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Investigating Rocks
First Grade
By: Lindsay Novotny and Amber Bedwell
Big Idea:
Rocks have unique properties based on their composition. They come in all colors, shapes,
sizes, and textures. These properties of rocks are related to the rocks’ position in the rock
cycle, because the rock cycle.
GLCEs:
P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such
as color, shape, size, sinking or floating.
S.RS.01.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits, and activities.
Learning Objectives:
Students will be able to compare and contrast rocks based on their properties.
Students will be able to describe the effects of the rock cycle on rocks’ properties.
Materials:
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Magnifying glasses
Vinegar
Assorted igneous, metamorphic, and sedimentary rocks
Crayons
Coins
White paper
Foil
Mini foil pie plates
Hot plate
Hot mitt
Ice
If You Find a Rock by Peggy Christian
Procedure:
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1.) Allow children to investigate rocks from various stages in the rock cycle.
a. Hand out magnifying glasses.
b. Encourage students to take notes about the properties of rocks they observe,
including color, shape, size, texture, etc.
c. Demonstrate the unique composition of limestone (and marble) compared to
other rocks by dripping vinegar, an acid, onto a limestone rock sample and
allowing it to fizz.
d. Discuss students’ findings and link their observations to discussions from the
preceding interview.
2.) Demonstrate the processes of the rock cycle using the Rock Cycle Crayon Activity
(adapted from http://geosociety.org/educate/LessonPlans/RockCycleLab.pdf).
a. Weathering
i. Cover the table with newspaper or white paper like a tablecloth.
ii. Each student should obtain a coin and one or more crayons. The
crayons are the parent rock material and the coin is the
disintegration-weathering agent.
iii. Shave each crayon color into a small pile on a sheet of paper. Keep
each color separate.
1. Are all your "rock fragments" the same size? Why or why not?
2. What are some of nature's weathering forces?
b. Erosion and Sedimentation
i. Cut a square piece of aluminum foil to about 6 in. x 6 in.
ii. The students are now the erosion force. Carefully "erode" (move) one
color of their "rock fragments" and put them in the center of the foil
making a layer of "sediment."
iii. Now the students should add the second color of "rock fragments" to
the "sediment."
iv. When finished fold each side of the foil over the "rock fragments."
Allow for about 1 cm distance between the shavings and each fold as
room for expansion.
c. Compaction, Cementation, and Lithification
i. Place the "rock fragment" sandwich on the floor. Allow students to
mildly compress the package by carefully applying pressure with their
feet.
ii. Carefully open the package.
iii. Break the compressed central region, look at the broken edges and
describe the layers.
1. How do they compare to the original layers?
2. What happened to the spaces between the fragments?
3. What caused the changes in the “rock”? Why?
d. Metamorphism
i. Return the fragments to the foil and rewrap the package. The rocks
are now going to be buried deep within the earth or be subjected to
“mountain building.”
ii. Ask the students to add as much pressure as they can by standing
with one foot on the package and applying all of their body weight to
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it. They may even carefully stomp or hop on it.
iii. Remove the newly formed "metamorphic rock." Open the foil and
break the rocks open. Examine them carefully, noting what happened
to the thickness, fragment shape and the texture of the surface against
the foil.
e. Igneous Rock Formation and Volcanic Activity
i. Obtain a mini foil pie plate and place the "metamorphic rocks" in the
plate.
ii. Carefully heat to melting over a hot plate. If it starts to smoke, you are
heating it too strongly.
iii. While it is heating fill a mini foil pie plate with 5 to 6 ice cubes.
iv. When the "magma" has formed erupt the “volcano” so “lava” flows
(carefully pour it) over the ice cubes. After it has cooled, remove the
"extrusive igneous rock."
1. Did the “lava” cool quickly or slowly”?
2. Do you see any crystals?
3. What kind of texture and shape do you see?
3.) Clean up the work area and return equipment to the supply bin.
4.) Time permitting, read If You Find a Rock by Peggy Christian.
5.) Assessment:
a. How were the “rocks” affected by pressure during the metamorphic stage? Heat
during the igneous stage? Etc.
b. How are the rocks from each stage alike? How are they different?