with a chemical formula of SiO2.
Tigers Eye is a form of quartz with some special
characteristics. Like all quartz it is made up primarily of silicone
dioxide, SiO2. Within this matrix are asbestos fibers usually
occurring in layers. It is the asbestos that makes Tiger eye a
chatoyant gemstone.
The Halides
Fluorite Fluorite is a halide mineral that is soft and usually
colorless but can be blue, purple, green, brown, or yellow.
Some times several colors are present in the same crystal
creating a striking affect.
The Sulfides
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Galena has been mined for lead and silver since the time of
the Romans. It is a form of lead sulfide. The chemical formula
is PbS. It is the most important source of lead and is abundant
and widespread in occurance.
Stibnite Stibnite is a sulfide mineral found in low temperature
hydrothermal veins and hot springs deposits. It is prized by
collectors for the long slender bladed crystals. These can occur
in clumps with many orthorhombic crystals radiating in all
directions. It is very soft only a 2 on the Mohs hardness scale.
Pyrite sometimes called iron pyrite is a compound of iron and
sulfur, iron sulfide FeS2. Depending upon the conditions under
which it forms pyrite can form crystals of different shapes.
Elements
Bismuth Crystals Bismuth in its elemental form is a rare
occurance in nature, even more so for bismuth crystals. Lab
grown crystals are popular because of their intricate shapes
and dazzaling colors.
44
Time Periods
TtiT
45
Rock Cycle Diagram
Unit Conversion Worksheet
46
Name:__________
Rock Cycle Worksheet
47
Name: ____________
Date:___________
Rock vs. Mineral Activity
*As your teacher holds up an object, decide if it better represents a
rock or a mineral. Write whether it is a rock or mineral. Then explain
why you thought it was a rock or a mineral. *
Object
Hairbrush
Chalk
Paperclip
Notebook
White Paper
Clock
Stapler
Spoon
Desk
Globe
48
Rock or Mineral
Why?
Rock vs. Mineral Activity Answer Sheet
49
Object
Hairbrush
Rock or Mineral
Rock
Chalk
Mineral
Paperclip
Mineral
Notebook
Rock
White Paper
Mineral
Clock
Rock
Stapler
Rock
Spoon
Mineral
Desk
Rock
Globe
Rock
Why?
It has more than one
substance, the
bristles and the handle
It is only made up of
one substance; it
looks the same
throughout
It is only made of
metal, and it looks the
same throughout
It has more than one
substance, the metal
spiral, and the paper
It looks the same
throughout, and is all
paper
It has more than one
substance, and
letters, and looks
different throughout.
It has more than one
part. It has the
staples and the metal
body.
It is all metal, and
looks the same
throughout.
It has metal and wood.
It has metal and wood
(or plastic).
Name:_________________
Date:___________________
Worksheet (Fill in the Blanks)
Rocks and Structures
Feet
Boulder
Stonehenge
Inches
Yards (use 3
per yard)
480
15 feet
IFC Building
Big Buddha Statue
Statue of Liberty
Ayers Rock
Blarney Stone
Pantuo Rock
The Rosetta Stone
Mount Everest
Mount Vesuvius
Burj Khalifa
100
1200
100 feet
50
12
60
4 feet
30,000 feet
60,000
Feet to Inches Conversion Chart / Table:
50
2
800
ft = in
1.0 = 12
2.0 = 24
3.0 = 36
4.0 = 48
5.0 = 60
6.0 = 72
7.0 = 84
8.0 = 96
9.0 = 108
feet = inches
10 = 120
20 = 240
30 = 360
40 = 480
50 = 600
100 = 720
500 = 840
1000 = 12000
5000 = 60000
Minerals vs. Rocks Worksheet
Name_____________________
Pyrite
Coal
Metamorphic
Cleavage
Crystalline Structure
Mantle
Quartz
Hardness
Magma
Magnetism
Color
Igneous
Sedimentary
Sand and Soil
Transparency
Choose from the above list of rock and mineral characteristics and write them in
the correct column.
Rocks
51
Minerals
Name:____________
Date:_________________
Choose one type of rock or mineral and write what you know about it
formation, using the Rock Cycle.
52

53
Rock-A-Pedia Below
ROCK-A-PEDIA
NAME:
DATE:
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