K SCI Kindergarten Science
Section:1, FA, 2004, Samantha Frias
Unit Plan
Office Hours
Mrs. Samantha Frias
Ms. Staci Marrs
Mrs. Cynthia Coler
Course Description
Rock Properties
In this lesson, children will explore properties
of rocks by hearing non-fiction literature, sorting various
rocks by an attribute, feeling rocks for texture, finding rocks
in their environment, orally sharing information about their
rocks, sequencing rocks by a rule and finally, scraping rocks
with their hand and other rocks to explore hardness.
Course Objectives
Investigation and Experimentation (K Standards)
4b. Describe the properties of common objects.
4d. Compare and sort common objects by one physical attribute.
4e. Communicate observations orally and through drawings.
Course Resources/Materials
5 samples of
concrete shale or slate
Common sedimentary rocks include sandstone, limestone, and shale. These rocks often start as
sediments carried in rivers and deposited in lakes and oceans. When buried, the sediments lose
water and become cemented to form rock.
5 samples of granite or lava rock
Common igneous (volcanic rocks) are basalt, andesite, and rhyolite. When magmas crystallize
deep underground they look different from volcanic rocks because they cool more slowly and,
therefore, have larger crystals. Igneous rocks cooled beneath the Earth's surface are called
intrusive rocks. The intrusive equivalents of basalt, andesite, and rhyolite are gabbro, diorite, and
granite, respectively.
5 samples
of
metamorphic rock
Common metamorphic rocks include schist, marble, and gneiss. Sedimentary rock shale
(formed mostly of clay sediments) when buried and heated to high temperatures (300-500°C)
Non-fiction literature content focus on rocks/mountains
*See assignment for resources.
Course Projects
Activities
Monday:
T: Introduction of rocks and mountains through non-fiction literature.
C: Free exploration of rocks brought in. Homework: Find a rock around your home.
Tuesday:
T: Read big book pg. 20 about sand, soil, and rocks.
C: Sort rocks by an attribute.
Test rocks through manual manipulation. Sort rocks according to the following criteria:



soft = can crumble in hands
medium = will break when dropped on the floor
hard = will not break
Wednesday:
T: Review of findings from the day before and discussion of the word hard. Model how rocks can
be sequenced according to a "rule." Ex. "These rocks are sequenced from hard to soft." "These
rocks are sequenced from rough to smooth."
C: Sequence rocks and state rule used.
Thursday:
T: Teacher shares her special rock from her house. She describes using her five senses.
C: Share their rock using descriptive sensory language.
Friday:
Shared writing activity to describe rocks with topic sentence, 3 supporting details, and a
concluding sentence. Children illustrate a rock that they love and glue it to the story.
Assessment/Grading
Based on informal assessment of sorting by an attribute and stating the rule by which they sequenced.
Course Schedule
September 21-25