MiTEP Lesson1

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Rock Hunt

MiTEP: Lesson Plan #1 C.Bolduc

Rock Hunt Knowledge: • Rocks are made of minerals. Minerals are pure substances found in nature and can be classified according to their physical properties or characteristics. Geologists use color, streak, luster and hardness to classify minerals.

• Rocks can be sorted by the properties of size, mass, color, if they have layers and grain. The grain is determined by size, such as fine or course, and not by the feel.

• Most rocks are made from two or more minerals. Rocks are classified into three different categories based on how they are formed: igneous, sedimentary and metamorphic.

• I will also have books from the Grand Rapids Public Library and our school library set up in the room for the students to read throughout the unit Resources: • BrainPOP: www.brainpop.com This site is for 4th grade and up (free trial available along with some free material) • BrainPOPJr: www.brainpopjr.com This site is for K-3 (free trial available along with some free material) • Discovery Online: http://www.discoveryeducation.com/ (a subscription is needed but well worth it. You will have access to a wide variety of science videos) Vocabulary: Rock: a solid mixture of minerals Mineral: naturally occurring inorganic substances Rock Cycle: continuous changing of rock from on type to another Weathering: breaking down of rocks over time by wind, rain and ice Erosion: when sediment is carried away by wind or water Sediment: small pieces of sand, mud, and pebbles Igneous Rocks: rocks that form when magma cools and becomes solid Sedimentary Rocks: rock formed by layers of sediment being pressed together Metamorphic Rocks: rock that has changed from one kind of rock to another Properties: characteristics used to classify an object Streak: the color of a powdered mineral when the rock is rubbed across a surface Luster: the way light is reflected off a surface: shiny/dull

Goal of Lesson: Big Idea 3: Earth is a complex system of interacting rock, water, air, and life.

Content Statement: E.SE.E.1: Earth Materials – Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Earth materials have properties, which sustain plant and animal life.

Content Expectations: E.SE.03.13: Recognize and describe different types of Earth materials (mineral, rock, clay, boulder, gravel, sand, soil).

Purpose: TLW collect own samples of rocks from school playground and begin classifying the properties by describing what the rock looks like, both with eyes and hand lens and what it feels like. Students will be encouraged to use their own words first to describe what is seen. Later the vocabulary will be introduced.

Materials/Tech: • Books: Rocks and Minerals by Judith Bauer Stamper (Scholastic) Class Set Hint: These can be ordered through Scholastic Book Order

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BrainpopJr: Five minute video: Rocks and Minerals Hint: If your school does not subscribe to this site, you can get a free trial

• • • • • • •

Rocks: collected from local area and/or local landscape business.

Rock Observation Sheet (see last page) Pencils Hand lens (about 12) Scissors Porcelain Tiles (5) (If you do not have a Battle Creek Kit, try your local home improvement store.)

Pennies (5-10)

Procedure/Instruction: Phase 1: 1. I will begin this lesson by asking students, “What do we know about rocks?” “Are all rocks the same?” “If not what can be different?” “How can we group rocks?”

2. We are building on a previous lesson where student were able to observe rocks, provided by the teacher, to have students begin to describe their observations. We are taking our Rock Observation Sheet and building on it. Today we will put together our formal vocabulary with our previous observations. I will then explain to the students the objective for the day: “Remember yesterday when we looked at rocks in the classroom? Well today I’m going to ask you to find 3 rocks of your own out on our playground. When you find 3 rocks I’m going to ask you to fill out this Rock Observation Sheet where you will describe what you observe about your rocks.

You may work with a partner or in groups of 3.” Before we leave I will ask several

students to repeat directions and ask if there are any questions. (Note: At the beginning of the year we work extensively on how to work with a partner and/or in a small group. We practice and model what to say, how to say things and how we act.)

Phase 2: 1. I will give the class about 20 minutes to find their rocks. (Note: I have previously scanned the area and have added rocks for the students to find if our playground was lacking in enough rocks.)

2. When time is up and students have finished collecting, we will go back into the room and start our observations. (See Rock Observation Sheet on the last page.) I will be walking around the room offering support and recording observations of students’ understanding. I often hear students talk about how rocks are all the same because they are all hard. And even though grain size is not expected to be mastered at 3rd grade, I will watch and see if we can point out that rocks have different grain size or texture.

3. When the students have completed their charts we will have 5-7 minutes to share results with their partners or small groups. Each student will have a turn to share.

Phase 3: 1. I will show a short 5-6 minute video, Rocks and Minerals, from BrainPOPJr. The student will have an opportunity to take notes. The vocabulary words such streak and luster will already be on the paper to prompt the students. I will also stop the video in the middle to allow students to keep up. (Note: At the beginning of the year, we practice how to listen and take notes so the students will already be familiar with this technique.)

2. After the video we will discuss the vocabulary as a whole group such as color, hardness, streak and luster. Then I will ask the students to break into groups and match the new vocabulary with their previous observations and add the new vocabulary to the Rock Observation Sheet.

3. I will demonstrate to the group how to administer a streak test with the porcelain tile and hardness test using their finger nails, a penny and scissors. As the students are completing their sheet I will ask groups to go to their stations and complete tests on the rocks for streak and hardness.

Phase 4: 1. Then we will come back together again and discuss our discoveries. I will also add our information to our KWL chart that we began in the beginning of this unit.

Phase 5: 1. Since this is one lesson in the middle of a unit I will use teacher observation notes and collect the students Rock Observation Sheet. At the end of the unit I will provide either a test or a final project to assess the unit.

Hands-on Connections: • Students will be finding rocks on our playground. They will observe the rocks and complete a chart stating: What do you see with their eyes? What do you see with a hand lens? How does the rock feel? • Students will also administer a streak and hardness test and write down results.

Assessment Rubric:

Excellent

Find 3 Rocks:

Good

I found all 3 rocks.

I found 2 rocks.

10

Complete Rock Observation Sheet:

I completed my Rock Observation Sheet.

Hint: I used complete sentences the entire sheet.

How did I work together in my group?

I found 1 rock.

8

5 I completed some of my Rock Observation Sheet.

Hint: I did not use complete sentences.

8

5

I completed my Rock Observation Sheet.

Hint: I sometimes used complete sentences.

10 I worked well with my group.

Hint: I shared tools, I worked the entire time, and I was respectful to others.

Needs Work

I worked OK with my group.

Hint: I shared tools most of the time, I worked most of the time and I was respectful to others.

10 Points: 25-30 points: Excellent = 4 on report card 20-24 points: Good = 3 on report card 15-19 points: Needs Work = 2 on report card

I did not work well with my group.

Hint: I did take turns very well, I did other things instead of working, and/or I was not always respectful to others.

8 5

Rock Observation Sheet: What do you see?

(Color)

What do you see with the hand lens?

(Luster) (Shiny) (Dull) (Glitters)

How does the rock feel?

(Hardness) (When you scratch it: Fingernail: very soft Penny: soft Scissors but not penny: medium Nothing we have: Hard)

(Streak) (What color does it leave behind when rubbed on tile)

(Texture) (Grain Size) Fine Course

Rock 1

Rock 2

Rock 3

Note: The words in parenthesis are the vocabulary words the students will fill in.