Science Unit: Type of Rocks

Science Standards: E.2.C.2. Earth's Composition and Resources: Students know rocks
come in many sizes and shapes, with various textures and colors. E.2.C.1. Geologic Processes: Students know Earth is composed of different kinds of materials (e.g. rocks, soils, and water)

Grade level: 2-4

Lesson 1

Materials: Various types of rocks, Jars, zipper bags, flash cards

Engage: In yesterdays science lesson we touched a little on rocks. For todays science lesson I will have a jar filled with rocks inside. The jar is not see through. I will hold the jar in front of the class for the students to see. I will ask them what they think is in the jar? I dont expect them to know there are rocks in there yet, I will give them a minute to get some guesses in their mind and then I will shake the jar. When I shake the jar I will ask again the same question and then I will ask them if their answer has changed from their previous answer? Still having them just think about it I will give them a clue. I will tell them we talked about it yesterday. Then I will say some properties of the rocks to see if they remember. For example: What is in the jar is: hard, dirty, and rough. Then finally I will have them talk amongst their group to come to a decision on what they believe is in the jar. I will then go around the classroom ask each group what they decided on? I wont tell the students the answer until I have put a jar in middle of each of their tables. Before they open the jar they must each write in their journals what they think is in the jar and why they think that. Explore: After I see all the students seem to have finished writing in their journals I will tell the students to open their jars. I will give students some time to let them see the rocks and compare them. Then I will pass out three baggies. I will tell them that I want them to put the look a-like rocks in one baggy and separate them with rocks that are similar to each other using the three baggies. Students will then look closely at each rock to make sure they are with their look-alikes. This will help me teach them more about the properties of the rocks. Explain: I will ask students to justify why they put certain rocks together with other rocks? What properties did they share? How are they similar or different from each other? Then I will have students come up with a definition of what is in each bag. So they will have to come up with three different definitions that will describe what is in the bag. They will write these in their own words in their journals. Elaborate: Then I will pass out three flash cards per table. One flash card says sedimentary, the other metamorphic, and the other igneous. Students must put the flash card in the baggy they think consists of sedimentary, metamorphic or igneous rocks. Once, they are done labeling each baggy. We will discuss their experience with these rocks. I will ask them if they have ever seen these rocks in other places if so where? What distinguishes them from each other?

Evaluate: To assess their understanding I will look for how they did separating and labeling their rocks. Also, I will check their journals to see if they got what I wanted them to understand.

Lesson 2
Materials: Sandwich bread, M&Ms, marshmallows, Jelly, Peanut butter, plates, zipper bags, heavy text books, and a bottle of water with sand, pebbles, and any other types of rocks compacted together. Engage: In this lesson we will look more in depth into sedimentary rocks and their properties. I will start off by showing students a water bottle filled with pebbles, sand, and different types of rocks compacted together. I will ask the students to pass that around. The student that is holding the bottle will have to give 3 descriptive words (adjectives) of what they see and then pass it to the next person. Once it has gone around the classroom we will discuss the words they used to describe the bottle. How does the water bottle and what is in it compare to sedimentary rocks? How are sedimentary rocks made? Do they have layers? If so how are they made? Explore: I will have students make peanut butter jelly sandwiches with m&ms and marshmallows. The m&ms can represent the pebbles in the water bottle layered sand. Everything used to make the sandwich represents layers compacted together. After the students are done making their sandwiches I will have them place their sandwich in a baggy and add heavy books on top. This will help them see what sedimentary rocks go through. Sedimentary rocks are compacted together usually by pressure pressing on them for a long time. This will help students get the idea of what sedimentary rocks go through. Students will compare the sandwich to sedimentary rocks. Explain: I will have students discuss a property sedimentary rocks have that others dont. Then they will write down a definition of compact in their own words in their journals. Elaborate: Students will be asked to describe the process in which sedimentary rocks develop layers. Also this is where they can use previous information learned to ask questions. Evaluate: I will have students write a small paragraph in their journals of what a sedimentary rock is and its properties.

Lesson 3
Materials: Crayons, Microwavable plates, Mittens, Microwave. Engage: For this lesson I will start off with a big pack of different color crayons. I will ask the students if they believe crayons can be igneous rocks. Why or why not? What kind of properties should it have to be an igneous rock? I will give each student a crayon. I will ask them to define how an igneous rock is made. They will have to discuss it amongst their group.

Explore: Once they have discussed with their group how an igneous rock is formed. I will ask them what do they think will happen if they were to apply heat on the crayon? Will it melt? Will it change? What do they think will happen? Students will write down their guesses in their journals. Then I will have each group put their crayons in one plate and have the team leader line up by the microwave. I will warm up the crayon for 5-10 seconds. Then have the team member go back to their tables and observe what is happening. Students in the group will watch the melted crayon harden up as it cools. Explain: As a group students will have to come up with one sentence of what they saw happening. They must use at least 2 adjectives. Each group will share their sentence with the class. Elaborate: How does what you just saw compare to igneous rocks? Compare the process to the crayon melting and cooling to how and igneous rock is made. Is heat important? Can you think of other objects that could do the same? Was your guess correct? Evaluate: Students must use a compare contrast circle graph to compare the properties of an igneous rock compared to a sedimentary rock.

Lesson 4
Materials: A square amount of clay for each student. Engage: I will ask students to think of how they can make a metamorphic rock from clay? How are metamorphic rocks formed? Explore: I will give each student a square piece of modeling clay. I will have students apply pressure on the clay however they want in order to morph/change the shape of the rock. I will have students do this for a few minutes until I see they have changed the shape of the square clay. Explain: I will ask students to explain what they did to change the shape of the clay? What did they use? Their hands? Heavy books? Was pressure involved? How does this compare to the change in shape or form of a metamorphic rock? Elaborate: Each group will record a list of the different ways they used to change the form of the clay. If they had heat would it have been easier? Evaluate: To make sure students understand the properties of metamorphic rocks and what they are I will have them take home for homework a crossword puzzle that has definitions and properties of metamorphic, sedimentary, and igneous rocks.

Lesson 5
Materials: A place for students to find rocks

Engage: I will tell students we will be going outside to do a scavenger hunt. I will take the students outside near some desert or a place outside I can find where there can be many rocks. Students must try and find rocks with properties similar to the rocks we have been learning about in the above lessons. Explore: I will let students explore and find as many rocks as they can. They must choose three rocks that they would like to bring back with them to the classroom to share. I will tell students that I prefer for them to choose rocks that have similar properties to sedimentary, igneous, or metamorphic rocks. Explain: Students will come back in the classroom with their 3 chosen rocks. They will share with their groups why they chose to bring those three rocks with them back inside. What made them stand out from the rest? Elaborate: Ask students if they found any sedimentary, igneous or metamorphic rocks? What evidence makes you think they are those types of rocks? Evaluate: Have students record in their journals what they learned about looking at rocks and if they liked the activity.