ESL Literature Connections to Other Disciplines
Teacher:
Book Title:
Author of the Book:
Grade / Age Appropriate:
Brief Summary of the Text:
Jeannette Dawes
Let’s Go Rock Collecting
Submission Date:
Publisher:
Roma Gans and Holly Keller
11-23-03
Houghton
Mifflin
ISBN: 0-59040890-9
K-6
Two students travel to locations in the world examining how rocks were formed in
that geographic location. In their travels they study the various classifications
(types) of rocks and their formation. Excellent pictorials to support the vocabulary.
The book can be read at two levels: young students traveling and examining rocks
or as a pictorial approach for earth science vocabulary.
Potential ESL Draft Standards Addressed
LEP students will develop the English language listening, speaking, reading, and writing skills required to
achieve academically and to communicate in socially and culturally appropriate ways.
Domain: Speaking
Standard: 2.3 Speak for varied purposes, both informal and informal
Domain:
Standard:
Reading
3.1 Demonstrate reading strategies
3.2 Identify meaning of written vocabulary
3.3 Read with comprehension
3.4 Read for varied purposes
Domain:
Standard:
Writing
4.1 Write using appropriate conventions and grammar
4.2 Write for varied purposes and audiences, with appropriate tone and
voice
4.3 Write following the writing process
4.4 Write using a range of vocabulary, sentence structures, and time frames
Potential Ohio Content Standards Connections
Include Discipline(s), Benchmark Title, Grade Cluster.
Benchmark(s): Earth Science 3-5
 B. Summarize the processes that shape Earth’s surface and describe evidence of those
processes.
 C. Describe Earth’s resources including rocks, soil, water, air, animals and plants and
the ways in which they can be conserved.
Benchmark(s): Earth Science 6-8
 C. Describe interactions of matter and energy throughout the lithosphere,
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Let’s Go Rock Collecting
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hydrosphere, and atmosphere such as water cycle, weather and pollution.
 D. Identify that the lithosphere contains rocks and minerals and that minerals make up
rocks. Describe how rocks and minerals are formed and/or classified
 E. Describe the processes that contribute to the continuous changing of Earth’s
surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and
lithospheric plate movements).
Benchmark(s): Scientific Inquiry 3-5
 A. Use appropriate instruments safely to observe, measure and collect data when
conduction a scientific investigation.
 B. Organize and evaluate observations, measurements and other data to formulate
inferences and conclusions.
 C. Develop, design and safely conduct scientific investigations and communicate the
results.
Benchmark(s): Scientific Inquiry 6-8
 A. Explain that there are different sets of procedures for guiding scientific
investigations and procedures are determined by the nature of the investigation,
safety considerations and appropriate tools.
Skills and Processes
As they specifically apply to this lesson
 Classify: to sort the objects by critical attributes. (Use classifying steps poster.)
 Compare/contrast: to determine how two rocks are alike and or/ different by
identifying the common/critical attributes of each.
 Describe: to analyze into its parts
 Examine: to study closely using a magnifying glass to locate details
 Explain: to tell in speech or writing findings for each rock sample using acquired
vocabulary.
 Identify: to show or prove sameness using reference materials such as Rock A is
like Rock B because both were made by heat and are igneous
 Make a generalization: about rocks and their structures
 Observing: to look and see the attributes of each object, (color, texture, etc.)
 Recognize: the type of rock used in buildings, etc.
 Sort: place rocks on chart according to classification
 Summarize: orally or in writing, information about individual or groups of rocks
High Frequency Vocabulary
 color words as appropriate for rock samples
 size words as appropriate for rock samples including content vocabulary:
grain, sand, pebble, stones, rock, boulder
 mud, shells, fossils (introduce this term), cement, concrete, sidewalks
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Content / Text Specific Vocabulary

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crust: the outer surface of the earth. The surface we walk upon.
layer: (use pictures in text) a thickness of material laid over the surface of another.
magma: the molten melted rock inside the earth
lava: the molten material (magma) when forced out of the earth is then called lava
Types of Rock
Igneous rock - made by heat
 magma - lava
 granite - small, shiny black and white crystals. (also pink)
 quartz - granite crystals. May be white or clear, may have many colors. Uses jewelry, marbles
 basalt - dark in color, gray, green, black. The most common igneous rock.
Sedimentary rock - grains of sand, mud, pebbles
 sandstone - soft and grainy
 limestone - shells of animals. Often white, pink, tan, and other colors.
It is used to make cement. When mixed with sand, gravel, and water it makes
concrete. Pyramids are made of limestone as are many buildings today.
Metamorphic rock - (changed) by heat and pressure. Some are so changed that the
original structure cannot be identified.
 slate - once shale but after millions of years of pressure and heat it became slate.
It is usually gray but also black, red, or brown.
 gneiss - once was granite. Now darker gray and crystals have separated into
layers.
 marble - once limestone. Many colors streaked throughout stone.
 quartzite - once sandstone. Now much harder.
Mohs’ Scale of Hardness (good explanation of scale in this text. Not TOO
Technical)
Prior to the Lesson:
Notations as Needed (items to teach this lesson - pictures, magnifying glass, reference texts, video, etc.)
 Locate a rock and mineral visual dictionary to help in identification.
The Audubon Society Field Guide to North American Rocks and Minerals
ISBN: 0-394-50269-8
A Guide to Field Identification Rocks and Minerals - Golden ISBN: 0-307-13661-2
 Locate pictures of the following for identification purposes:
earth’s layers: surface, crust
how rocks are formed - sea floor - volcano and eruption
 Locate magnification instruments
 Define and discuss: collect - collection
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Introduction to the Book: (if needed)
Brainstorm things people collect
 work in small groups then merge the lists
 work as class, make one list on board
 order the list ex. things mother collects, father collects, boys, girls, families
Lessons: (by page, concept, theme, etc.)
Read Text together, discuss
Why do people collect rocks?
discuss - make a list on the board
Why are rocks the ‘oldest’ things you can collect? Discuss
Where are rocks found?
Make list: easy to find or hard to find
Ask if students have rocks from their country to share.
Discuss uses of rocks and make a graphic organizer with the data
Ask students to bring pictures of buildings, etc. from their country to share.
Make inferences about the kinds of rock used in the collected pictures.
Have students collect rocks around the school yard.
They must tell where they were found. Categorize by location, type, use
Have students use a magnifying glass to study the rocks –
This helps to get the students used to looking closely at things.
Have a class rock collection site. (rocks may be from many sources)
Identify and chart rocks - use attached form
Look at pictures of earth’s layers - (volcano books have excellent visuals)
Discuss
Special Notations:
As Appropriate or Needed
Ideas for class rock collection display and the Class Rock Collection Chart

This is to be completed by individuals, small groups, or the entire class. This is a
good time to practice oral language using content vocabulary.

Place a piece of paper on a table with squares and numbers to display rock
samples. ex.
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Tape a number to each rock sample so that it may be returned to the proper
square after identification and also returned to the ‘finder’ when the unit is
completed.
Record findings on the Class Rock Collection Chart (see page 6).
 Type of Rock - igneous, sedimentary, or metamorphic,
Place number in this box to correspond with rock sample.
 Name of Rock - ex. sandstone, slate, granite, etc.
 Description - color, structure - crystal, grain etc.
 Uses - list as many ways as possible that this rock can be used
 Placement on Mohs’ Scale - record number
 Location - where the student found or purchased the sample rock
 Finder - name of student who brought the rock to class
Assessment: Specific Details Required
What students will know and be able to do to verify their understanding.
 Complete the attached Class Rock Collection sheet.
 Identify and describe a specimen (orally or written)
 Make a list of terms used to describe the makeup of each rock then write a
descriptive sentence or paragraph
 Speak and write using vocabulary specific to discipline
 Identify how rocks are used in the community or country using appropriate
language
Support Handouts: (Charts, Graphic Organizers, etc., as needed)
Add your handouts after the following page break.
See the “Class Rock Collection” form.
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Let’s Go Rock Collecting
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Class Rock Collection
Type of Rock
Name of Rock
Description
color, structure
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Let’s Go Rock Collecting
Uses
Number on the
Mohs’ Scale
Location
Finder
where it was found
your name
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