Introductory Lesson on Rock Types
Purpose:
This is the first day of our unit on the different rock types! We will begin by
introducing sedimentary, igneous, and metamorphic rocks. Learning about the rock
types and rock cycle is just part of understanding how change happens on Earth and
this week will start discussions on Earth and it’s changes.
Science 5.7 The student will investigate and understand how Earth’s surface is
constantly changing. Key concepts include
 a) identification of rock types;
 b) the rock cycle and how transformations between rocks occur;
 c) Earth history and fossil evidence;
 d) the basic structure of Earth’s interior;
 e) changes in Earth’s crust due to plate tectonics;
 f) weathering, erosion, and deposition; and
 g) human impact
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Objective:
The student will be able to recall at least one correct fact about each type of rock
(metamorphic, igneous, and sedimentary) given an exit slip, using the definitions
from lecture notes and video.
Procedure:
Introduction: Rock Type Discovery Tables (Time: 30 minutes)
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There will be 3 different tables of rocks set up. Each table will represent one
of the different types (but it will not be identified).
Students will be in 3 different groups (18 students, randomly selected groups
of 6) and will spend time at each of the tables.
They will have a chart to put notes about each of the groups. The students
will write their own observations in the “Observations Column” as a group.
(The rest of the columns will be used for lecture notes.) In their notes
students will be writing down the following observations:
o color
o size/shape
o texture
o any other observations
Students will be allowed to pick up the rocks and discuss as a group.
Each table will be able to investigate the rocks at each table for seven
minutes. A timer will be set at the start of each rotation.
When the timer goes off, students will rotate to a new table (clockwise).
At the end of the rotations students will return to their seats.
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This part of the lesson will be best for tactile learners.
Development:
 Use anchor charts and teacher led discussion to go over student
observations.
 Ask students for their observations and add to the charts.
 Then give them the names for the different types (Metamorphic, Igneous,
Sedimentary) and add that to the chart.
 Watch the 3 Types of Rock Song video: (get up and dance/stretch)
https://www.youtube.com/watch?v=lE3jR_RhxO4
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Now go back and add definitions and key facts to the anchor charts in a
different color.
o Metamorphic:
o Igneous:
o Sedimentary:
This part of the lesson will be best for visual and auditory learners.
Summary:
 Watch Bill Nye video: https://www.youtube.com/watch?v=kgJmCllDk_c
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This part of the lesson will be best for both visual and auditory learners.
Do exit slip where they have to write at least one thing they learned about
each type of rock (can be done on half sheet of notebook paper)
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(For struggling students, they can write phrases but advanced students can
write in complete sentences and if they finish quickly can write more than one
fact.)
Materials:
3 or 4 rocks from each type (can buy from sites like this
http://www.hometrainingtools.com/rocks-minerals/c/22/), notebook paper or printed
out chart, anchor chart and markers, videos (links in plan but can use others)
Evaluation:
Part A:
 Students must have written at least one correct fact for each type on their exit
slip and will be graded on completion and correctness.
 I will also be looking for effort in the discovery stations and whether or not
they filled out the observation portion of their sheet- will just do a quick check
while they are working and mark in participation log.
Part B:
 Did the lesson engage and accommodate all students?
 What were the strengths? What were the weaknesses?
 Were the groups productive in the discovery centers? How could I improve
that for next time?
 Did the videos add to and help my lesson or should I use something else?
Teacher Example
Table
Observations
1
To be filled
out by
students
2
3
To be filled
out by
students
To be filled
out by
students
Rock Type
Formation
Examples
Sedimentary
Formed by
sediment and
rock fragments
being pressed
together into
layers
Conglomerate
Limestone
Sandstone
Coal
Metamorphic Formed
underground
due to high
levels of heat
and pressure
Gneiss
Marble
Slate
Quartzite
Igneous
Basalt
Obsidian
Granite
Pumice
Formed when
magma cools
and hardens
Other
Info
May
contain
pebbles,
shells,
and
fossils.
Very soft
and can
crumble
easily
Ribbonlike
layers
Contain
crystals
Shiny and
glass-like
Contain
gas
bubbles,
holes
from
popped
gas
bubbles
Table
1
2
3
Observations
Rock Type
Formation
Examples
Other Info
Weighing Rocks
Purpose:
This is Day 2 of our Rock Types Unit. To teach fifth grade students the concepts of
mean, median, and mode while reinforcing information learned throughout the
Rock SOL Unit (Science 5.7) by measuring rocks and using the weights as
comparable data.
Math 5.16 The student will:
a.
b.
c.
d.
Describe mean, median, and mode as measures of center
Describe fair share
Find the mean, median, mode, and range of a set of data
Describe the range of a set of data as a measure of variation
Objectives:
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Given rocks and a scale, students will measure at least 8 out of 10 of the rocks
at their tables.
Given worksheets, the students will record the weights of at least 8 out of 10
of the rocks at their tables.
Given worksheets, the students will be able to determine the mean, median,
and mode and most complete 3 out of the 5 questions on the worksheet.
Procedure:
Introduction:
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Watch and sing along to the Rock Video from yesterday to review
https://www.youtube.com/watch?v=lE3jR_RhxO4
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Teacher will call on students to get at least 3 facts about each rock type
before moving on to the math portion.
Students will be separated into groups of four to six people. One person from
each group will come to the front of the room and take a container with ten
rocks in it and a scale.
Another student from each group will pass out the worksheets.
Students will be reminded to cancel out their scales before they begin
weighing the rocks.
Students will record the weights of the ten rocks in their given container.
Development:
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Once the students have recorded all ten rocks in their given containers, the
students will be prompted to sort the weights from low to high.
Students will be asked to take the two middle numbers, add them together,
and then divide them by two to find the median of the rock weights.
Students will be asked to add up all the rock weights, and then divide them
by ten in order to get the mean or average.
Finally students will be asked to see if there are any repeating weights in
their data, however it is unlikely that they will be able to find a mode or
repeating number.
Students can work independently or in their groups during this activity.
Teacher will be walking around to provide assistance.
Struggling students can measure less rocks and will be able to check with the
teacher after doing each step for correctness. Advanced students can work
independently and early finishers can help clean up the rocks and scales
when done.
-Summary:
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To close the lesson the teacher will ask that one student from each group will
record their mean, median, and mode on the board.
The teacher will discuss any similarities found within the data and clarify any
mistakes by modeling the problems.
Materials:
Containers filled with ten various rocks (from Day 1), Scales, Worksheets (example
attached), calculators may be used
Evaluation:
Part A:
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Collect the students’ worksheets to record their completion of the lesson.
Students will be marked for active participation in group.
Since students are still learning mean, median, and mode students will only
be graded on completion (must have measurements for at least 8 rocks
recorded and answers with work for at least 3 of the questions on the sheet).
Part B:
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How did the review from yesterday go? Do students seem to remember key
facts about each type?
Were students actively working in groups or would this activity be better in
pairs or individually?
How well are students grasping mean, median, and mode?
What were the strengths and weaknesses?
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What would I do differently next time?
Rock Discovery
Purpose:
We are on Day 3 of our Unit! The purpose of this lesson is to re-incorporate information
learned through out the Science 5.7 Unit on Rock Types and incorporate movement into
the lesson through the Physical Education 5.5 standard.
Science 5.7 The student will investigate and understand how Earth’s surface is constantly
changing. Key concepts include:
A. Identification of rock types
B. The rock cycle and how transformations between rocks occur
C. Earth history and fossil evidence
D. The basic structure of Earth’s interior
E. Changes in Earth’s crust due to plate tectonics
F. Weathering, erosion, and deposition
G. Human impact
VSOL Physical Education 5.5 The student will participate in establishing and
maintaining a safe environment for learning physical activities.
A. Work independently and with others to improve learning during physical activity.
B. Display appropriate cooperative and competitive behaviors.
Objectives:
Given music, students will participate in the teacher’s determined physical activity for at
least ninety-six seconds out of each two-minute transition period.
Given their interactive notebooks, the students will record their resting and post-workout
heart rates after each transition period with 80% accuracy.
Students will able to articulate at least 3 things they have learned about the Rock Cycle
and 1 thing they wish to know given time to explore the different stations.
Procedure:
Introduction:
 The students will be told to take their resting heart rate by finding the artery on
their neck with their fore and middle finger. The teacher will time six seconds
while the students count their heart rate. At the end of the six seconds, the
students will multiply the number of beats by ten. They will record this number in
their interactive notebooks.
 Students will then be randomly separated into groups by calling off one through
six (three people per group), they will then be directed to go to their numbered
table. Tables will have one of the following activities:
o Rock Jeopardy – Computer (powerpoint) game
o Rock Identification - Students must use their detective skills to
determine rock type based on clues. Students at this table will be given three
rocks, one of each type, and must figure out each rocks type.
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o Rock Crossword – Students at this table will be given a geographybased crossword puzzle to complete.
o Flashcards – Students will quiz each other with flashcards containing
geography facts.
o Rock Types Sorting Activity- Students will sort different information
regarding the rock types and cycle.
o Interactives Rock Cycle Game –Online computer game
Students will be told that a timer will be set for fifteen minutes. When the timer
goes off, the teacher will play a song and instruct the students in a variety of
different physical activities in order to raise their heart rate.
Once the song is over, the students will record their heart rate and record it in
their interactive notebooks.
Development: (Time: 1 hour and 30 to 45 minutes)
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Once students have moved to their centers, a timer will be set for fifteen minutes.
When the timer goes off, the instructor will play the Rock Cycle Thrift Shop
Parody (skipped ahead about 15 seconds) and instruct the students in the physical
activities. Instructors should vary the activities randomly for 20-30 second bursts.
Some of these activities might include:
o Jumping Jacks
o Push-Ups
o Sit-Ups
o Running in Place
o Arm Curls
o Squats
o Lunges
 Students with disabilities or any type of difficulty may make modifications as
needed.
 Struggling students will be given extra time and assistance as needed.
 Early finishers may quietly talk amongst themselves at their centers until the
transition period.
 Timer permitting, each student should be able to visit each station at least once
throughout the lesson.
· All Modalities (Auditory, Visual, and Tactile) will be covered during this lesson.
Summary: (Time: 5 to 10 minutes)
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At the end of the lesson, the teacher should lead one more transition work out and
have the students record their heart rate for a final time.
The teacher should then instruct the students to answer the following questions in
their interactive notebooks:
o What are three things that I have learned about the rock cycle today?
o What is one thing that I still wish to learn about rocks?
o Seeing my heart rate change from physical activity, what are some
ways that I could incorporate movement into my daily routine?
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Students will then turn their interactive notebooks into the instructor for
evaluation.
Materials:
Timer, Classroom computers or laptop cart, Speakers (music), Student’s interactive
(science) notebooks, Rocks, Flash-cards, crosswords, and any other printables
Evaluation:
Part A:
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The teacher will evaluate the students based upon the responses made to the
closing questions in their interactive notebooks.
Students will be assessed on completion of each question, not correctness.
Part B:
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What were the strengths and weaknesses?
Did all the students participate in the movement activities?
How well did the group management go? Were students productive?
Did students learn anything in the stations?
What would I change for next time?
Research Day
Purpose:
This is the second to last day of our unit on Rock Types and we will be focusing on
preparing for our projects and reviewing the material through research with a variety
of sources.
Computer/Technology 3-5.6 Plan and apply strategies for gathering information,
using a variety of tools and sources, and reflect on alternate strategies that might
lead to greater successes in future projects.
A. Collect information from a variety of sources
• Conduct research using various types of text- and media-based
information. B. Apply best practices for searching digital resources.
• Apply effective search strategies that will yield targeted information.
• Identify basic indicators that a digital source is likely to be reliable.
Science 5.7 The student will investigate and understand how Earth’s surface is
constantly changing. Key concepts include
 a) identification of rock types;
 b) the rock cycle and how transformations between rocks occur;
 c) Earth history and fossil evidence;
 d) the basic structure of Earth’s interior;
 e) changes in Earth’s crust due to plate tectonics;
 f) weathering, erosion, and deposition; and
 g) human impact
Objective:
Students will be able to find and analyze information about rock types given a variety
of resources. They will use this information to organize a prewriting sheet in
preparation for the art project.
Procedure:
Introduction:
 Teacher led discussion about how there are different kinds of each rock type
(for example Gneiss is a Metamorphic Rock).
 Use the Rock Identification Chart the students saw yesterday in centers.
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Use rocks to show real life examples of these rocks.
This is good for auditory and visual learners.
Then introduce the final project: Create Your Own Rock!
o Tomorrow we will be creating the rock, but today we will be
researching in preparation for the craft.
Development:
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Students are given Planning Sheets and will be filling them out throughout the
class.
Students will be able to do research using the COWs and books from the
library. They may also use any notes but will need to find specific facts
corresponding to their rock. Each student may choose any rock they wish but
may not work together.
The centers from yesterday will be left up for students to explore and use for
their research as well.
Half- way through working time there will be a dance break with the Rock
Song video!
If students finish their planning they may begin writing about their rock or
explore the stations or books some more.
For struggling students: Only have to have 3 facts and can ask for assistance.
May even be given a specific list of resources or books to use.
For advanced students: Write a rough draft of their writing assessment.
This is best for tactile learners as well as visual and auditory depending on
resources used.
Summary:
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Students will help clean up and turn in their Planning Sheets at the end of the
lesson.
Materials:
Rock Identification Chart, rocks, COWS, library books on rocks, Planning Sheets
(attached), materials from Discovery Centers
Evaluation
Part A:
 Students will be assessed on how well they stayed on task during research
and can earn participation points.
 Students must turn in planning sheet and this will count for a part of the
project grade. Sheet must be completely filled out but not graded for
correctness.
Part B:
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How well did students do researching? How much assistance did I have to
provide?
How did class management go?
What are the strengths and weaknesses?
What would I do differently next time?
Create Your Own Rock! - Research and Planning
Name:
ROCK NAME:
Rock Type:
How is this rock formed?
Draw a Picture of Your Rock:
What are some interesting facts you found out about your rock?
1.
2.
3.
4.
5.
Day 5: Create Your Own Rock
Purpose:
This is the last lesson of the unit and is meant to reinforce the knowledge learned
throughout the Rock Types Unit. This day will summarize all they have learned in
preparation for their test in the upcoming weeks (that will cover the rest of Science
5.7).
Visual Arts 5.10 - The student will create sculpture in the round, high relief, or bas
relief, using three dimensional media including clay.
English 5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade
o
o
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a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
o
d) Write a clear topic sentence focusing on the main idea.
o
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e) Write multi paragraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
o
o
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and
information. i) Include supporting details that elaborate the main
idea.
o
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Science 5.7 The student will investigate and understand how Earth’s surface is
constantly changing. Key concepts include
 a) identification of rock types;
 b) the rock cycle and how transformations between rocks occur;
 c) Earth history and fossil evidence;
 d) the basic structure of Earth’s interior;
 e) changes in Earth’s crust due to plate tectonics;
 f) weathering, erosion, and deposition; and
 g) human impact
Objectives:
Given clay and decorative materials, the student will be able to create their own rock
with at least one identifiable feature based off of their rock’s type. They will use the
research from the previous class to do this.
The student will also be able to write a description of their rock with 3 to 5 facts
about their rock. They must include the correct type and formation. To do the writing
assessment the student can use any notes, books, or research on their rock from the
week.
Procedure:
Introduction: (Time: 5 -10 minutes)
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Students will be told to create a rock that fits into one of the three rock types:
Sedimentary, Igneous, and Metamorphic.
Students will be reminded of the identifiable features of the three main rock
types through a class discussion and the Rock Song video used throughout
the week
o Metamorphic is layered, Sedimentary has parts of other rocks and
shells, and Igneous is very shiny
o This is best for auditory learners.
Teacher will pass back Planning Sheets from Thursday.
Students will draw or look over their drawing from yesterday on their planning
sheet to get an idea of what they will need to create their rock.
Development: (Time: 1 hour to 1.5 hours)
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Once students have drawn their rock, they will have access to the clay and
decorations. (They will raise their hands to show teacher and teacher will
grant permission to the table of supplies that will be set up).
Based on their rock’s type, using the decorative materials, they will add
identifiable features to their rock. (Metamorphic is layered, Sedimentary has
parts of other rocks and shells, and Igneous is very shiny)
Once they have completed their rocks they will place them in the designated
drying area using a sticky note to label.
Creating the rocks is best for visual and tactile learners.
Then they will return to their desks to do their write up. Students will have the
option of doing either an “Informational Paragraph” or a “How to Be Poem” both writing styles have been previously discussed in other Language Arts
units. Students will use pencil and notebook paper to do their writing.
Students will reference notes and their Planning Sheet from Thursday’s class
to complete their writing and will have to include the type of rock it is, how it is
formed and additional facts. (Struggling students are expected to have at
least 3 facts while more advanced students must have at least 5 facts. If
students finished early they will be asked to go back and add to their rock,
writing, or revise their writing).
Students who are struggling or have an IEP/504 will be given additional
assistance from the teacher as well as additional time to complete the
assignment.
Summary: (Time: 20 to 30 minutes)
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When students are done with both their rock and writing they will begin
cleaning up their area. Teacher will give warnings for students to finish and
begin clean up.
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Finally, Students will share their rocks with the class.
Students will have their rocks and writing at their desks. One at time students
will stand up to show their rock and tell everyone a bit about their rock. They
must tell why they used the materials and 1 fact.
Presentations are best for auditory learners as well kinesthetic learners.
After everyone presents, students will turn their papers into the “Turn In Bin”
to be graded and returned later. They will place their rocks on a table to dry
and then will be allowed to take them home at the end of the day.
Materials:
Materials for the rocks: Air Dry Clay or Model Magic in different colors, Glitter,
Beads, Shells, Plastic gems, Colored sand (can also provide paper in different
colors); notebook paper and pencil; student research from previous class
Evaluation:
Part A:
 Students will be evaluated on their rocks having at least one identifiable
feature
Igneous rocks should be shiny and include glitter, they may also have
air bubbles or holes
Metamorphic rocks should have layered colors and include plastic
gems
Sedimentary rocks should include beads, shells, and sand
 For their writing assessment they will graded on how well they stuck to the
main idea (rock type) and provided details (at least 3 correct facts and
formation). Organization must match writing style they chose (paragraph or
poe). The assessment will also be checked for correctness of material and an
understanding of Rock Types.
 Presentations will not be graded but are a fun way to share!
Part B:
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Did your lesson accommodate/address the needs of all your learners?
Were the students productive on their own?
How did the presentations go? How can I improve those for next time?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Rock Assessment
This is the portion of the Geology (Science 5.7) test that will focus on Rock Types. This
will be about a third of the questions that will be on the whole test.
1. What types of rocks are formed underground by high heat and pressure?
Metamorphic
2. What type of rock is Conglomerate? Sedimentary
3. What types of rocks are often found with crystals? Metamorphic
4. Give one example of an Igneous rock? Obsidian, Granite, Pumice...
5. What rock type is the only one known to contain fossils? Sedimentary
6. I am a rock that was formed by magma rapidly heating and cooling. I am very
shiny and have air bubbles. What type of rock am I? Igneous
7. What type of rock is Marble? Igneous
List two facts about Sedimentary rocks? Crumble easily, formed by other rocks
being pushed together, contains fossils...