One Rockin’ Theme
A grade one thematic unit on rocks.
By: Erin Ehmann
Table of Contents
Unit Outline and Potential Extensions
Learning Objectives Addressed in the Unit
Essential Questions and Unit Questions
Content Knowledge
Resources (Student and Teacher)
Lesson One: Virtual Field Trip: Where Rocks Come From and What We do
with Them.
Lesson Two: English with “Iggy”: An English Language Arts Activity
Lesson Three: Metamorphic Math: Patterning with “Morph”
Lesson Four: Sedimentary Science: Making Rocks with “Sed”
Lesson Five: Rocks of the Past: Exploring Petroglyphs and the Mi’kmaq People
Lesson Six: Unit Assessment: “Lost” Posters for our New Rock Friends
Assessment Tools and Unit Tracking Sheet
Unit Outline
This unit is based on the theme of rocks. The unit focuses on providing
students with multiple opportunities to compare and classify different rocks. As
students progress through the unit theme they become familiar with the three
different types of rocks, how we use rocks in our community and how people in the
past of used rocks.
Lesson #1: Virtual Field Trip – Where Rocks Come From and How We Use
Them
Core Subject: Science
In this lesson students participate in a virtual field trip. On this field trip
students travel all over the world to find out how different types of rocks
are made. The guides on our field trip are Iggy the Igneous rock, Sed the
sedimentary rock and Morph the metamorphic rock. Guided by their new
“friends” students are able both how rocks are made and how people use
rocks today.
Lesson #2: Igneous Rocks
Core Subject: English Language Arts.
In this lesson students are visited by Iggy. Iggy helps the teacher
demonstrate how Igneous rocks are made by a volcano simulation. Students
are then taught a song about Igneous rocks and create their own Igneous
rock picture. To incorporate English and Language Arts students are
challenged to write a story about their igneous rocks and how they came to
be. As students finish they are provided with the opportunity to compare
real igneous rocks.
Lesson #3: Metamorphic Math
Core Subject: Mathematics
In this lesson students are visited by Morph who loves math and patterns.
Morph helps the teacher lead the students in an interactive patterning
lesson using modeling clay. The clay balls the students create are their math
rocks. Morph helps the students understand how metamorphic rocks are
made when students are instructed to combine different colour clay balls to
make a new math rock. This lesson also reintroduced the concept of primary
and secondary colours through the clay mixing activity.
Lesson #4: Sedimentary Science
Core Subject: Science
In this lesson students are visited by Sed who helps the teacher tell the
story of how he was made. The teacher uses visual aides to help children
understand. Students are then taught a song about sedimentary rocks and
are provided with the opportunity to create their own sedimentary rocks
during the second telling of Sed’s story. As students finish they are
provided with the opportunity to compare real sedimentary rocks.
Lesson #5: Rocks of the Past – Petroglyphs and the Mi’kmaq People
Core Subject: Arts Education (Visual Arts)
In this lesson students are reminded of the ways we use rocks today and are
provided with the opportunity to explore how the Mi’kmaq used rocks in the
past to communicate with each other. Students are introduced to the
artwork of George Creed, a Nova Scotian artist who has recorded many of
the Mi’kmaq petroglyphs on the East Coast of Canada. After learning about
the Mi’kmaq people and petroglyphs students create their own petroglyphs
tracings using play dough and paint.
Lesson #6: Unit Assessment – “Lost” Posters
Core Subject: English Language Arts
In this lesson students are informed that their new rock friends have gone
missing. It is up to them to help you find them. After brainstorming as a
class the different characteristics of the three different rocks students
are challenged to come up with a “lost” poster to help other people identify
the missing rocks. As students finish they are provided with Venn diagrams
to compare the rocks they have learned about by working together to place
rocks in the corresponding parts of the diagram.
Unit Extension Possibilities:
This unit can be extended in many ways. As I was creating this unit I found myself
challenged to keep to six lessons. If I was provided with more time to teach a
theme I would provide students with more opportunity to explore how rocks are
used in our community perhaps incorporating a guest speaker such as a city worker
or construction worker who uses cement to build or repair roads. I would have also
liked the opportunity to have students explore comparison and classification more
in depth. After learning about the different rocks it would have been nice to permit
them to compare them. It should be noted that I taught this unit in conjunction
with my teaching partner and our co-operating teacher. Including three teachers to
teach a theme made it a challenge to cover new material. After encouragement
from my co-operating teacher I chose to provide opportunities for students to
explore the different types of rocks. While rock types are not formally introduced
until grade four the teacher felt that her students would be interested and ready
to learn about these higher level concepts.
Unit Learning Objectives
This unit is intended to address the following grade one curriculum
objectives:
Science
Observe different types of rocks.
Compare and classify different types of rocks.
English Language Arts
Write about key facts, ideas, information and events using own words.
Math
P1.1 Demonstrate an understanding of repeating patterns (two to four
elements) by:
• describing
• reproducing
• extending
• creating patterns using manipulatives, diagrams, sounds, and actions.
[C, PS, R, V]
Arts Education
Visual Arts:
Begin to think and talk about own visual art ideas and expressions:
- engage in non-verbal communication
Develop an understanding of the work of a variety of visual artists:
- view the work of Saskatchewan and Canadian artists, including First
Nation and Métis artists
Essential Questions & Unit Questions
Theme: Rocks
Most important concepts (indicate those that address curriculum standards)
1) There are three main types of rocks in the world. Each is created in a
different way.
Compare and classify rocks (Science).
Observe different types of rocks (Science).
2) Rocks can be grouped according to different characteristics (i.e. color,
hardness, size, etc.)
Compare and classify rocks (Science).
Become aware of the physical detail of plants, animals, people and objects
(Visual Art).
P1.1 Demonstrate an understanding of repeating patterns (two to four
elements) (Math)
3) People use and have used rocks both today and in the past.
Lifestyles of the past are different from today (Social Science).
Essential questions (indicate those that address curriculum standards)
1) What are the three different types of rocks?
Observe different types of rocks (Science).
Compare and classify rocks (Science).
2) In what ways can rocks be compared?
Compare and classify rocks (Science).
Become aware of the physical detail of plants, animals, people and objects
(Visual Art).
P1.1 Demonstrate an understanding of repeating patterns (two to four
elements) (Math).
3) How do people use rocks today?
Lifestyles of the past are different from today (Social Science).
4) How did people use rocks in the past?
Lifestyles of the past are different from today (Social Science).
The words in italics represent objectives from the Evergreen Curriculum
Unit/Theme: Rocks
Unit questions (after each question, write the number of the related essential
question)
1) What are igneous rocks? (essential question # 1)
2) What are the characteristics of igneous rocks?
(essential question # 2)
3) What are metamorphic rocks?
(essential question #1)
4) What are the characteristics of metamorphic rocks?
(essential question # 2)
5) What are sedimentary rocks?
(essential question #1)
6) What are the characteristics of sedimentary rocks?
(essential question #2)
7) How do people use rocks today?
(essential question #3)
8) How did people in the past use rocks?
(essential question #4)
Content Knowledge
1) What are igneous rocks? (essential question # 1)
“Rocks that are formed when melted minerals cool and harden (i.e. lava from
volcanoes). Sometimes magma flows through cracks away from all the
volcanic activity to another place underground where it cools down slowing
inside the earth. Magma can also bubble up through a crack in the ocean
floor and then cool down and solidify into rock under the sea” (Blobaum,
1999).
2) What are the characteristics of igneous rocks? (essential question #2)
Igneous rocks can look very different from each other depending on how
quickly the lava (magma on the Earth’s surface) cools. When lava cools
quickly the crystals in the minerals form very quickly so they are small.
When lava cools slowly the crystals that form can be much bigger (Blobaum,
1999).
Types:
Types of Igneous
Rock
Granite
Appearance
Colour
Where it occurs
naturally.
Large particles easily White to gray,
Mountains
seen; speckled light
pink, red
throughout
and dark.
North America
Basalt
Fine grained, may
Dark gray to black, Where volcanoes
have some large
dark brown to
are or have been
crystals; can have
reddish brown.
active;
“bubbly” surface.
widespread in
large portions of
Western North
America.
*The information in this chart can be found in “Geology Rocks” by Cindy Blobaum.
3) What are metamorphic rocks? (essential question #1)
Metamorphic rocks are created when igneous or sedimentary rocks buried
deep in the earth are squeezed together for millions of years.
To make a metamorphic rock you need three conditions: heat, pressure and
time. If rocks only get hot, they melt and are magma again, so any new rocks
they make are igneous rocks. If rocks are put under pressure without enough
heat or time, they just break apart, and nothing really changes except their
size (Blobaum, 1999).
4) What are the characteristics of metamorphic rocks? (essential question #2)
Types:
Types of
Metamorphic Rock
Marble
Slate
Appearance
Colour
Grainy surface with
“folds” and “bends”
that occur during
metamorphosis
Pure marble is
white; other
minerals add
characteristic
swirls of color.
Gray, black, green,
brown, red, or
purple
Where it occurs
naturally.
Mountains of
North America.
Fine grained; sparkly
Mountains of
mica sometimes
North America.
visible with
magnifying glass
*The information in this chart can be found in “Geology Rocks” by Cindy Blobaum.
5) What are sedimentary rocks? (essential question #1)
Sedimentary rocks are made from bits of other rocks and particles. These
particles can be moved a long way by water or air first but eventually they
settle out and land somewhere. As more and more sediment piles up, over
thousands and thousands of years the weight of the top layers presses the
lower layers into rocks (Blobaum, 1999).
6) What are the characteristics of sedimentary rocks? (essential question #2)
Sedimentary rocks can look quite different depending on what type of
sediment has pressed together to create the new rock.
Types:
Types of
Sedimentary Rock
Appearance
Colour
Where it occurs
naturally.
Sandstone
Fine to medium
particles, rough,
gritty feel
Fine grained with
pitted, crumblylooking surface that
may contain fossils
Gray; red, brown
Western North
America
Limestone
Light gray to dark
gray, sometimes
with some yellow
and brown.
Mountainous
areas of North
America; coastal
cliffs; reefs;
caves.
Shale
Smooth and fine
Usually gray, also
Widespread
grained; particles
brown, reddish
throughout
are not visible; may
brown, deep red,
North America;
contain fossils
or black
often occurs
near sandstone.
*The information in this chart can be found in “Geology Rocks” by Cindy Blobaum.
7) How do people use rocks today? (essential question #3)
Igneous Rocks
Ornamental stone used to decorate fancy buildings might be basal a type of
igneous rock (Blobaum, 1999).
One element of concrete is volcanic ash (Blobaum, 1999).
Sedimentary Rocks
Sometimes large public buildings are made of limestone, a grayish rock with
a rough, gritty surface (i.e. Legislative Buildings, Royal Saskatchewan
Museum).
Cement is made up of limestone and many other minerals (Blobaum, 1999).
Chalk is made of gypsum a type of sedimentary rock (Blobaum, 1999).
Metamorphic Rocks
Many statues in parks of in front of public buildings are made of marble
(Blobaum, 1999).
Stone roofs in older neighborhoods or walkways are made from flat smooth
rocks is made from flagstone a type of metamorphic rock (Blobaum, 1999).
Tombstones are made from marble or slate both types of metamorphic rock
(Blobaum, 1999).
8) How did people in the past use rocks? (essential question #4)
Romans built roads out of rocks. Those roads are still used today (Gans,
1997).
Five thousand years ago the Egyptians built the pyramids out of limestone
(Sedimentary rock). They are still standing (Gans, 1997).
The Mi’kmaq people in Nova Scotia used rocks to communicate messages in
petroglyphs (Project Wet Guide, 2005).
Many Aboriginal People used stones to make tools and toys (Royal Alberta
Museum, 2005).
Resources:
Student Resources:
Baylor, B. (1985). Everybody needs a rock. New York, NY :Simon & Schuster
Children's Publishing
This picture book provides a fun list of “rules” on how to collect a special rock.
Burton, J. & Taylor, K. (1998). The nature and science of rocks. Milwaukee,
Wisconsin: Gareth Stevens Publishing.
This book is full of pictures of different rocks. The text is accessible for
stronger readers and features highlighted vocabulary words.
Christian, P. (2001). If you find a rock..: Harcourt Trade Publishers.
This book has beautiful photographic illustrations and provides an
introduction to the different types of rocks and how rocks can be classified.
Gans, R. (1997). Let’s go rock collecting. New York, NY: HarperCollins.
This picture book takes children on a journey to collect rocks. Students learn
about how rocks were used in the past, how we use them now and what the
three different types of rocks are.
Hurst, C. (2001). Rocks in his head. Hong Kong: Greenwillow Press.
This story has wonderful illustrations and tells the story of a young man who
has a lifelong love of rock collecting that eventually leads him to work at a
science museum.
Kimmel, E. (1987). Anasi and the moss covered rock. New York, NY: Holiday House
Inc.
This is a story about a special magical rock that puts the familiar character
Anasi to sleep.
Kompelien, T. (2007). Cool rocks. Edina, Minnesota: ABDO Publishing Company.
This book is very colourful and contains simple explanations of the rock types.
This book is also a good resource for teachers as there are many activities for
students to participate in at the back of the book.
Mills, J. (1995). The Stonehook schooner. Toronto, ON: Key Porter Books Limited.
This book tells the story of Matthew who wants to be a stonehooker like his
father and grandfather. Stonehookers rake the bottom of the lake for stones
people can use to build their houses.
Richardson, A. (2002). Rocks. Mankato, Minnesota: Capstone Press.
This book is full of colourful pictures and descriptions of rocks. The reading
level of this book is a bit high but the pictures and text would definitely be
accessible to some grade one students.
Westberg, L. (1995). Meg and dad discover treasure in the air. New York, NY:
Henry Holt and Company Inc.
While walking in the woods, Meg and her dad find some ancient rocks that
were important in creating oxygen that supports life on the planet. This book
combines narrative and expository writing in an excellent way.
Teacher Resources:
Blobaum, C. (1999). Geology rocks: 50 hands on activities to explore the earth.
Charlotte, Vermont: Williamson Publishing Company.
This is a wonderful book that introduced the different types of rocks.
Blobaum offers concise explanation of the source for the three different
types of rocks as well as hands-on activities to engage children in.
GMB Services. (1999). Rocks for kids.com. Retrieved March 22, 2008, from the
World Wide Web: http://www.rocksforkids.com/
This website has much to offer for the teacher and older students. I
especially enjoyed the large selection of rock pictures to view. This resource
was helpful in the creation of my virtual field trip.
Loogootee Community Schools. (1999). Rock Hounds. Retrieved March 22, 2008.
from the World Wide Web: http://sln.fi.edu/fellows/payton/rocks/index2.html
This website is an excellent resource for teachers. It provides a series of
lesson plans and activities for grades K-8. This website is not easily accessible
for grade one students but would be an excellent resource for older students
as it includes sections that explain how the different types of rocks are made.
Nova Scotia Museum of Cultural History. (2002). Carved in stone: Mi’kmaw
petroglyphs recorded by George Creed. Retrieved March 22, 2008 from the World
Wide Web: http://museum.gov.ns.ca/imagesns/petroglyphs/
This website offers a host of information on George Creed and the Mi’kmaw
petroglyphs. The information presented on this site is especially useful for
teaching the section on how people used rocks in the past. Many examples of
petroglyphs are given.
Prairie Spirit School District. (2008). Teacher Resources: Science – Rocks and
Minerals. Retrieved March 22, 2008 from the World Wide Web:
http://www.spiritsd.ca/teacherresources/science/themes/rocks_minerals/default.
htm
This website is useful for background information. The site also lists several
web quests on rocks that would especially beneficial for grade four teachers.
The web quests provide some teacher information at the grade one level.
The Watercourse and Council for Environmental Education. (2005). Project WET:
Curriculum and activity guide. Bozeman, Montana: CEE.
The Project WET manual had some interesting activities on rocks. The one
that I found most useful for this age group is the Petroglyph activity.
Roger’s Group Inc. (2008). Mind boggling learning activities: Rocks. Retrieved March
22, 2008, from the World Wide Web:
http://www.rogersgroupinc.com/ourcommunities/rockology/types.htm
This website gives a brief overview of the three different types of rocks in
addition to a learning activity to explore the creation of these rocks.
Royal Alberta Museum. (2005). Archeology: Prehistoric technology. Retrieved
March 22, 2008 from the World Wide Web:
http://www.royalalbertamuseum.ca/human/archaeo/aspects/technol.htm
This website offers the teacher information on how stone tools were used in
the past. This website can be used in conjunction with the tools and toys kit
provided by the Regina Public School Board to incorporate an Aboriginal
perspective on the use of rocks in the past.
Lesson #1: Virtual Field Trip: Where Rocks are Made and What We do with Them.
Theme: Rocks
Teacher: Erin Ehmann
Instructional Strategies:
Subject: Science
Grade: One
Virtual Field Trip – Students will partake in a virtual field trip around the world to discover
different types of rocks.
Interactive Discussion – Students will be asked questions throughout the lesson to foster active
involvement.
Rock Hunt – After students have gone on the virtual field trip they will go outside to collect their
own rocks.
Curriculum Learning Goals:
Observe different types of rocks.
How I can promote multiple perspectives of this content:
-
Students will be invited to go on a virtual field trip. On this field trip students will ascribe
their own meaning to rocks.
Several different examples will be given of where rocks can be found and what they are
used for. Many of the examples are local to broaden children’s knowledge of the
community in which they live.
Interdisciplinary Connections:
Arts Education (Drama):
Begin to adopt roles in dramatic situations and accept others in role
English and Language Arts:
Learn about and practice the skills and strategies of effective listeners.
1) Demonstrate active listening behaviors (e.g., giving non-verbal acknowledgement, asking
questions).
2) Attend without distracting others.
Learning Plan
Set:
Prior to the lesson inform students that they will be going on a very special field trip. Have
projector set up with an image of a bus showing when students arrive for class. Instruct students to
sit down and get ready for their field trip. Wear a hard hat or other relevant prop.
Development:
Once all students are sitting down inform them that they will be going on a trip around the world
to discover where rocks come from. Ask students to stand up and get ready to get on the bus.
Have them walk on the spot and then sit down on the bus.
Start the slide show. Copy of the slideshow with notes is provided following this lesson plan.
Turn on the lights and tell students that they saw a lot on their field trip and met three new
friends. Ask students if they can remember the names of the friends them met. Remind students
that Iggy, Sed and Morph have lots of relatives. Many of their relatives can be found even on
their own playground.
Explain that you are now going to go outside to start their own rock collection with some of Sed,
Iggy, and Morph’s relatives.
Closure:
Instruct students to get their jackets on and get ready to go outside. Give each child an egg carton
and explain that you want them to collect their own rocks. Explain that they can fill up the egg
carton. Ask students how many rocks that means they can collect.
Take students outside and allow them to collect their own rocks. As students are collecting ask
them what they think the rocks they are finding could be used for.
If time permits, gather students and discuss the rocks they have found.
Development:
Once all students are sitting down inform them that they will be going on a trip around the world
to discover where rocks come from. Ask students to stand up and get ready to get on the bus.
Have them walk on the spot and then sit down on the bus.
Start the slide show. Copy of the slideshow with notes is provided following this lesson plan.
Turn on the lights and tell students that they saw a lot on their field trip and met three new
friends. Ask students if they can remember the names of the friends them met. Remind students
that Iggy, Sed and Morph have lots of relatives. Many of their relatives can be found even on
their own playground.
Explain that you are now going to go outside to start their own rock collection with some of Sed,
Iggy, and Morph’s relatives.
Closure:
Instruct students to get their jackets on and get ready to go outside. Give each child an egg carton
and explain that you want them to collect their own rocks. Explain that they can fill up the egg
carton. Ask students how many rocks that means they can collect.
Take students outside and allow them to collect their own rocks. As students are collecting ask
them what they think the rocks they are finding could be used for.
If time permits, gather students and discuss the rocks they have found.
Reflection of Learning:
Assess for understanding of the differences between the three types of rocks during class discussion
in closure. Do students remember the differences? Are their any additional questions that need to
be addressed?
Materials:
- data projector
- lap top
- screen
- virtual field trip slide show
- hard hat
- egg cartons (one for each child)
Adaptations:
If students have difficulty finding rocks pair them up with a student who is finding lots of rocks.
For students who are finished early ask them to look at their rocks and put them into groups of the
same kind (i.e. colour, size, shape, weight, etc.)
Extensions:
Provide each pair of students with a giant Venn Diagram. Ask students to place their rocks in the
Venn diagram according to different characteristics (i.e. based on colour, size, shape, etc.)
*Power Point is a separate posting on the Wiki.
Lesson #2: English with Iggy
Theme: Rocks
Teacher: Erin Ehmann
Instructional Strategies:
Subject: English Language Arts
Grade: One
Demonstration – Students are able to participate in a demonstration showing how igneous rocks
are made through a volcano eruption.
Interactive Discussion – Students discuss with the teacher what they know about rocks and
volcanoes and provide suggestions for their written work.
Creation – Students are able to create their own igneous rock.
Curriculum Learning Goals:
- write about key facts, ideas, information and events using own words
How I can promote multiple perspectives of this content:
- This lesson provides students with the opportunities to learn about igneous rocks in three
different ways. Students are provided with a visual demonstration, they are told about the
creation of igneous rocks orally and they participate in singing a song about igneous rocks. All of
these activities are created to address the different learning styles (i.e. visual, audio, and
musical).
Interdisciplinary Connections:
Art Education (Visual Art)
- develop co-ordination and skills in using simple visual art tools and materials
Science
- compare and classify different types of rocks
Learning Plan
Set:
Gather students in the story corner and set up the volcano on a table for all to see. Ask students
what they see. Ask them if the volcano reminds them of one of their new rock friends.
Bring out Iggy and remind students that Iggy and his relatives are called Igneous rocks. Remind
students that Igneous rocks are made when volcanoes erupt. Ask students what happens when
volcanoes erupt. Listen for suggestions and then demonstrate with the volcano.
Development:
Explain that when a volcano erupts lava pours out just like the lava pouring out of their pretend
volcano. Ask students what they think happens when the hot lava touches the cold air. Explain
that the lava cools when it hits the cool air just like soup does after their mom or dad takes it off
of the stove.
Explain that when the lava cools it gets really hard and turns into a rock. Show the example of an
igneous rock. Pass the rock around the group for students to look at. Ask students to describe
what they see. Explain that all igneous rocks don’t look the same but they are made in the same
way.
Teach children the igneous rock song.
*Sung to “The Farmer in the Dell”
I am an Igneous rock,
I am an Igneous rock,
I am made from lava cooled and hardened,
I am an Igneous rock.
Explain to students that today they are going to make their own Igneous rocks. Ask children to
pick up a piece of paper from the table and go back to their desks. Once children are at their
desks ask them to get out their pencil boxes.
Ask children to get out a pencil and draw a big volcano on their paper. Demonstrate how to do so
on the board. Ask children to color in their volcanoes with crayons. Explain that you will come
around and make their volcano erupt. Disguise a white glue bottle as a volcano and pour lava on
each volcano. Make a pool of “lava” at the bottom of each child’s volcano.
Provide a small pile of ripped up grey construction paper for each pair of students explain that it
is their job to place the pieces of construction paper on the pool of glue at the bottom of their
volcano. Demonstrate by showing them an example on the board.
Explain that when their “lava” hardens their new rock (i.e. group of construction paper pieces)
will be harder and an igneous rock.
As children finish their “rocks” ask them to write about their new igneous rocks on the bottom of
the page. Explain that they can tell a story of how they were made.
Closure:
Set up a rock exploration station at a table on the side of the room for students to examine
different kinds of igneous rocks. Provide magnifying glasses and a list of questions to guide the
students in their exploration.
If time permits allow children to share their writing in an author’s chair activity.
Reflection of Learning:
Collect student stories and assess whether they understand how a volcano contributes to the
making of a rock.
Materials:
- volcano
- baking soda
- vinegar
- white glue (disguised as a volcano)
- igneous rock worksheets
- grey construction paper
- collection of igneous rocks
- magnifying glasses
- guiding questions
Adaptations:
Some students may require help in constructing their story. It is important to provide key words
for children to use (i.e. volcano, lava, erupt, igneous, etc.).
The Story of an Igneous Rock
Word Box:
volcano
erupt
lava
cool
harden
igneous
rock
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Rock Exploration Station: Guiding Questions
Igneous Rocks
Look at the rocks on this table
and answer the questions below.
What color are the rocks?
Which rock is the biggest?
Which rock is the smallest?
What is special about these rocks?
Do all the rocks look the same?
The Story of an Igneous Rock
Assessment Rubric
Criteria
Emerging
Developing
Capable
Mature
Ability to
recognize topic
and write
accordingly.
Writing may show Writing is generally
little or no
on topic.
development of
topic, but may
contain meaningful
vocabulary.
Writing is on topic.
Writing is on topic
and interesting.
Writing
Mechanics
There is an
attempt to get
words on paper
but written
vocabulary is
limited.
There is an
attempt to get
sentences on
paper. Sentences
may be simple or
incomplete with
limited vocabulary.
There is an attempt
to sequence or
development of
thought.
Impact of
errors on
understanding
Writing shows no
use of writing
conventions.
Surface feature
errors may make
understanding
difficult.
The reader may have
surface errors but
doesn’t interfere
with understanding.
Writing generally
shows accuracy in
punctuation and
capitalization.
Writing
demonstrates
knowledge of
sound-letter
correspondence.
Errors do not
interfere with
understanding.
Demonstration
of knowledge
comprehension.
Writing
demonstrates no
understanding of
how an igneous
rock is formed.
Writing
demonstrates
partial
understanding of
how an igneous
rock is formed and
may include some
incorrect
information.
Writing demonstrates
Writing
a general
demonstrates a
understanding of how clear and detailed
an igneous rock is
understanding of
formed.
how an igneous rock
is formed.
Lesson #3 : Metamorphic Math
Theme: Rocks
Teacher: Erin Ehmann
Subject: Mathematics
Grade: One
Instructional Strategies:
Interactive Instruction – Students will be asked questions about patterning and the creation of
metamorphic rocks.
Experiential Instruction – Students will create patterns using different coloured clay and then
mix the clay to simulate the creation of metamorphic rocks.
Student Pair Work – Students will work together to complete each other’s patterns.
Curriculum Learning Goals:
P1.1 Demonstrate an understanding of repeating patterns (two to four elements) by:
• describing
• reproducing
• extending
• creating patterns using manipulatives, diagrams, sounds, and actions.
[C, PS, R, V]
How I can promote multiple perspectives of this content:
- Many cultures support teaching strategies that emphasize hands on and experiential learning
over the Anglo-Saxon tendency towards pencil and paper learning. This lesson is intended to
provide students with an educationally rich experiential learning activity.
Interdisciplinary Connections:
Arts Education (Visual Art)
Identify many different colours in own surroundings and in art works, and identify red, yellow,
and blue as primary colours.
Learning Plan
Set-Up:
Prior to the lesson place two balls of clay on each student’s desk. Each students needs to have
two different colour balls of clay but throughout the class you must have the following colour
combinations: red and blue, yellow and red, blue and yellow.
*This lesson was created to supplement an author study on Barbara Reid. The students needed
some way to review the concept of colour mixing using clay as the medium.
Set:
Show students the picture of Morph. Ask students if they can remember who this is? Remind
students that their new friend Morph is a metamorphic rock. Explain that Morph loves math and
he has come today to help them with their math lesson today.
Explain that Morph’s favourite kind of math is patterns. Ask students if they can tell you what a
pattern is and give you an example. Write their suggestions on the board.
Development:
Ask students to look at their desk and tell you what they see. Explain that today those balls of
clay are special rocks and they are going to use them to do their math.
Ask students how many different colored clay rocks they have on their desk. Ask the students to
tell you the different combinations of colors they have. List the combinations on the board as
students suggest them.
Ask the students to split their two balls of clay in half. Ask students how many balls of clay they
have now. Ask student to create a pattern with the four balls. Ask students to share with the class
the different patterns they have created. You may want to draw the patterns on the board. Ask
students to color in the rock pattern sheet to correspond with the pattern they have made with
clay.
Ask the students how they might be able to make four balls of each of their colors. Discuss
different options and then ask students to make four balls of clay for each colour. Circulate
around the room and observe different strategies and to insure that all students have a total of
eight balls.
Ask students to make a pattern using six of their clay balls. Circulate around the room to see how
students are creating patterns. Ask students to color in the rock pattern sheet to match the pattern
they have created.
Once students have created and recorded their pattern ask students to look at their partner’s
pattern and see if they can figure out the next two clay rocks that are required to extend their
partner’s pattern. Ask students to complete the partner section of the clay rock pattern sheet to
show what clay rocks they have placed next.
Display a giant circle with six sections. Explain that this is a color wheel that is missing its
colors. Ask students to remind you what three different colors they are working with today. As
students state the different colors post them on the color wheel making sure to leave a blank
space between each of the primary colors.
Remind students that Morph has come to join you today. Ask students if they can remember how
Morph and his family members are created. Remind them that metamorphic rocks are created
with heat and pressure. Ask students to press their hands together and push their palms gently
together. Ask if they can feel the pushing, explain that pressure is when things are pushed
together just like their hands.
Ask students to rub their hands together for a few seconds. Ask students how their hands feel.
Explain that when things are pushed or rubbed together it creates pressure and heat, just like the
heat they feel on their hands after rubbing them together.
Explain that since they are now experts in how to make metamorphic rocks, Morph is going to
help them to make their very own metamorphic rocks. Ask students to pick up two balls of clay
one of each color on their desk. Explain that metamorphic rocks can start off as two or more
different rocks. Ask students to remind you once again how metamorphic rocks are made and
confirm that heat and pressure are both necessary.
Explain that to make their own metamorphic rocks they are going to first apply pressure to press
the two rocks together. Instruct students to place one rock in each hand and then push them
together. Remind students that this is applying pressure but to make metamorphic rocks you also
need heat. Ask students if they can remember how to create heat with their hands. If students do
not suggest it, remind them that heat can be created between our hands when we rub them
together. Ask students to rub their hands together with the combined clay in between them.
Remind them to keep pressure on the clay rocks too.
After students have had the opportunity to rub and push the clay together ask them to look in
their hands and describe what they see. Reinforce that the new metamorphic rock looks different
than the other two rocks that made it. Explain that the same is true when real metamorphic rocks
are created, they look different and might even feel different than they did before.
Ask students what they notice about the color of their new rock. Remind students that when you
mix two different colors you end up with a new color.
Ask the students who had red and yellow rocks mixed together to put up their hands. Ask them
what color their new rock is. Place the orange piece of the color wheel on the board. Ask the
students who had red and blue rocks mixed together to put up their hands. Ask them what color
their new rock is. Place the purple piece of the color wheel on the board. Ask the students who
had blue and yellow rocks mixed together to put up their hands. Ask them what color their new
rock is. Place the green piece of the color wheel on the board.
Inform students that you need them to make on more metamorphic rocks. Ask them to remind
you what two things they need to make metamorphic rocks. HEAT and PRESSURE. Allow
students to make one more metamorphic rocks and instruct them to put their hand up when they
have two of each color rock.
Ask students to create a new pattern using the three colors they have. After they have created
their pattern ask students to record their new pattern on the clay rock pattern sheet.
Closure:
After students have had the opportunity to create and record patterns on their sheet ask students
to remind you what a pattern is. Create two patterns on the board and one sequence that is not a
pattern. Ask students if they can help you predict what the next items in each pattern should be.
When you come to the incorrect pattern ask students why that sequence is not a pattern. Ask
students if they can think of a way to make it a pattern (i.e. repeating the entire sequence).
As a class thank Morph for helping you with patterns and teaching you how to make
metamorphic rocks.
Reflection of Learning:
Circulate while students are creating and recording patterns and check for understanding. After
the lesson collect recording sheets and review for student understanding.
Materials:
- red, blue, and yellow clay
- clay rock recording sheet
- giant color wheel and color slices
- picture of “Morph” the metamorphic rock
- white board and marker to record patterns
Adaptations:
Some students may have difficulties creating a pattern with three different colors. These children
can be encouraged to create patterns with two different colors. Students who easily create and
record patterns can be challenged to create as many patterns as they can with their three colors
while the remaining children catch up.
Metamorphic Math
#1
#2
# 3
My friend’s pattern:
# 4
My new pattern:
Rock Exploration Station: Guiding Questions
Metamorphic Rocks
Look at the rocks on this table
and answer the questions below.
What color is the rock?
Which rock is the biggest?
Which rock is the smallest?
Do you see anything in the rock?
How does the rock feel?
Patterning Checklist
Student’s Name
Student is able to
create a pattern
using two elements.
Student is able to
create a pattern
using three elements.
Student is able to
extend a pre-existing
pattern.
Lesson #4 : Sedimentary Science
Theme: Rocks
Teacher: Erin Ehmann
Instructional Strategies:
Subject: Science
Grade: One
Demonstration – Students watch a demonstration to illustrate how sedimentary rocks are
formed.
Storytelling – Students are told a story to explain the creation of a rock.
Experiential Learning – Students create their own sedimentary rocks.
Individual Exploration – Students are given the opportunity to examine a collection of real
sedimentary rocks.
Singing – The process of the creation of sedimentary rocks is emphasized through a song which
is sung during the closure of this activity.
Curriculum Learning Goals:
- compare and classify different types of rocks
How I can promote multiple perspectives of this content:
- Many different cultures use the medium of narrative story telling to explain the creation of
objects in the natural world. This lesson uses this strategy to explain how sedimentary rocks are
created.
Interdisciplinary Connections:
English and Language Arts:
Learn about and practice the skills and strategies of effective listeners.
1) Demonstrate active listening behaviors (e.g., giving non-verbal acknowledgement, asking
questions).
2) Attend without distracting others.
Learning Plan
Set-Up:
Set up a jar at the story corner. Prepare containers with rocks, dirt, sticks, etc. nearby to aid with
the story of how Sed was made.
Set:
Show students the picture of Sed. Ask students if they can remember how Sed is made. Remind
students that Sed is a sedimentary rock and is made from a combination of lots of rocks, sticks,
fossils, sand and dirt.
Explain that Sed has come to help tell a very special story. Today they are going to learn how
Sed was made.
Development:
Gather students around at the story corner and show them the jar you have set up. Ask students
what they see. Ask if anyone can read the word on the jar. Explain that today this jar is going to
be a river. Explain that a long time ago before Sed was made there was a river. Explain that this
was a very special river because it was in this river that Sed was made.
Continue telling the following story:
This river was a very strong river and sometimes as the water flowed through it little pieces of
the land would get carried away (Ask students if they have ever been to a river. How fast was the
water moving? Have they ever seen something get carried away with the water?) Sometimes the
river would take sand from the beaches along the river (Pour some sand into the “river” jar) and
sometimes the river would take some dirt from the edges of farmers fields (Pour in some dirt.)
Along some places on the river there were tall trees. These trees would blow in the wind (Ask
children to demonstrate what a tree would do if it were blowing in the wind). Sometimes the
wind would knock off the leaves on the trees and these leaves would fall into the river and float
down it (Pour in some leaves.) Other times the tiny animals that lived in the trees would break
off small branches which would fall into the river and float downstream (Ask students what kind
of tiny animals might live in these trees. Pour in some twigs into the “river”.) Over time all the
stuff that had fallen into the river (Ask students to remind you of what could have fallen into the
river) would sink to the bottom. As more and more stuff piled on top of each other the sticks,
dirt, sand, and rocks started to get squished (Ask for a volunteer to be some sand. Have this
student sit on a chair at the front of the class. Ask another volunteer to be some dirt. Have this
individual sit on top of the sand. Ask for another student to be some twigs. Have this student sit
on top of the dirt and sand. Ask the sand how they feel. Explain to students that the stuff on the
bottom of the river started to feel the same. SQUISHED! Show students two pieces of bread.
Identify one as sand and the other as dirt. Demonstrate how the two pieces eventually become
one when you squish them together). As more and more things piled up the things became more
and more squished until they started to squish all the way together just like the bread. Eventually
the things became so hard that they turned into rock! The rock that they became was Sed.
Explain to students that today they are going to make their own sedimentary rocks. Set up
stations around the room. At each station provide a collection of dirt, sand, small rocks, leaves,
and twigs. Split up students into groups of four or five and provide each with a paper cup. Retell
the story of how Sed was made but as you do this ask students to add the parts to their own
“river.”
After you have told the story, circulate around to the students and pour plaster paris into each of
the student’s cups explaining that nature sometimes makes its own kind of cement to glue
together all of the rocks, sand, dirt, etc. Provide a popsicle stick for each student and ask them to
mix up their new rock.
As students finishing mixing up their rock ask students to place their new rocks aside to dry.
Remind them that real sedimentary rocks take time to form and so will their new rocks.
Closure:
Set up a rock station at the side of the classroom for students to explore as they finish up making
their rocks. The rock station should contain a bunch of sedimentary rocks for students to look at
with magnifying glasses.
Provide a list of questions to guide students in their explorations (i.e. Can you find any small
rocks? What other things can you see? etc.).
Once all students have finished with their rocks gather them together and ask them if they can
remember what makes up a sedimentary rock. Explain that you have a song to teach them to help
them remember how sedimentary rocks are made.
Teach the sedimentary song (Sung to The Farmer in the Dell)
Sedimentary Rock,
Sedimentary Rock,
Sticks and stones, and dirt and sand
Squished to make a rock.
Reflection of Learning:
After students have finished making their rock observe their understanding during class
discussion in closure (i.e. Did the student understand the components of sedimentary rocks?
Could they compare the characteristics of sedimentary rocks to igneous and metamorphic based
on what they had learned the other days?)
Materials:
- paper cup for each student
- popsicle stick for each student
- plaster paris
- rocks, sand, dirt, twigs, leaves, etc.
- jar for demonstration
- collection of sedimentary rocks
- magnifying glasses
Resources:
Adapted from activity found at:
Windows to the Universe. (nd.). Teacher resources: Lesson plans and activities for the
classroom. Retrieved March 20, 2008 from:
http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_makerock.html
Adaptations:
It is important to plan out what groups students will work in for the second telling of the
sedimentary story as they will need to be placed with classmates they can work well with while
keeping on task. Students who struggle to remain on task may require a gentle reminder or can
be asked to demonstrate what to do next in the story.
Rock Exploration Station: Guiding Questions
Sedimentary Rocks
Look at the rocks on this table
and answer the questions below.
What color is the rock?
Which rock is the biggest?
Which rock is the smallest?
Do you see anything in the rock?
Lesson #5: Learning about Petroglyphs
Theme: Rocks
Teacher: Erin Ehmann
Instructional Strategies:
Subject: Visual Arts (Arts Education)
Grade: One
Storytelling – Students will learn about George Creed and his petroglyph tracings through a
story.
Interactive Discussion – Students are given the opportunity to contribute to the lesson by
responding to questions asked by the teacher.
Experiential Learning – Students are able to experience what it is like to create and trace a
petroglyph just like George Creed and the Mi’kmaw people.
Curriculum Learning Goals:
Visual Arts:
Begin to think and talk about own visual art ideas and expressions:
- engage in non-verbal communication
Develop an understanding of the work of a variety of visual artists:
- view the work of Saskatchewan and Canadian artists, including First Nation and Métis artists
How I can promote multiple perspectives of this content:
-
This lesson is intended to investigate the use of rocks by Canadian Aboriginal people to
communicate with each other through petroglyphs (i.e. rock carvings). Not only does this
allow students to experience art in a historical context but also to investigate the usage of
rocks by traditional First Nations People.
Interdisciplinary Connections:
Social Studies:
Knowledge Objectives
Students will know that:
a) lifestyles of the past were different from what they are today.
Citizen Action Objectives
Students may:
a) participate in experiences associated with the past
English and Language Arts:
Learn about and practice the skills and strategies of effective listeners.
1) Demonstrate active listening behaviors (e.g., giving non-verbal acknowledgement, asking
questions).
2) Attend without distracting others.
Learning Plan
Set:
Gather students at the circle area and show them a phone. Ask students what they see and what
this is used for. Ask students to imagine they are living in the past when there were no phones.
How would they communicate with their friends without a phone?
Explain that today they are going to discover a way that a group of Aboriginal people used to
communicate with each other a long time ago. Explain that Aboriginal People are the people who
lived in Canada way before people came from Europe. Ask students if they know what country
their grandparents came from. Aboriginal students in the class will be able to confirm what you
have just explained.
Explain that there are many different groups of Aboriginal People in Canada and the group of
Aboriginal People they will be learning about today are called the Mi'kmaq. Have children say
Mi’kmaq with you. Explain that this group of Aboriginal people lives in Nova Scotia. Show
children on a map of Canada where Nova Scotia is in comparison to Saskatchewan.
Development:
Explain that the Mi’kmaq people who live today had ancestors that lived a long time ago in
Canada. The Mi’kmaq that lived a long time ago did not have phones or the internet to
communicate with each other but they used rocks. Explain that they did not have a written
language but used pictures to communicate. The pictures they used were very important because
they recorded what happened during people’s lives and the things they saw around them. Much
like our books record for us today.
The Mi’kmaq people wanted their pictures to last a very long time and so they made them in the
rocks around them. These pictures are not made with pencils or crayons or even markers but
were carved right into the stone. Explain that many of the pictures can still be found today many
many years after they were made. That is how long they have lasted. These special pictures are
called petroglyphs. Have students repeat this term after you.
Show students some examples of petroglyphs and ask them to try and interpret what they are
intending to communicate.
Explain to students that a man named George Creed lived about one hundred years ago. Mr.
Creed lived in Nova Scotia and noticed many of the petroglyphs made by the Mi’kmaw people.
Mr. Creed decided to trace the petroglyphs onto paper so that people around the world would be
able to see the special pictures made by the Mi’kmaq people. Even though these pictures were
traced onto paper almost one hundred years ago they are still in museums today for people to see.
Show students some examples of George Creed’s tracings. Explain that today they are going to
get the opportunity to be just like George Creed. Explain that they are going to get the
opportunity to make their own petroglyphs. After they make their petroglyphs they will have the
opportunity to trace them onto paper just like George Creed.
Remind students that petroglyphs are simple pictures that represent something to someone else.
Explain that you will leave the petroglyphs they have already looked at a table on the side so
they can look at them as they create their own.
Ask children for some examples of things they might want to represent in their petroglyph. Make
a list on the board (i.e. water, forest, animals, etc.).
Hand out one small ball of playdough to each child. Demonstrate to the children how to roll the
playdough into a ball. Show children how to flatten the play dough with their palm or a simple
rolling device (i.e. a jar).
Show children a paintbrush and explain to them that today they are going to use the other end of
the paintbrush to make a petroglyph in their playdough. Allow children to make their
petroglyphs. Ask students to put up their hand when they are happy with the petroglyph they
have created.
Check the petroglyphs to insure that students understand what they are to be doing. Once the
majority of students have completed their petroglyphs show students how to create their own
tracings. Demonstrate how to paint over the playdough and how to gently press the paper on top.
Remind students that they only need to press gently so the top of the playdough makes a mark.
Pushing too hard will ruin the tracing.
Remind students to put their names on their paper before they trace their petroglyph. Set out
paint at each table and allow students to make their tracings.
Closure:
After students have had the opportunity to make their tracings set them aside to dry. If time
permits at the end of the class gather students around to look at the different petroglyphs they
have created and guess what the petroglyph represents. You may choose to continue this activity
on another day in a sharing circle.
Reflection of Learning:
Review the petroglyphs students have created to see if they communicate an idea.
Materials:
- phone
- map of Canada
- examples of petroglyphs
- examples of George Creed’s petroglyph tracings
- playdough
- paintbrushes
- paper
- paint
- markers for students to record their names
- paint shirts if available
- collection of rocks
- magnifying glasses
Resources:
Activity Resource: “Water Messages in Stone” found in the Project Wet Manual (page 454 –
456).
Background Information:
“Mi’kmaw Petroglyphs Recorded by George Creed” found at:
http://museum.gov.ns.ca/imagesns/petroglyphs/
Information on the Mi’kmaq people in a kid-friendly format.
http://www.geocities.com/bigorrin/mikmaq_kids.htm
Adaptations:
Post examples of different picture symbols around the room for students to refer to as they are
creating their own petroglyphs. Check with students before they paint their playdough to make
sure that they understand the concept of a petroglyph. Provide an exploration station for students
to visit when they are finished. At such a station provide a sample of rocks and some magnifying
glasses.
Lesson #6: Our New Friends are Lost
Theme: Rocks
Teacher: Erin Ehmann
Instructional Strategies:
Subject: English Language Arts
Grade: One
Interactive Discussion – Students participate in a discussion about the concept of being lost and
are told that their new rock friends are lost.
Group Brainstorming – Students work together to compile a list of characteristics for each of
the rock types to base their writing on.
Writing – Students are requested to make a “lost” poster for one of their new rock friends.
Curriculum Learning Goals:
- write about key facts, ideas, information and events using own words
How I can promote multiple perspectives of this content:
- Students are encouraged to pick their own rock to describe and are only given minimal
guidance in how to do so. Students are therefore able to ascribe their own meaning to the rock
description process through both illustrations and written work.
Interdisciplinary Connections:
Art Education (Visual Art)
- develop co-ordination and skills in using simple visual art tools and materials
Science
- compare and classify different types of rocks
Learning Plan
Set:
Gather students at the story corner and show them a sign with the word “lost” written on it. Ask
students if they can read the word for you. Ask them what they think of when they hear the word
lost.
Explain that something very sad has happened and their new rock friends have gotten lost. Ask
students if they can remind you who the new rock friends are (i.e. Morph, Sed, and Iggy).
Explain that you are very sad and would like it if the rock friends could be found. Explain that
sometimes when people get lost their friends and family make a poster to put up so other people
will know if they find them. Explain that you sure would like it if they could help you make
posters for your new lost friends.
Development:
Explain that before they can make a poster it would be helpful if they could work together to
make a list of the different things about their new rock friends. Complete the chart below on the
board or on chart paper.
Iggy
Morph
Sed
Came from:
Looks like:
Feels Like:
Used for:
Ask children to sit at desks and get out their pencil boxes. Ask children to pick one of the new
friends to write about. Explain that you have set out examples of their relatives at the side table
for them to look at if they are having trouble describing what Iggy, Morph and Sed look like. Be
sure to set out examples of each type of rock and keep them clearly labeled for students to refer
to.
Hand out one “Lost” poster template to each student. Remind students that they are to pick one
friend to write about and need to fill in the blanks with full sentences and draw a picture of their
lost friend. Allow students to finish.
Closure:
Provide the list of questions provided at the rock stations in previous lessons. Allow students
who are finished early to explore at the stations set up with examples of each type of rock.
Reflection of Learning:
Collect the “lost” posters and assess if students understand where the different rocks came from
and what makes them special.
Materials:
- chart paper/white board and marker to complete chart
- samples of metamorphic, igneous and sedimentary rocks
- rock station questions
- magnifying glasses
- “lost” worksheets
Adaptations:
It is important to review the characteristics of the three rock types with students so they are able
to have the information fresh in their minds before they write about their rock friend. It is also
important for students to have the opportunity to take a further look at the different types of
rocks while writing. Discussion about characteristics and providing rocks for students to look at
will provide struggling writers with tangible and fresh information to base their writing on.
LOST
Name:
________________________________
Made from:
_____________________________
________________________________
Used for:
________________________________
________________________________
Looks like:
____________________________
Feels like:
______________________________
Rock Friend “Lost” Poster
Assessment Rubric
Criteria
Emerging
Developing
Capable
Writing
demonstrates a
general
understanding of
rock characteristics.
Demonstration
of knowledge
comprehension
in written
form.
Writing
demonstrates no
understanding of
rock
characteristics.
Writing
demonstrates
partial
understanding of
rock
characteristics.
Demonstration
of knowledge
comprehension in
pictorial form.
Picture reflects
none of the
characteristics of
the chosen rock
represented in
written work or in
reflection to
previous
instruction.
Picture reflects
some of the
characteristics of
the chosen rock
written on the
poster or in
reflection to
previous
instruction.
Mature
Writing
demonstrates a
clear and detailed
understanding
rock
characteristics.
Picture reflects
Picture clearly
characteristics of the
reflects the
chosen rock well.
characteristics of
Picture is a reflection the chosen rock
of either the written and supports the
work or accurately
written work on
displays material
the poster.
presented in previous
instruction.
The criteria for this assignment are intended to assess for understanding of one
of the rock types and the ability to convey this understanding either in written
or pictorial form. Such understanding is important if students are to have
criteria upon which to compare and classify rocks, both of which are important
learning objectives in grade one science.
Rock Unit Learning Objective Checklist
Student
Name
Student has
had the
opportunity to
observe
different
types of rocks.
Science
Student can
compare
different
types of
rocks.
Science
Student is able to
convey their
understanding about
rocks in written
form.
English Language
Arts
Relevant
Assignments:
- Story of an
Igneous Rock
- Rock Friend “Lost”
Poster.
Student understands
the work of a Canadian
Artist (George Creed)
and has engaged in
creating their own
similar works of art as
a form of non-verbal
communication of an
idea.
Visual Art
Student has had
the opportunity to
create patterns and
has demonstrated
the ability to
complete the tasks
on the Patterning
Checklist (indicate
how many tasks
they have been able
to complete)
Mathematics
This chart provides an overview of what learning objectives each student
has been exposed to. The numbers indicated in some of the columns
correspond with the “Patterning Checklist” and “The Story of an Igneous
Rock Rubric”.
Rock Theme Assignment Checklist
Student’s Name
Rock
Collection
Story of
an
Igneous
Rock
Metamorphic
Math
Making a
Sedimentary
Rock
Making a
Petroglyph
Rock
Friend
“Lost”
Poster