Rocks “Rock Our World” Rock Cycle Unit
5E Lesson Title: Observing Rocks: How Are They the Same and Different?
Teacher: Jennifer Schafer
Grade Level: 3rd Grade
Standards:
Science:
S1.C1.PO1: Formulate relevant questions about the properties of objects, organisms and the
events of the environment using observations and prior knowledge.
S1.C2.PO3: Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of
a sound, properties of rocks) in life, physical, and Earth and space sciences.
S1:C2:PO5: Record data in an organized and appropriate format (e.g., t-chart, table, list, written
log).
S5.C1.PO3: Classify rocks based on the following physical properties:
 Color
 Texture
S5.C1.PO4: Describe fossils as a record of past life forms
Math:
3.MD.3: Draw a picture graph to represent a data set
3.MP.4: Model with mathematics
Technology:
S1.C2.PO2: Identify and describe how aspects of a situation change using models or simulations
Listening and Speaking:
Standard 3: LS-R2: Follow simple directions
Standard3: LS-R5: Participate in group discussions
Objectives:
1. Students will be able to observe and describe basic properties of 12 rocks
2. Students will be able to sort rocks according to similarities and differences
3. Students will be able to contribute to completing a class pictograph
4. Students will be able to listen actively, follow directions and work cooperatively in a
collaborative environment
Background Information: The first lesson focused on exploration and identifying good
inquiry based questions for the unit. The 12 rocks used for this lesson are common and provide
a wide range of observable properties that the students can identify and discuss. The students
will be given a chance to freely explore the rock samples and this gives them the chance to see
which ones capture their interest. The students will then use what they have discussed to sort
the rocks according to the properties and this gives them a chance to find out more about these
properties. The groups will work together and share information with each other to see the
diverse similarities and differences. If the students have brought in rocks from home, the
teacher can create a display area in the classroom with hand lenses to explore each other’s
rocks. They can use their adjective chart to describe or add new words as well. The students
will end by completing a pictograph whole group to capture their findings based on properties.
The samples used for this lesson will be these twelve:
IGNEOUS ROCKS (obsidian, granite, scoria, basalt) - all samples seem to be hard and not
breakable.
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GRANITE: Granite is an igneous rock that cooled very slowly. We know this because the
minerals in granite are very large. It takes a long time (hundreds of thousands of years)
for rocks to grow to visible size.
BASALT: Basalt cooled more quickly than granite. Geologists know this because the
minerals are not visible with the naked eye, but are visible with a specialized
microscope. The quicker an igneous rock cools the smaller the crystals.
OBSIDIAN: Obsidian, or volcanic glass, cooled very quickly giving minerals no time to
form. Obsidian cooled faster than granite or basalt. The chemical composition is silicon
dioxide (the same as quartz and glass).
SCORIA: Scoria is partly composed of pre-existing rock and new lava being cooled. It
usually is reddish brown, with many gas pockets throughout the rock. Scoria is denser
than pumice, but still relatively light in weight.
SEDIMENTARY ROCKS (shale, sandstone, conglomerate, diatomite). These samples are soft
and more breakable than igneous or metamorphic rocks. These also seem to be less dense
than the other types.
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CONGLOMERATE: Conglomerate is composed of fairly large rock fragments and
minerals. Students will identify these as "pebbles" or "rocks". The composition of these
particles varies quite a lot between samples.
SANDSTONE: The gritty feel of the surface of sandstone hints that this rock was once
sand that has been cemented together. Depending on the specimen, individual sand
grains may be visible. Sandstones have quite varied compositions; some are composed
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entirely of quartz, and others are mixtures of rocks, crystals and fossils. Almost any
combination is possible. Sandstones thus come in a wide array of colors.
SHALE: Shale is composed of very small particles of mud, which have been compacted
and cemented together. Individual mud grains are very small; they will rarely be visible.
Shales are quite variable in color.
DIATOMITE: Grains are very fine, smaller than sand size. In the case of diatomaceous
shale many of the grains are skeletons of one celled plants called diatoms other grains
are clays. The particles are so small that they rub off easily. It can be used as chalk to
write on the board. Diatomaceous shale (sometimes called diatomite) is used for many
purposes because of its fine grained nature. It is used in filters, fertilizers and many
manufacturing items.
METAMORPHIC ROCKS (marble, schist, shale, gneiss) these samples are dense, but all of
them seem to have different characteristics
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SCHIST: Schist is composed of visible minerals, mostly micas. Schists form under
moderately high pressure conditions; this causes the naturally platy mica crystals to line
up, giving the rock a platy look. This is a good example for illustrating the characteristic
"squished" look of metamorphic rocks to your students. This is called a foliated texture.
This It is a new word for most students, so it is important that you have a good sample
when illustrating schist.
MARBLE: Marble is composed exclusively of large commonly visible crystals of calcite.
The gray/white bands in some of the samples are due to impurities within the calcite.
Marble actually comes in a variety of colors, including black, gray, white, and pink.
Marble, like all rocks that have calcite in them, fizz if you put a weak acid on it (usually
10% solution of hydrochloric acid). Marble forms when a rock containing calcite in it
(such as limestone) was put under high temperature and pressure conditions.
GNEISS: Gneiss is composed of visible minerals that have a "layered" look. They are
unusually formed under high pressures. The minerals separate into layers.
SLATE: Slate used to be a mudstone or shale before it was put under high temperature
and pressure. Slate is denser than mudstone or shale and has a characteristic "ting"
sound when it hits a hard surface. Mudstone and shale will have a "thud" type of sound.
This illustrates how geologists use other than their sense of sight, they can also use their
hearing sense.
Note: The students will not need to know the names or specific properties for each
individual rock for this lesson. This list is for teacher’s background knowledge and to be
used at the discretion of the teacher.
Vocabulary:
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Sort
Similarities
Differences
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Senses
Pictograph
Materials:
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30 student science notebooks
30 hand lenses
Set of 12 rocks labeled 1-12 for each pair of students
Newspaper
12 plastic containers
Markers
KWL chart from previous lesson
Whiteboard
Cardboard trays
SMART board for video
Crayons
Pencils
Activities:
Engage:
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This lesson is part two in a unit that explores the basic phases of the rock cycle. A more
detailed exploration will happen in later grades.
(Hook) Teacher will start by asking the students to raise their hands and describe a
property that they found in the previous lesson. After answering a few students, the
teacher will ask the students if they have ever “sorted” their toys or baseball cards by
color or type. (Many students will want to give opinions, so teacher will need to limit
for time). Teacher will then tell the students to put back on their “geologist hats” for
this lesson and be ready to sort several rock samples and explore our earth’s materials
again!
Students will watch the Brain Pop Jr. video about Rocks for review:
http://www.brainpopjr.com/science/land/rocksandminerals/preview.weml
It has information for reviewing the previous lesson about classifying rocks by different
properties. Teacher will ask students to compare what they wrote in their journals to
what the video suggests. This fun video will help with reflecting on what they
discovered the previous day and the quiz at the end will serve as the assessment for this
lesson. (Video is to be paused and restarted at the end of the lesson)
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Teacher will have the distribution center set up with the materials and the 12 different
rocks in containers, and create a pictograph on the board. Teacher will ask students to
take out science journals and discuss with their elbow partners what they observed
from the previous lesson. Each pair is to be prepared to share one property for each
rock. Teacher will explain to class that they are going to explore 12 rocks-the 3 from the
first lesson and 9 new ones. Teacher will ask children to think of their senses for this
lesson. (except for taste-never in science class)
Essential Questions:
1. How many senses are there and which ones do you think will help with your
descriptions?
2. How could you use your senses to gain information about the rocks?
Explore:
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Teacher will introduce vocabulary and briefly discuss meanings to create prior
knowledge making sure to review words from previous lesson.
Teacher will then quickly refer to the KWL chart on the SMART board or chart paper and
see if anyone has anything to add. The teacher will keep chart to refer to at a later date.
Teacher will use a different colored marker for each addition on each date.
Teacher will already have the distribution station set up with the materials for the
lesson. The teacher will then ask students to continue working with their elbow
partners for the lesson. The student whose first name is closest to the beginning of the
alphabet will gather the materials from the station.
Teacher will allow the students ten minutes to set up materials and use hand lenses and
explore the samples using their senses except for taste.
Teacher will remind students to set up the second recording page and label
“Observations” with the date and numbered 1-12 for each rock.
Students will then record observations with their partners in their journals to be used
for discussion later.
Essential Questions:
1. What sense did you find most helpful in describing the rocks? Why?
2. How do these rocks compare to the ones outside by your home or on the playground?
Explain:
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Teacher will ask the students to sort their rocks according to similarities and differences
that they observe. She will hold up a rock with a fossil in it and ask the students who
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have ever seen a fossil and what they look like. After two responses, the teacher will
hold up pictures of three different fossils and explain to the students that they will
explore fossils further in the next lesson. She will ask them to give descriptive words
that describe the fossils that they see in the pictures and make a journal entry for
today’s lesson with a description of a fossil. (Make a list on the board with adjectives)
Teacher will roam the room and ask the pairs how they are sorting them and challenge
them to pick another property to sort them by. Teacher can also scaffold learning at
this time and clarify what a property is and how to properly describe a property.
(Students will most likely use size, color, weight, layering or presence of fossils as their
properties)
Essential Questions:
1. What are some similarities and differences with the different rock samples?
2. What criteria (properties) are you using in your notebooks to distinguish the samples?
3. Where do you think fossils come from and what do they look like in your rocks?
Expand:
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Teacher will bring students back whole group and ask for volunteers to give information
that was discussed during partner work.
Teacher will lead class discussion and address essential questions, adding to the KWL
chart when necessary.
As the discussion continues, the teacher will refer to the pictograph (which they have
learned to do in math already) that she created on the board and call students up to the
board to tally by color, with fossils and size properties. (small and black/gray, small and
red, large and black/gray, large and red, with fossils)
Teacher will explain the total of the tallies and ask students to describe what they found
according to the graph.
Essential Questions:
1. What properties did you choose to describe the rocks?
2. After you sorted the rocks, how many groups did you have and why?
3. Why do we use a pictograph to organize information?
Evaluation:
Pre-Assessment:
 Teacher will assess prior knowledge by asking about knowledge of rocks and experience
with sorting items during the engagement section of the lesson. Students will also
answer whole group reflection questions after the engagement video to review the
basic properties that they classified their rocks the previous day.
Formative Assessment:
 Teacher will observe throughout the class discussions and pair activities, assess
understanding and scaffold and answer questions throughout.
Summative Assessment:
 At the conclusion of the lesson, the teacher will allow the students to continue working
with their partners to complete the Brain Pop Jr. quiz that is at the end of the video.
The quiz will consist of a number of questions about classifying rocks. This will give the
teacher the knowledge of what extent to review in the engagement section of the next
lesson where they will start to learn about the rock cycle.
 Teacher will assess journal entries for completeness and accuracy of descriptive words
by having students check them with her at the conclusion of the lesson.
 The teacher will assess the participation and listening skills of the students.
 The assessment rubric will consist of four sections that will total 40 points for the
assignment:
5 points
0 points
Participation in group
work with sorting
activity
Journal Entry
Activity
Complete
Participation
Partial
Participation
No
participation
Finished, detailed
descriptions and
checked by teacher
Partially
finished, some
detail and
checked by
teacher
Not finished
or checked
by teacher
Audience
participation and
listening skills
Good listening
skills, active
participation/asked
questions
Completed quiz
with 8-10 correct
answers
Brain pop Jr. Quiz
10 points
Total
Disruptive or
no
participation
Completed quiz
with 4-7 correct
answers
Did not
complete
quiz or had 3
or less
correct
answers
Total
Points
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Curricular Integration (Extensions):
Language Arts:
1. Encourage students to read about fossils and share what they learn with the class. Allow
students to look on the internet or books from home or the school or classroom libraries.
2. Explain to the students about the “pet rock” fad of the 1970’s. Ask the students to write
about what their pet rock would look like.
Art:
1. Have students draw pictures of the rocks and if they found fossils in them.
Modifications: This lesson can be modified by using wait time, changing partners for group
work, giving pre-printed observations sheets to attach into notebooks and scaffolding during
observation time.
Sources:
Blueford, J.R. (?). Rock cycle: understanding the earth’s crust. Retrieved from:
http://www.msnucleus.org/membership/html/k-6/rc/rocks/4/rcr4_2a.html.
Rock and Minerals: Retrieved from:
http://www.brainpopjr.com/science/land/rocksandminerals/preview.weml
The National Sciences Research Center (2004). STC Rocks and Minerals, Burlington, NC: Carolina
Biological Supply Company.