ROCK EXPLORE LAB
First Grade
Biblical Introduction
Did you know that you are standing on an enormous rock that is hurtling at a
fantastic speed through space? We rarely think about the fact that our very
lives depend on the rock we live upon. The Bible says in Psalm 40:2b “…and
He set my feet upon a rock, making my steps secure.” We are standing and
existing on a giant object lesson of God’s love and care for us. The Bible is
full of wonderful verses that portray God Himself as our “rock”: Psalm 19:14b
“O Lord my rock and my redeemer”, Psalm 18:2 “The Lord is my rock and my
fortress and my deliverer, my God, my rock, in whom I take refuge…”, Isaiah
26:4 “Trust in the Lord forever, for the Lord God is an everlasting rock”. As
He demonstrates to us through the very rocks He created, God is truly
dependable, strong, and secure.
In this lab, we will discover how geologists classify rocks into three
categories: igneous, sedimentary and metamorphic. We will see how
environmental forces change rocks and we will learn how to start rock
collecting for ourselves.
Vocabulary Words:
Geologist: a person who studies rocks, the earth and its history
Igneous Rock: These rocks are formed from magma and molten rock deep
within the earth. When volcanoes erupt or earthquakes occur, this molten
rock is forced to the surface of the Earth. It cools and becomes igneous
rock.
Sedimentary Rock: These rocks are formed on the surface of the Earth’s
crust. Sand, soil, shells and other materials settle, harden over time and
become sedimentary rock. Fossils are often found in sedimentary rock.
Metamorphic Rock: Metamorphic means changed. Heat and pressure
change rocks so you can’t often tell what they once were. They often look
like they have been folded or squeezed.
Center 1: Weathering, Rock Tumbling and Making a Rock Display
Materials Needed:
Rock tumbler, four types of grit, examples of rocks that have been tumbled at
various stages, a ball of dough that has been wrapped in cellophane then
frozen, an egg carton filled with cotton to display rocks, a small box with
dividers to display rocks, enough polished rocks for each student, small
plastic zip lock bags and letters to parents
Objectives:
1. Explain how a rock tumbler resembles environmental forces in the process
of weathering rocks.
2. Observe some simple ways to construct a rock display.
Procedure:
1. In this center we will discover how a rock tumbler wears down and
polishes rock. Discuss how rain, rivers, wind, ocean waves, earthquakes,
temperature and other forces of nature wear down, crack, expose, and
smooth rock. Open the rock tumbler and show the four different kinds of
grit needed to polish the rocks.
2. Show the students an example of dough that has been previously
frozen. Explain how the cold temperature caused the dough to
crack. Similarly, rocks outside crack and break apart when subjected to
freezing temperatures.
3. Show the students some simple ways they can display their own rocks at
home.
4. Allow each child to take home a polished rock for their collection.
Questions to Ask:
1. What forces in nature change the ways rocks are shaped and formed?
(rain, rivers, wind, ocean waves, earthquakes, cold, heat)
2. What happens to rocks when they are exposed to extreme cold? (they
break apart)
3. What are some simple ways you can you display your rocks at
home? (use an egg crate or a shallow box and make dividers)
Center 2: Igneous Rocks
Materials Needed:
Digital Blue QX5 microscope ,a completed Cooling Crystals experiment, an
igneous rock for each child, various samples of igneous rocks, 6 magnifying
glasses, books and posters representing igneous rocks
Examples of Igneous Rocks:
(These rocks will be on display on the table)
Obsidian
Granite
Lava Rock
Andesite
Pumice
Rhyolite
Objectives:
1. Define how igneous rocks form.
2. Predict how the rate of cooling affects rock formation.
3. Identify igneous rocks.
Procedure:
Gabbro
Basalt
1. Show some samples of completed crystal formations and displayed them
on black construction paper. Determine which example cooled quickly
and which one cooled slowly.
2. Look at rocks using the microscope. Guess which rocks cooled quickly
and which ones cooled slowly.
3. Float the pumice stone in water. Talk about why it does so and where it
came from.
4. Give each student an igneous rock for his or her own private
collection. (Lava rocks are good.)
Questions to ask:
1. Where do igneous rocks form - the Earth’s surface or deep
below? (Igneous rocks form deep within the Earth and are brought to the
surface through volcanic activity or earthquakes.)
2. Are these rocks formed in cool or in hot temperatures? (very hot
temperatures - cooling temperatures affect the structure and form of these
rocks.)
3. Can you identify the rocks here (on the table) that have cooled quickly?
(Rocks that cool slowly are more porous than rocks that cool quickly.)
Center 3: Sedimentary Rocks
Materials Needed:
6 Petoskey stones, two jars filled with water and various types of sand, rock,
silt, soil, and clay, one bottle of white vinegar, 1 glass cup, a sedimentary rock
for each student’s collection, scissors, 6 magnifying glasses, books and
posters representing sedimentary rock formations, a panning for pyrite tub, 4
types of sandpaper for polishing, titanium oxide for polishing
Examples of Sedimentary Rocks:
(These rocks will be on display on the table)
Breccia
Malachite
Limestone
Sandstone
Jasper
Fossil Limestone
Conglomerate
Oil Shale
Arkose
Objectives:
1. Observe that sedimentary rocks form in layers on the surface of the Earth
2. Conduct an acid test to identify if rocks contain calcium carbonate, a
common ingredient in sedimentary rocks
3. Observe and identify various forms of sedimentary rocks
4. Define how a sedimentary rock is made
5. State the role of a geologist
Procedure:
1. Drop a Petosky stone in a glass of vinegar and watch it bubble. Explain to
the students that the vinegar reacts with the calcium carbonate in the rock
to release carbon dioxide gas. This is one way geologists check for
sedimentary rocks. Calcium carbonate is a common component in most
life forms and sedimentary rock contains lots of trapped life forms. Bones
and teeth have lots of calcium carbonate. Try some of the other
sedimentary rocks on the table to see if they react with the vinegar.
Encourage them to try the acid test on their own rock at home.
2. Rock Layers Experiment: Show the students the 5 types of rock on the
table. Ask them to guess which ones would settle to the bottom and which
ones might settle to the top if we mix them all up in a mason jar and add
water.
3. Pan for Pyrite. Have the students hunt for fools gold in a tub of sand.
They can keep their rock and add it to their collection,
4. Allow each student to choose a petosky stone and a limestone rock for
their collection. Show them how they can polish their stone at home.
Questions to consider:
1. Are sedimentary rocks formed deep under the Earth or closer to the
surface? (surface)
2. Do sedimentary rocks sometimes contain fossils? (yes)
3. Why do we see layers of rock in canyons and river beds? (heavy rock
material settles to the bottom and the lighter material is at the top)
4. What is one way to test for sedimentary rock? (drop the rock in a cup of
vinegar and see if carbon dioxide gasses are released)
What does a geologist do? (A geologist studies rocks, the earth, and its
history.
Center 4: Metamorphic Rock
Materials Needed:
Metamorphic rock cake recipe (attached), hot plate, spatula, Pam, plates and
napkins,
Samples of metamorphic rocks including granite, marble, sandstone, quartzite,
limestone, and gneiss, a metamorphic rocks for each student, books with
examples of metamorphic rock layers, 6 magnifying lenses
Examples of Metamorphic Rocks:
(These rocks will be displayed on the table)
Marble
Some gemstones
Gneiss
Quartzite
Banded gneiss
Hornfels
Folded Schist
Slate
Mica Schist
Objectives:
1. Predict what will happen to the pancake batter (rocks and minerals) when
they are heated and squeezed (metamorphic rock).
2. State the two components in making metamorphic rock
Procedure:
In this center the students will make metamorphic rock cakes and discuss
how metamorphic rocks are formed. Relate how metamorphic rocks are
formed in nature (show examples from books and from the rocks on the
table). Metamorphic rocks are subjected to heat and pressure and this
changes the original substance into something new. For example granite
turns into gneiss, limestone turns into marble, and sandstone turns into
quartzite.
1. Make metamorphic rock cakes according to the directions on the
recipe. Push down on the pancakes with the spatula and show the
students how heat and pressure affect the pancake (metamorphic
rock). Give samples of pancake to each child.
2. Show examples of these metamorphic rocks; granite changes into gneiss,
limestone becomes marble, and sandstone turns into quartzite.
3. Show pictures in books of what layers and depths in the Earth’s crust is
likely to produce metamorphic rocks.
4. Allow each child to choose a metamorphic rock to take home for their own
private collection. ( I bought a marble tile from Home Depot and smashed
it up. After that, I threw it in the rock tumbler for two days to get the sharp
edges off.)
Questions to Ask:
1. What are the two primary elements needed to make a metamorphic
rock? (heat and pressure)
2. What does the word metamorphic mean? (change)
3. How did our pancake example illustrate how metamorphic rocks are
made? (heat and pressure change the original nature of the substance)
Metamorphic Rocks: Metamorphic Rock Cakes
Concept: Metamorphic rock formation
Metamorphic rocks are formed from sedimentary, igneous, or other
metamorphic rocks. These rocks are subjected to intense heat and pressure.
The heat and pressure is not quite enough to melt the rock, but it does cause
the minerals in the rock to change in size or shape, or to combine with other
minerals to form new or bigger minerals.
Materials:
electric griddle or frying pan
pancake mix (just-add-water type)
water for the mix
oil for the griddle
plates and napkins, spatula
assorted foods, some that melt and some that don't: raisins, coconut,
marshmallows, nuts, chocolate chips, berries, etc.
Procedure:
1. Allow students to observe a sample of each of the ingredients (including
the pancake mix) before you combine them. Tell students that these
ingredients represent the minerals of the rock.
2. Ask students what two factors are needed to form metamorphic rock (heat
and pressure).
3. Combine the ingredients to make rock batter.
4. Place the completed rock batter onto the griddle and flatten with the
spatula. The griddle represents heat and the flattening with the spatula
represents pressure.
5. When finished cooking, place the metamorphic rock cakes on plates and
allow students to observe them after they have cooled.
6. After observing the rock cakes, eat and enjoy!
Parents,
We use the Scientific Method in Explore Lab. Ask the
students guided questions that enable them to think and
explore.
The Scientific Method
1. Ask a question
2. Gather information through observation
3. Make an educated guess or hypothesis about the answer to
your question
4. Design an experiment
5. Evaluate the results