Project G.L.A.D.
Matanuska-Susitna Borough District
Adapted from Units by Noshaba Afzal
and Forest Grove School District and Fullerton School District
ROCKS – GRADE 2
IDEA PAGES
I. UNIT THEMES
 Demonstrate and explain that soil is a mixture of earth materials.
 Sort rocks by their properties and explain reasoning.
 Report how natural forces such as rain, wind, landslides, glaciers, and
volcanoes can break apart or smooth surfaces of rocks.
II. FOCUS & MOTIVATION
 Super Scientist Awards/Standards
 Inquiry Charts
 Observation Charts
 Teacher-made big book
 Cognitive Content Dictionary
 Realia
III. CLOSURE
 Process charts
 Team presentations
 Class Big Book
 Portfolio Conference
 Home/School Connections
 Sketch and write
 Graffiti Wall
 Jeopardy Game
IV. STANDARDS
 Earth Science Standards—Alaska—Grade 2
o 2D1: Demonstrate and explain that soil is a mixture of earth
materials.
o 2D2: Sort rocks by their properties and explain reasoning.
1

o 2D3: Report how natural forces such as rain, wind, landslides,
glaciers, and volcanoes can break apart or smooth surfaces of
rocks.
Inquiry Science Standards—Alaska—Grade 2
o 2A1: Form questions about the world around them based on
scientific information and observations.
o 2A2: Describe observed objects as accurately as possible
verbally and through drawing and writing.
o 2A3: Compare observations with those of peers.
o 2A4: Use evidence from investigations to express reasonable
answers to “How do you know?” questions.
o 2A5: Record observations and data with pictures, numbers,
written statements, and graphs.
o 2A7: Use appropriate tools to measure length, weight,
temperature, and liquid volume (e.g. ruler, screens, thermometer)
o 2A8: Make verbal and written prediction based on observed
patterns and not random guessing.

Technology/Culture/History Science Standards—Alaska—Grade 2
o 2EFG1: Identify ways humans use rocks, soils, water, and plants
as resources. (e.g. food, fuel, building materials)

Alaska English Language Proficiency Standards
o ELP Listening Standards—Grade Span 1-2
2
o ELP Speaking Standards—Grade Span 1-2
o ELP Reading Standards—Grade Span 1-2
3
ELP Writing Standards—Grade Span 1-2

Alaska Reading GLE’s
o 2.1.1.1 Read regularly spelled two-syllable words using decoding
skills, including knowledge of letter-sound relationships (phonics),
dipthong, diagraphs, base or root words, and common prefixes
and suffixes.
o 2.1.1.2 Orally read high frequency words, compound words,
contractions, possessives, inflectional endings.
o 2.1.1.3 Obtain information using text features including
illustrations, captions, and titles.
o 2.1.1.4 Identify the meaning of new vocabulary, use new
vocabulary in correct context, make inferences about the
meaning of a word based on its use in a sentence.
o 2.1.1.5 Self-monitor and self-correct while reading (e.g. adjust
reading pace, reread to check for meaning, reread a word and
check that the letter sounds match the word read.
o 2.1.2.1 Answer questions about information explicitly state in
text.
o 2.1.2.2 Self-monitor comprehension by making predictions or
formulating questions while reading or rereading
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o 2.1.2.3 Make simple inferences.
o 2.1.2.4 Draw conclusions about stories an/or information
presented in the text
o 2.1.3.1 Read orally with rhythm, flow, and expression, showing
understanding of punctuation and other conventions of print at a
pace similar to own speech.
o 2.1.4.2 Restate information after listening to a text.
o 2.1.6.1 Follow multi-step direction to complete a task.
o 2.1.6.2 Follow one- to two-step written directions to complete a
task.
o 2.1.7.1 Distinguish between fiction and non-fiction, poetry and
prose.
o 2.1.7.2 Identify the use of dialogue or rhyme in text.
o 2.1.8.1 Identify problem and solution, main characters, and
setting in fiction.
o 2.1.9.1 Express own opinion about material read.
o 2.1.10.1 Make relevant connections between text and personal
experience, experience of others, and other texts.
o 2.1.10.2 Locate details in text to illustrate relevant connections
between personal experience, experience of others, and other
texts.

Alaska’s Writing GLE’s
o 2.1.1.1 Write complete sentences with a subject and a predicate.
o 2.1.1.2 Write and organize thoughts into a topic sentence and two
supporting sentences.
o 2.1.1.3 Write a story or composition with a beginning, middle, and
end.
o 2.1.1.4 Identify paragraphs in a piece of writing.
o 2.1.2.1 Produce a variety of written forms for specific audiences.
o 2.1.2.2. Use expressive language when responding to literature or
producing text.
o 2.1.3.1 Write a variety of complete, simple sentences (i.e.,
statement, question, exclamation).
o 2.1.3.2 Identify and/or correct mistakes in spelling (e.g., gradeappropriate, high-frequency words)
o 2.1.3.3 Use punctuation in written work (e.g., periods, question
marks, exclamation marks, commas, quotation marks).
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o 2.1.3.4 Identify and/or correct mistakes in punctuation at the
end of sentences and capitalization (i.e., beginning of sentences
and proper nouns).
o 2.1.4.1 Rearrange and/or add supporting details to improve
clarity.
o 2.1.4.2 Give/receive appropriate feedback about written work.
o 2.1.5.1 List sources or authors and titles of books and other
materials when used as references in written work with support.
V. VOCABULARY
geologist
geology
eruption
obsidian
metamorphic crust
sedimentary
earth plates
igneous
limestone
pumice
shale
erosion
tectonics
plates
volcanoes
classify
mass
archeology
sediment
structure
pressure
paleontology
magma
mantle
horizontal fault
marble
conglomerate
canyon
structure
minerals
texture
cycle
seismology
lava
core
vertical fault
quartzite
luster
crystals
soil
fossil
observe
properties
VI. RESOURCES AND MATERIALS
FICTION BOOKS
The Magic School Bus: Inside the Earth by Joanna Cole
Everybody Needs a Rock by Byrd Baylor
If You Find a Rock by Peggy Christian and Barbara Hirsch Lember
Let’s Go Rock Collecting by Roma Gans and Holly Keller
The Best Book of Fossils, Rocks and Minerals by Chris Pellant
Hill of Fire, by Thomas P. Lewis
The Monster Behind Black Rock, Judy Varga
Earth Songs, Myra Cohn Livingston
NON-FICTION BOOKS
Disaster! Volcanoes by Dennis Brindell Fradin
Sand and Soil: Earth’s Building Blocks by Beth Gurney
Nature on the Rampage with H.J. De Blij
Rocks and Minerals by DK Publishing
Geology: The Active Earth by Ranger Rick’s Nature Scope
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TEACHER RESOURCES
Earth Science for Every Kid: 101 Experiments That Really Work, Janice Van
Cleave
Geology Rocks!, Cindy Blobaum, Williamson Publishing
Geology, JoEllen Moore, Evan-Moor (Science Works for Kids Series)
Rocks and Minerals, Ruth M. Young, Teacher Created Materials (Hands-On Minds-On Science
Series)
Rocks and Minerals, Toni Albert, Carson-Dellosa Publishing (Step-by-Step Science Series)
Rocks and Soil, Janet A. Hale, Teacher Created Materials
WEBSITES
www.minerals.nsw.gov.au/index.htm
www.rockhoundingar.com/pebblepups/kidsaskmikey
www.brycecanyoncountry.com/photos-scenic2
www.petrifiedwood.com
www.geo.arizona.edu
www.geology.usgs.gov
www.geosociety.org
E-MAIL AN EXPERT
Ask a Dinosaur Expert email: jacobson@geoserv.isgs.uiuc.edu
Ask a Geologist email: Ask a Geologist@usgs.gov
Ask a Geologist email: ask-a-geologist@gsc.nrcan.gc.ca
Ask a Geologist askanexpert@pitsco.com
Ask a Science Expert email: mentors@npr.org From Science Friday Kids
Connection by National Public Radio (NPR)
Ask a Scientist email: Patricia.Higby@uni.edu (top 10 FAQs)
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Project G.L.A.D.
Matanuska-Susitna Borough School District
Adapted from Units by Noshaba Afzal
and Forest Grove and Fullerton School District
ROCKS–GRADE 2
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
 3 Standards, Super Scientist Awards, Zero Noise Signal
 Cognitive Content Dictionary with Signal Word
 Observation Charts
 Inquiry Chart
 Geology Rocks Big Book
INPUT
 Pictorial Input: Earth Layers
o 10/2 Lecture with Primary Language
GUIDED ORAL PRACTICE
 T-Graph for Social Skills/Team Points
 Chant—Rocks Here, Rocks There
 Picture File Cards—Sort
o Free Exploration
o Observation/Categorization/Classification
o List, group, label
 Exploration Report
INPUT
 Comparative Input: Granite & Slate
 Narrative Input: Everybody Needs a Rock
o 10/2 Lecture with Primary Language
o ELD Review
o Learning Logs
READING/WRITING
 Writer’s Workshop
-Mini-lesson
-Plan, share, write
-Author’s Chair
 Interactive Journals
CLOSURE/ASSESSMENT
 Home/School Connection
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SAMPLE DAILY LESSON PLAN
Page 2
Day 2
FOCUS/MOTIVATION
 Review 3 Standards/Super Scientist Awards
 Cognitive Content Dictionary with Signal Word
 Process Home/School Connection
 Narrative – review with word cards and conversation bubbles
 Poetry: highlight, sketch, add pictures
 Read Aloud
INPUT
 Review Pictorial Input: Earth’s Layers
o Word Cards
o Picture File Cards
 Review Narrative Input: Everybody Needs a Rock
o Word Cards
o Speech Bubbles
GUIDED ORAL PRACTICE
 Chant: Review Rocks Here, Rocks There
o Highlight
o Sketch
o Picture File Cards
 Team Tasks
o Process T-Graph
o Team Share
READING/WRITING
 Expert Groups
 Writer’s Workshop
CLOSURE
 Add to charts
 Interactive Journal
 Home/School Connection
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SAMPLE DAILY LESSON PLAN
Page 3
Day 3
FOCUS/MOTIVATION
 Review 3 Standards/Super Scientist Awards
 Cognitive Content Dictionary With Signal Word
 Table Share Home/School Connection
INPUT

Review Comparative Input: Granite and Slate
o Word Cards
o Picture File Cards
GUIDED ORAL PRACTICE
 Sentence Patterning Chart
o Reading/Trading Game
o Flip Chant
o Verb Tense with Strip
 Process T-Graph
 Mind Map: Granite
 Process Grid – Heads Together
READING/WRITING
 Cooperative Strip Paragraph
o Respond, Revise, Edit
 Writer’s Workshop
CLOSURE
 Process Charts
 Interactive Journals
Day 4
FOCUS/MOTIVATION
 Review 3 Standards/Super Scientist Awards
 Cognitive Content Dictionary With Signal Word – Student-Selected
 Review Narrative with Story Map
 Poetry
 Read Aloud
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SAMPLE DAILY LESSON PLAN
Page 4
READING/WRITING
 Story Map—Narrative Input
GUIDED ORAL PRACTICE
 Team Tasks
o Oral Evaluation
 Flexible Reading Groups
o Cooperative Strip—Struggling Readers
o Clunkers and Links—At or Above Grade Level
o ELD Group Frame
 Process T-Graph
CLOSURE
 Process Charts—Inquiry Chart
 Interactive Journal
 Home/School Connection
Day 5
FOCUS/MOTIVATION
 Cognitive Content Dictionary – Self-selected vocabulary
 Partner share Home/School Connection
 Read Aloud
 Strip book
GUIDED ORAL PRACTICE
 Flexible Reading Group
o Cooperative Strip Paragraph – struggling/emergent readers
 Team Tasks
o Team evaluation, team presentation
READING/WRITING
 Ear-to-Ear Reading
 Listen and Sketch
 Focused Reading with Cognitive Content Dictionary
 Found Poetry
 DRTA
CLOSURE
 Student Made Big Books
 Process Inquiry Chart
 Interactive Journal
 Evaluate week/Letter home
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Geology Rocks—Important Big Book
By Noshaba Afzal
Page 1
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.




The top layer of the Earth is the crust made of mostly soil and rocks.
Smaller rocks come from the breakage and weathering of larger rocks.
Second layer is the mantle; made of hot rocks and metals.
Geologists believe the core is made of a solid ball of metal.
But, the important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
Page 2
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.





Sedimentary rocks have many layers
They are formed under lakes and oceans.
They are made by small pieces of plants, rock and dead animal fossils
over thousands of years.
Scientists learn about the past history of Earth by studying fossils.
Sandstone and limestone are examples of sedimentary rocks.
But, the important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
Page 3
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.




The word metamorphic means “change”.
Heat, time, and pressure of magma rock layers change rocks into
metamorphic rocks.
Both igneous and sedimentary rocks can become metamorphic rocks.
Granite rock changes to gneiss, shale into slate, and sandstone into
quartzite.
12
But, the important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
Page 4
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.




Igneous rocks are made from melted rocks called magma.
Sometimes magma squeezes up between the layers of rock, harden, and
forms underground.
When magma comes to the surface it is called lava.
Pumice and obsidian are examples of igneous rocks.
But, the important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
Page 5
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.




When magma erupts from a volcano, it is called lava.
During an eruption, lava, rocks, dirt and ash shoot into the air.
Obsidian is a rock that forms when magma cools and hardens.
Native Americans used obsidian to make arrowheads and tools.
But, the important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
Page 6
The important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.



Rocks are made from different physical properties and are composed of
minerals.
Soil is made partly from weathered rock and partly from organic
materials.
Soils differ in their color, texture, capacity to retain water, and ability
to support the growth of many kinds of plants.
13

Rocks, water, plants, and soil found on Earth, provide many resources
including food, fuel, and building materials, that humans use.
But, the important thing about the Earth is it is made of materials that have
distinct properties and provide resources for human activities.
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Geology Rocks Big Book
Page 1
Studying rocks is geology, and rocks are an important part of our universe.
The planet Earth is a sphere made almost entirely of rock. It measures 25
thousand miles around and weighs 6.6 sextillion tons. Though our planet
appears to be mostly water, it is only on the surface. Underneath those first
few miles of ocean lie 8 thousand miles of rock!
Since understanding the universe is pretty important, we think geology rocks!
Page 2
Studying rocks is geology, and rocks are an important part of our universe.
The landforms of the Earth's geography, such as mountains and hills, have
been created by the movement of plates of rock about 50 miles thick. When
these plates bump against each other, pressure builds up, and can cause
earthquakes or volcanoes. Earthquakes can push rock from the interior of the
earth up above the surface, and volcanoes throw off molten rock which can
cover the surfaced, creating new land forms.
Since understanding the universe is pretty important, we think geology rocks!
Page 3
Studying rocks is geology, and rocks are an important part of our universe.
All rocks can be classified into three different types: igneous, sedimentary,
or metamorphic. Igneous comes from the Latin word meaning “fire”.
Sedimentary means “settling to the bottom” of small pieces of material.
Metamorphic comes from Greek, meaning “to change form”.
Since understanding the universe is pretty important, we think geology rocks!
Page 4
Studying rocks is geology, and rocks are an important part of the universe.
Igneous rock is liquid magma from volcanoes turned solid. When magma cools
quickly, it hardens into sharp, shiny rocks like obsidian, perfect for making
tools. When it cools slowly, bumpy rocks made up of large particles, like
15
granite, are formed. Chunks of magma cooling beneath the Earth's surface
are called plutons, and when water is nearby, a geyser may be formed.
Since understanding the universe is pretty important, we think geology rocks!
Page 5
Studying rocks is geology, and rocks are an important part of our universe.
Sedimentary rock is the most common of the three rock types. Sand or tiny
particles of sea creatures settle to the bottom of a river or ocean and they
get squeezed together as the layers of sediment get heavier. The rock
formed may then be pushed to the surface by plate movement, or may be left
exposed when the water evaporates. One type of sedimentary rock,
limestone, was used to build the Egyptian pyramids.
Since understanding the universe is pretty important, we think geology rocks!
Page 6
Studying rocks is geology, and rocks are an important part of our universe.
Metamorphic rock used to be igneous or sedimentary, but has been changed
by heat or pressure. When rock is covered by magma, or pressed together by
the constant rubbing of Earth's plates, it goes through chemical changes. The
marble from which statues are carved, and the slate from which blackboards
were made are examples of metamorphic rock.
Since understanding the universe is pretty important, we think geology rocks!
Page 7
Studying rocks is geology, and rocks are an important part of our universe.
Weather also cause many changes in rocks through a process called erosion.
Wind and water can carve away at rock, creating some of nature's most
spectacular sights. Erosion can also turn a spectacular mountain into a tiny
hill. Over many centuries, erosion grinds down solid rock into tiny particles of
dirt. Without this nutrient-rich soil, plants could not grow and there would be
very little life on Earth.
Since understanding the universe is pretty important, we think geology rocks!
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Page 8
Studying rocks is geology, and rocks are an important part of our universe.
Rock makes it possible to do so many different things that it is hard to
imagine life without it. Rock is used in the construction of roads and buildings.
Precious stones, or gems, are used for jewelry and for tool parts. Mineral ore
extracted from rock provides metal and other minerals are used in medicines.
Many people enjoy collecting rocks just for the fun of it!
Since understanding the universe is pretty important, we think geology rocks!
Page 9
Studying rocks is geology, and rocks are an important part of our universe.
Scientists have learned much about life on this planet millions of years ago by
studying fossils of plants and animals which have turned to rock. They are
investigating whether life exists on other planets by studying rocks brought
back during space explorations. When the Earth is hit by masses of rock a
few miles across, call asteroids, or by meteoroids, which are smaller chunks of
metal and rock, we get even more information about our solar system.
Since understanding the universe is pretty important, we think geology rocks!
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Name _________________________________
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Rocks Here, Rocks There
By Noshaba Afzal
Rocks here, rocks there
Rocks, rocks everywhere!
Persistent geologists digging,
Smart scientists observing,
Brave children exploring,
And curious people comparing.
Rocks here, rocks there
Rocks, rocks everywhere!
Rocks under rivers
Rocks around the desert,
Rocks in the caves,
And rocks beneath the earth.
Rocks here, rocks there,
Rocks, rocks everywhere!
Rocks! Rocks! Rocks!
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Geology Cadence
S. Wren
We just know what we’ve been told,
Geology’s as good gold!
Rocks and soil and minerals too,
Classified for me and you!
Sound off—Sedimentary!
Sound off—Metamorphic!
Sound off, 1, 2, 3, 4—Igneous!
Weathering breaks those rocks down,
Erosion carries them around.
Soil comes from this process here,
Good for us, lets give a cheer!
Fossils teach about the past,
Animals, plants – in stone they’re cast.
Rocks from other planets, too,
Always finding something new.
Sound off—Fossils!
Sound off—Planets!
Sound off, 1, 2, 3, 4—Dig deep!
We use rocks for many things,
Buildings, roads, and diamond rings!
Medicine and gemstones too,
Collecting rocks is fun, it’s true!
Sound off—Useful!
Sound off—Helpful!
Sound off, 1, 2, 3, 4—They rock!
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I Can Spell
By Tessa Williams and Laura Curvy
I can spell rock, r-o-c-k,
I can spell soil, s-o-i-l,
I can spell mass, m-a-s-s,
But I can’t spell metamorphic.
I can spell heat, h-e-a-t,
I can spell hard, h-a-r-d,
I can spell cave, c-a-v-e,
But I can’t spell metamorphic.
I can spell change, c-h-a-n-g-e,
I can spell stone, s-t-o-n-e,
I can spell slate, s-l-a-t-e,
But I can’t spell metamorphic.
Yes, I can! Yes, I can!
M-e-t-a-m-o-r-p-h-i-c, METAMORPHIC!
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Rocking Rap
By Kim Canterbury and Noshaba Afzal
Have you heard of the Rocking Rap?
It’s real cool and has lots of facts!
There are three different ways that rocks are formed,
Listen up and you’ll be informed.
Igneous is the first you should know,
It’s formed by magma when it’s cooled down below.
Granite and basalt are a couple of names,
Obsidian is glassy and pumice floats away!
The next kind of rock is Sedimentary,
You can tell be the layers it carries.
Limestone and sandston to name a few,
Coal, shale, and conglomerate, too!
Now we come to the final one,
It’s called Metamorphic – the changing one.
Some rocks changing into one name schist,
Now listen to the others so they don’t get missed!
Limestone to marble, granite to gneiss,
Shale to slate, and quartz to quartzite!
You’ve heard the three, now name them all:
Igneous! Sedimentary! Metamorphic!
Now you know the Rocking Rap,
And that’s a fact!
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Rock Science Bugaloo
By Laura Curry and Tessa Williams
We’re rock scientists and we’re here to say,
We study earth’s secrets everyday.
Sometimes we write a paper sometimes we read a book,
But mostly we just get on out and take a look.
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
Over thousands of years plants and animals dies,
Leaving a sticky residue buried inside.
Sandstone, shale, and fossils in the soil.
Are all indicators that we might strike oil!
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
People look to me for what I predict,
Study of plate movements is call tectonics!
The friction of plates makes the ground shake,
Otherwise known as an earthquake!
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
Investigating the Grand Canyon, what do I see?
Millions of years of history!
The rock layers show the evidence
Of ancient animals, plants and their environments.
Geologists, seismologists, paleontologists too,
Doing the rock science bugaloo!
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Yes, Ma’am
Is this an igneous rock?
Is this an igneous rock?
How do you know?
Tell me some more.
What are some examples?
Is this a metamorphic rock?
Is this a metamorphic rock?
How do you know?
Tell me some more.
What are some examples?
Is this a sedimentary rock?
Is this a sedimentary rock?
How do you know?
Tell me some more.
What are some example?
Yes, ma’am!
Yes, ma’am!
It was formed through heat.
It was formed underground or in
a volcanic eruption.
Obsidian and granite.
Yes, ma’am!
Yes, ma’am!
It’s undergone a change.
It was changed by high heat or
pressure.
Marble and slate.
Yes, ma’am!
Yes, ma’am!
It was formed by weathering,
erosion, and deposition.
Wind, water, ice and plant roots
broke down larger rocks into
sediments.
Limestone and shale.
\
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Information for Pictorial Input: Earth’s Layers and Types of Rocks
Earth’s layers:
• crust
-3 to 5 miles thick under the ocean
-25 miles thick beneath the continents
-where earthquakes occur
• mantle
-1,800 miles thick
-composed of very hot, dense rock
-temperature is 1600 to 4000 degrees near the bottom
• outer core
-1,400 miles thick
-made of very hot metals (nickel and iron) in a liquid state
-temperature is 4000 to 9000 degrees
• inner core
-800 miles thick
-4,000 miles beneath the crust
-temperatures are so great that the metals are squeezed together: 9000 degrees
Types of Rocks:
• sedimentary rocks
-over millions of years the Earth’s surface is broken down and worn away by wind
and water
-these bits of earth settle at the bottom of lakes, rivers, and oceans
-layer after layer is deposited on top of each other
-slowly turns into rock from the pressure
-layered rock
• igneous rock
-formed from the cooling of molten rock
-volacnic igneous rocks form from molten rock that has cooled quickly on or near
the Earth’s surface
-plutonic igneous rock form when molten rock cools slowly far beneath the Earth’s
surface
• metamorphic rock
-rocks that have ‘morphed’ or changed from being sedimentary or igneous rocks
-these rocks are under intense heat and pressure, but they do not melt
-deep beneath the Earth’s surface
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Narrative Input
26
How it Is Used
-floor tile
-countertops
-rock climbing
-tables
-Egyptian Pyramids
Characteristics
-common
-massive
-hard and tough
-pink to dark gray, even
black
Granite
-igneous rock
-Volcanoes
-lava cools and turns
into granite
Type of Rock/How it
is Formed
Interesting Facts
-round pieces found in
Egyptian mummy’s
mouth
-crushed slate is in
some paints
How it is Used
-floor tile
-paving stones
-roof tiles
-blackboards
-writing tablets
Type of Rock/How it is
Formed
-metamorphic
-low heat
-little pressure
Characteristics
-common
-smooth texture
-often gray, but can be any color
-soft
-breaks into flat pieces
Slate
Interesting Facts
-you can climb them
-all kinds of colors
-you can find them anywhere
-GIGANTIC
-Mt. Rushmore was carved from it
Everybody Needs A Rock
By Byrd Baylor
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Everybody needs a rock.
I’m sorry for kids who don’t have a rock for a friend.
I’m sorry for kids who only have tricycles, bicycles, horses, elephants,
goldfish, three-room playhouses, fire engines, wind-up dragons, and things like
that—if they don’t have a rock for a friend.
That’s why I’m giving my own TEN RULES for finding a rock…Not just any
rock. I mean a special rock that you find yourself and keep as long as you
can—maybe forever.
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If somebody says, “What’s so special about that rock?” don’t even tell them. I
don’t.
Nobody is supposed to know what’s special about another person’s rock. All
right. Here are the rules:
RULE NUMBER 1:
If you can, go to a mountain made out of nothing buy a hundred million small
shiny beautiful roundish rocks.
But if you can’t, anyplace will do. Even an alley. Even a sandy road.
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RULE NUMBER 2:
When you are looking at rocks don’t let mothers or fathers or sisters or
brother or even best friends talk to you. You should choose a rock when
everything is quiet. Don’t let dogs bark at you or bees buzz at you.
But if they do, DON’T WORRY. (The worst thing you can do is go rock hunting
when you are worried.)
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RULE NUMBER 3
Bend over. More. Even more. You may have to sit on the ground with your
head almost touching the earth. You have to look a rock right in the eye.
Otherwise, don’t blame me if you can’t find a good one.
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RULE NUMBER 4
Don’t get a rock that is too big. You’ll always be sorry. It won’t fit your hand
right and it won’t fit your pocket. A rock as big as an apple is too big. A rock
as big as a horse it MUCH too big.
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RULE NUMBER 5
Don’t choose a rock that is too small. It will only be easy to lose or a mouse
might eat it, thinking that it is a seed. (Believe me,that happened to a boy in
the state of Arizona.)
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RULE NUMBER 6
The size must be perfect. It has to feel easy in your hand when you close
your fingers over it. It has to feel jumpy in your pocket when you run.
Some people touch a rock a thousand times a day. There aren’t many things
that feel as good as a rock—if the rock is perfect.
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RULE NUMBER 7
Look for the perfect color. That could be a sort of pinkish gray with bits of
silvery shine on it. Some rocks that look brown are really other colors, but
you only see them when you squint and when the sun is right.
Another way to see colors is to dip your rock in a clear mountain stream—if
one is passing by.
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RULE NUMBER 8
The shape of the rock is up to you. (There is a girl in Alaska who only likes
flat rocks. Don’t ask me why. I like them lumpy.)
The thing to remember about shapes is this: Any rock looks good with a
hundred other rocks around it on a hill. But if your rock is going to be special
if should look good by itself in the bathtub.
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RULE NUMBER 9
Always sniff a rock. Rocks have their own smells. Some kids can tell by
sniffing whether a rock came from the middle of the earth or from an ocean
or from a mountain where wind and sun touched it every day for a million
years.
You’ll find out that grown-ups can’t tell these things. Too bad for them. They
just can’t smell as wells as kids can.
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RULE NUMBER 10
Don’t ask anybody to help you choose.
I’ve seen a lizard pick one rock out of a desert full of rocks and go sit there
alone. I’ve seen a snail pass up twenty rocks and spend all day getting to the
one it wanted.
You have to make up your own mind. You’ll know.
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All right, that’s ten rules. If you think of any more write them down yourself.
I’m going out to play a game that takes just me and one rock to play. I happen
to have a rock here in my hand…
Blue text—speech bubbles
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Name __________________________________________________
HOME/SCHOOL CONNECTION #1
Retell Byrd Baylor’s book, Everybody Needs a Rock, that you heard in class
today to your parents. Illustrate the story below.
Comments: _________________________________________________
____________________________________________________________
Parent Signature: _____________________________________________
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Name __________________________________________________
Имя
HOME/SCHOOL CONNECTION #1
Связь между школой и домом #1
Retell Byrd Baylor’s book, Everybody Needs a Rock, that you heard in class
today to your parents. Illustrate the story below.
Перескажи своим родителям книгу Берд Бэйлор “Каждому нужен
камень”, которую ты слышал сегодня в классе. Нарисуй внизу, что
произошло в истории.
Comments: _________________________________________________
Заметки:
____________________________________________________________
Parent Signature: _____________________________________________
Подпись родителя:
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Name __________________________________________________
HOME/SCHOOL CONNECTION #2
Find an object at home that is made from some type of rock. Sketch a picture
of the object below. GEOLOGIST BONUS: Try to identify the name of the
rock used to make that object and tell how that rock was formed.
Comments: __________________________________________________
____________________________________________________________
Parent Signature: ______________________________________________
Name: _________________________________________________
Имя:
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HOME/SCHOOL CONNECTION #2
Связь между школой и домом #2
Find an object at home that is made from some type of rock. Sketch a picture
of the object below. GEOLOGIST BONUS: Try to identify the name of the
rock used to make that object and tell how that rock was formed.
Найди дома предмет, сделанный из камня. Нарисуй его внизу.
Геологический вопрос: Попробуй определить название камня и скажи
как он был образован.
Comments: _________________________________________________
Заметки:
____________________________________________________________
Parent Signature: _____________________________________________
Подпись родителя:
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Name _________________________________________________
HOME/SCHOOL CONNECTION #3
Using a rock of your choosing, answer the following questions:
1. How does the rock smell when wet?
2. How does the rock feel when you hold it and touch it?
3. How does the rock look when you hold it near a light?
4. Can you scratch the rock with:
a penny?
a fingernail?
your scissors?
5. Draw a sketch of your rock below.
Parent Signature ____________________________________________
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Name: _________________________________________________
Имя:
HOME/SCHOOL CONNECTION #3
Связь между школой и домом #3
Using a rock of your choosing, answer the following questions:
Выбери камень и ответь на вопросы:
1. How does the rock smell when wet?
Как пахнет камень, если его намочить?
2. How does the rock feel when you hold it and touch it?
Что ты чувствуешь когда держишь или дотрагиваешься до него?
3. How does the rock look when you hold it near a light?
Как выглядит камень когда ты держишь его около лампы?
4. Can you scratch the rock with:
Можешь ли ты поцарапать камень?
a penny? Копейкой?
a fingernail? Ногтем?
your scissors? Ножницами?
5. Draw a sketch of your rock below.
Нарисуй свой камень.
Parent Signature: _____________________________________________
Подпись родителя:
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Name: _________________________________________________
HOME/SCHOOL CONNECTION #4
Look around your home, yard, or neighborhood. Be sure to have an adult
with you if you look around your neighborhood. Look for examples of
weathering and erosion. Draw pictures of what you find below.
Comments: __________________________________________________
____________________________________________________________
Parent Signature: _____________________________________________
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Name: _________________________________________________
Имя:
HOME/SCHOOL CONNECTION #4
Связь между школой и домом #4
Look around your home, yard, or neighborhood. Be sure to have an adult
with you if you look around your neighborhood. Look for examples of
weathering and erosion. Draw pictures of what you find below.
Погуляй вокруг дома, сада или по району. Когда ходишь по району,
обязательно возьми с собой взрослого. Найди примеры выветривания и
эрозии. Нарисуй их.
Comments: _________________________________________________
Заметки:
____________________________________________________________
Parent Signature: _____________________________________________
Подпись родителя:
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FOUND POETRY
Did you know that
recycled? Recycle
old and change
some of these old
around for more
being changed into
rocks are constantly being
means to take something
into something new. So
rocks that have been
than four billion years are
different rocks. Of course,
that doesn't happen over night. It takes millions of
years. To better understand how this happens, let's
take a journey through the rock cycle.
First, our journey begins in the mantle. Here we see
some red hot magma that is being pushed up towards
the crust. Some of this magma creeps into the cracks
of the volcano; while, the rest is forced out of the top
of the volcano. Once the magma is out of the volcano,
it is called lava. The lava cools and forms igneous
rocks.
Then some of the igneous rocks roll down the mountains formed by the
volcanoes and eventually end up in the ocean. As they roll, bits and pieces
of the igneous rocks are broken and form sediments. Layer after layer of
sediments are pressed and cemented together forming sedimentary rocks.
Some of the sedimentary rocks on the very bottom get hot because of
the pressure and change to metamorphic rock. When the metamorphic
rock is buried deeper, it gets hotter and melts. Once again, it becomes
magma and may eventually be pushed up and out of a volcano.
The rock cycle begins all over again!
Back
Next
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Scientists’ Names ________________________________________________
Date: ______________
EXPLORATION REPORT
Observations:
What are you wondering?
What are your predictions?
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Name of
Rock
Type of
Characteristics
Rock/How it
is Formed
How It Is
Used
Facts We
Think Are
Interesting
-GIGANTIC
-you can climb
them
-find them
anywhere
-Mt. Rushmore
was carved
from it
-used to be
limestone
Granite
Igneous
-volcanoes
-lava cools and
turns into
granite
-common
-massive
-hard/tough
-pink to dark
gray or even
black
-floor tile
-countertops
-rock climbing
-Egyptian
Pyramids
-tables
Marble
-Metamorphic
-Pressure
-Heat
-Time
-tables
-monuments
-tiles
-decorations
Sandstone
-Sedimentary
-sediment
(dead plants
and animals,
sand, etc.)
-settle at the
bottom of
rivers, lakes
and oceans
-extreme
pressure
-fossil
-wood turned
into stone
-buried under
sediment,
layers of mud,
sand, or
volcanic ash in
the ground
-crystal
-formed over
many years
-liquids and
gases get
trapped inside
-many colors:
white, pink,
green, purple,
blue
-different shades
-darker colored
bands or lines
-layers of sand
-feels gritty
-breaks easily
-cement
-decorate
gardens
-can have dead
plants and
animals in it
-bends and
twists like wire
-shape remains
the same (looks
like wood)
-rainbow of
colors
-furniture
-house
decorations
-jewelry
-tables
-garden
decorations
-“turn to stone”
-a fossil
-hollow center
-mineral crystals
inside
-all colors
-multi-colored
-grey outside
-round or oval
shaped
-decorations
-jewelry
-very expensive
-unusual
Petrified Wood
Geodes
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Name of
Rock
Type of
Characteristics
Rock/How it
is Formed
How It Is
Used
Interesting
Facts
Granite
Marble
Sandstone
Petrified Wood
Geodes
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Expert Group #1
Marble
Type of Rock/How it is Formed
Marble is a metamorphic rock. ‘Morph’ means to change. Rocks can change
their form when they turn into new rocks called metamorphic rocks. Most
rocks are very hard, so it takes a lot of heat, pressure, and time for a rock to
change into a new rock.
Characterisitics
Marble comes in many colors and shades such as blue, green, pink, purple and
white. Marble usually has darker colored bands or lines and is embedded with
quartzite.
How It Is Used
Marble is very beautiful when polished. It is used for tiles, monuments, tables
and decorations of all types.
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Facts We Think Are Interesting
Limestone is a bumpy sedimentary rock with visible fossils or shells. When it
is put under tremendous heat and pressure, over time it becomes a new rock
called marble.
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Expert Group #2
Sandstone
Type of Rock/How It is Formed
Sandstone is a sedimentary rock. It is formed when sediments are carried by
rushing water settling gently at the bottom of rivers, lakes, and oceans. These
sediments of dead animals and plant life form thick layers over many, many
years. Under heavy weight and extreme pressure of the many layers above,
the bottoms layers fuse together and form sedimentary rocks.
Characteristics
Sandstone is formed from layers of sand that have been pressed together by
extreme pressure. Sandstone feels gritty. It is not a very hard rock and breaks
apart easily.
How It Is Used
Sandstone is often used to decorate gardens. Sandstone is also broken down
to make cement compounds.
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Facts We Think Are Interesting
Often in the layers of sandstone there are imprints of dead plants and animals
pressed in. Sandstone can also bend and twist like wire. How cool is that!
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Expert Group #3
Petrified Wood
Type of Rock/How It Is Formed
Over 225 million years ago a large basin area with lush landscape, various
flora, and many rivers and streams flowed through the lowlands. Arizona,
New Mexico, and Utah were located near the equator and the environment
was more tropical and humid. Over time trees died and the rivers carried the
trees into the lowlands. The trees were buried in layers of mud, sand, or
volcanic ash. Then water seeped through the layers.
Characteristics
Minerals in the water took place of the wood. The trees became solid stone,
but their shape remained the same. That is why the petrified wood looks like
real wood. The color of the petrified wood reveals the minerals that were
involved in creating a rainbow of colors, or lack of, within the petrified
material.
How It Is Used
Petrified wood has many uses. It is used to make furniture, tables, home and
garden decorations. It is also worn by women as jewelry.
Expert Group #4
Geodes
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Facts We Think Are Interesting
Petrified wood comes from the word petrify, which literally means “turn to
stone.” Petrified wood is not only rare and beautiful objects, but also filled
with remarkable history, which makes it very interesting fossil.
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Expert Group #4
Geodes
Type of Rock/How It Is Formed
A geode is a very unusual rock. When this type of rock formed over many,
many years, liquids and gases were trapped inside and formed special shapes
called crystals. Geologists do not classify geodes under any of the three types
of rocks because none of their definitions fit.
Characteristics
When a geode is split open, a hollow center partly filled with beautiful
mineral crystals can be seen. These crystals come in all colors and are
sometimes multicolored. The outer side of a geode is plain grey in color. It is
usually round or oval in shape.
How It Is Used
Geodes are found in many parts of the world. They are mainly used for
decoration pieces and jewelry.
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Facts We Think Are Interesting
Depending on the size, shape, and color of the crystals, geodes can be very
expensive. Many people are willing to pay the expense as geodes are very
unusual and unique.
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Expert Group
Mind Map
Type of Rock/How Formed
Characteristics
Rock:
How it is used
Interesting Facts
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A
B
G
C
D
E
F
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
THE ABC’s OF ROCKS
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Graphic Organizer: Weather and Erosion
weathering: causes rocks to crack,
crumble, fragment, or break down
three main causes
1. ice—“freeze and crack


Water gets in the
cracks of rocks
Water freezes and
expands and forces
the rocks to split
2. plants—“roots of
destruction”
 Plants grow in the
cracks of rocks
 Roots force the rocks
to crack
3. chemical changes—
“chemical destruction”
 Chemicals in the air
break down rocks
 Example: iron meets
oxygen=rust
Is weathering good? YES! Why?
1. This is how soil is made.
2. We get products from weathering, like aluminum.
Erosion: loosens and carries away rocks and debris caused by weathering
1. wind
2. ice—glaciers
3. water—rain, waves, running water
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