© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Plans
Chapter 3: Rocks
Total number of periods: 10 periods
Overview of Lesson Plans
What Are Rocks? (2 periods)
Lesson
Specific Instructional Objectives
3.1
Pupils should:
be able to understand what rocks are
Cambridge Primary Scientific Enquiry Skills
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Use first-hand experience, e.g. observe
rocks. (2Ep2)
What Are Some Types of Rocks? (4 periods)
Lesson
Specific Instructional Objectives
3.2
Pupils should:
be able to recognise some types of rocks
Cambridge Primary Scientific Enquiry Skills
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Process Skills
Observing
Comparing
Contrasting
Inferring
Measuring
Process Skills
Analysing
Classifying
Use first-hand experience, e.g. observe
rocks. (2Ep2)
21st Century Skills
Work independently
Make judgements
and decisions
Solve problems
21st Century Skills
Global awareness
Apply technology
effectively
Be self-directed
learners
Use systems thinking
Solve problems
Number of
Periods
2
Number of
Periods
4
Use simple information sources. (2Ep3)
How Can We Use Rocks? (4 periods)
Lesson
Specific Instructional Objectives
3.3
Pupils should:
be able to state the uses of different
rocks
Cambridge Primary Scientific Enquiry Skills
Collect evidence by making observations
when trying to answer a science question.
(2Ep1)
Use simple information sources. (2Ep3)
Process Skills
Observing
Analysing
Classifying
21st Century Skills
Think creatively
Collaborate with
others
Apply technology
effectively
Number of
Periods
4
Page 1 of 12
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Ask questions and suggest ways to answer
them. (2Ep4)
Be self-directed
learners
Manage projects
Communicate clearly
Work independently
Page 2 of 12
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Main Lesson Plans
Lesson 3.1
BSCS 5E
Engage:
An interesting
situation is presented
to start pupils thinking
about the topic
Explain:
The different sizes of
rocks are explained
Lesson Notes
Chapter opener
Activity: Go through the comic strip and discuss the things which are rocks or come from rocks.
Resources
Textbook page 47
Ask pupils:
 What are the things in the pictures which are rocks or come from rocks? (Answer: The mountain/hill, cliff,
sand, gravel/pebbles, pottery (clay) and statue (marble).)
What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 There are different types of rocks.
 Rocks can be used for different purposes.
Textbook page 48
What Are Rocks?
Teaching Tip: Explain that rocks can come in different sizes and colours. Write the word ‘boulder’ on the board.
Draw a big rock beside it. Ask pupils where they have seen boulders. (Answer: On mountains, at beaches)
Textbook page 48
Draw a small rock beside the big boulder. Introduce it as a ‘stone’.
Draw a smooth oval-shaped rock beside the stone. Ask pupils what they think this type of rock is called and
where it is usually found. (Answer: A pebble, usually found in landscape gardens, on beaches)
Teaching Strategy: Relating to real life
Teaching Tip: Show pupils some pictures of rocks found on cliffs, hills, in rivers etc. You can obtain some pictures
from the suggested website.
URL 3.1
Project Idea: Pebbles are relatively smooth and easy to paint on. Get pupils to look for pebbles and paint or draw
on them using coloured markers. These can then be used as paperweights.
21st Century Skill: Work independently
Background: The Earth is made up mostly of rocks. The Earth has an outer solid crust, an inner mantle (a thick
layer of hot solid rock), a liquid outer core that is made up of molten rock, and a solid inner core.
Textbook page 49
Page 3 of 12
© 2012 Alston Publishing House Pte Ltd
BSCS 5E
Explore:
Pupils learn about
rocks in more detail
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
Resources
Teaching Tip: Bring a chocolate chip cookie to class. Ask pupils to think of a chocolate chip cookie as a rock. Rocks
are made of two or more different minerals pushed together and combined. The cookie is made of flour, butter,
sugar and chocolate. The cookie is like a rock and the flour, butter, sugar and chocolate are like the minerals.
Process Skills: Observing, Comparing
Explain that:
 A mineral is a naturally occurring chemical substance that is normally crystalline and formed as a result of
geological processes.
 Our Earth is made up mostly of rocks, which is why rocks can be found in most places.
Evaluate:
Pupils share what they
know about rocks
Teaching Tip: Ask pupils to recall where they have seen rocks.
Explain that:
 Hills and cliffs are made up of rocks.
 Rocks may be carried by rivers or oceans to shores.
 Rocks are used in parks and near ponds to lay walk paths etc.
Tell pupils that wind and rain can break down rocks into smaller pieces. Explain the term ‘weathering’ and how it
can take place.
Engage:
A simple class
demonstration is used
to illustrate a concept
Workbook page 29
Activity 1: Rocks, Rocks,
Everywhere!
Textbook page 50
Teaching Tip: Use the following experiment to demonstrate weathering:
 Place a sugar cube in a dish.
 With a dropper, drop water slowly onto the sugar cube.
With each drop of water, get pupils to observe how the water slowly dissolves the sugar cube. Tell pupils that this
is a demonstration of weathering, except that it takes a much longer time for a rock to become smaller.
Process Skills: Observing, Contrasting, Inferring
Get pupils to recall what they have learnt about the weather in Chapter 2: Weather and Us.
Explain that:
 Rocks are carried and tossed around by rivers and oceans.
 Rocks, when broken down over many years, can become fine particles such as sand, clay or soil.
Textbook page 51
Page 4 of 12
© 2012 Alston Publishing House Pte Ltd
BSCS 5E
Elaborate:
Pupils study how rocks
are formed by doing
an activity
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
Activity: Get pupils to try making a rock themselves by carrying out Activity 2 in the Workbook. The sand in the
cup is then left to dry under the Sun for several days.
Resources
Workbook page 30
Activity 2: Make a Rock
Process Skills: Observing, Measuring
21st Century Skill: Work independently
Explain that:
 Some rocks are formed in a way similar to this, glued together with minerals.
Background: Sand is commonly made up of silica. It is of relatively large grains and feels gritty when rubbed
between the fingers. Clay is formed over a long period by chemical weathering (e.g. breaking up of rocks by weak
acid in rain). It is made of mainly fine-grained minerals and feels smooth when dry and sticky when wet. Garden
soil is made up of minerals, organic matter and organisms.
Explore:
Pupils find out more
about different types
of rocks in an
experiment
Textbook pages 52—53
Activity: Carry out the experiment outlined in Experiment Time! in the Textbook. Let pupils feel the rock particles,
i.e. sand, clay and soil, before the experiment. You may wish to do a teachers’ demonstration or allow pupils to
try the experiment out themselves.
Ask pupils:
 What is the objective or aim of this test? (Answer: To find out which type of rock particle holds the most
water.)
 To conduct a fair test to find out which rock particle holds the most water, which variables must be kept
constant? (Tell pupils that a fair test is one in which only the tested variable, i.e. the type of rock particles, can
be changed.) (Answer: Amount of rock particles in each cup, the size of the hole in each cup, the amount of
water added to the soil)
Lead pupils to conclude that sand allows the greatest amount of water to drain through as it comprises the
largest particles, whereas clay allows the least water through as it comprises the smallest particles.
Process Skills: Observing, Inferring
21st Century Skills: Make judgements and decisions; Solve problems
Page 5 of 12
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Internet link for Lesson 3.1
URL 3.1:
Types of Rocks (under Pictures and school presentations)
http://www.neok12.com/Types-of-Rocks.htm
Page 6 of 12
© 2012 Alston Publishing House Pte Ltd
Lesson 3.2
BSCS 5E
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
What Are Some Types of Rocks?
Background: Granite comes in different colours, usually pink or gray or sometimes black. It is coarse-grained, hard,
and difficult to cut into. Marble is made of carbonate minerals, most commonly limestone or dolomite. The
characteristic swirls and veins of many coloured marble rocks are usually due to various mineral impurities which
were originally present as grains or layers in the limestone.
Elaborate:
Pupils participate in
discussion as they
learn about different
rocks
Resources
Textbook page 54
Teaching Tips:
1. Show pupils pictures of granite and get them to describe what granite looks like. Share with pupils some
properties of granite: hard and waterproof. Discuss the various possible uses of granite.
2. Show pupils a picture of the Taj Mahal, one of the wonders of the world. Tell pupils it is made of a beautiful
rock called marble. Marble looks beautiful and smooth when polished. Discuss the various possible uses of
marble.
21st Century Skill: Global awareness
Background: Slate is dark bluish-gray or black, fine-grained, has a low tendency to absorb water and splits into thin
smooth layers. Gravel is an unconsolidated mixture of rock fragments resulting from the weathering and erosion of
rocks. Gemstones are minerals which are cut and polished for use as jewellery.
Textbook page 55
Teaching Tips:
1. Show pupils pictures of slate and get them to describe what slate looks like. Share with pupils some properties
of slate: tough, durable, can withstand harsh weather, and can be cut into thin sheets. Discuss the various
possible uses of slate.
2. Show pupils pictures of gravel, which usually come in tiny pieces. Ask pupils where they usually see gravel.
Discuss the various possible uses of gravel.
3. Show pupils pictures of some beautiful gemstones. Tell pupils that these come from the inside of some rocks.
Then, show pictures of some rocks which have been cut to display the gemstones within. Tell pupils that these,
when cut and polished, make beautiful jewellery.
Explore:
Pupils find out the
properties of rocks in
an interactive website
Activity: Pupils can go to the suggested website to carry out tests on some types of rocks (granite, marble, slate,
chalk, pumice).
Process Skill: Analysing
URL 3.2
Workbook page 31
Activity 3: Spot the
Difference
21st Century Skills: Apply technology effectively; Be self-directed learners
Page 7 of 12
© 2012 Alston Publishing House Pte Ltd
BSCS 5E
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
Background: Granite is an igneous rock formed when lava from volcanoes cools and hardens. Marble and slate are
metamorphic rocks formed under the surface of the Earth through intense heat and pressure. Limestone is a
sedimentary rock formed from particles of sand, shells, pebbles, and other fragments of material deposited in
layers over a long period of time, pressed upon, compacted and hardened into rock.
Explain:
The different ways
rocks can be formed
are explained
Engage:
Pupils learn by
watching a video
Resources
Textbook page 56
Teaching Tips:
1. Explain the different ways rocks can be formed: by cooling of lava from volcanoes, heat and pressure
underground, or in water, squeezed and glued by minerals.
2.
Play the video from the suggested website to give pupils a better idea of how different types of rocks are
formed.
URL 3.3
Process Skills: Analysing, Classifying
Evaluate:
Pupils assess their
understanding by
doing an activity
Activity: Pupils can test the different rocks for their properties in this interesting game in the suggested website.
URL 3.4
21st Century Skills: Apply technology effectively; Use systems thinking; Solve problems
Internet links for Lesson 3.2
URL 3.2:
Rocks and soils
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtml
URL 3.3:
Types of Rocks (Under Videos, click ‘Our World, The Rock Cycle’)
http://www.neok12.com/Types-of-Rocks.htm
URL 3.4:
Different rocks being tested for their properties (corresponds with Internet Link 3.1 in Textbook)
http://www.bbc.co.uk/schools/ks2bitesize/science/materials/rocks_soils/play.shtml
Page 8 of 12
© 2012 Alston Publishing House Pte Ltd
Lesson 3.3
BSCS 5E
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
How Can We Use Rocks?
Background: Most of the rock used in construction comes from quarries. Quarries are places where sand, gravel
and stone are excavated. A quarry is an area that is dug out from a piece of land or mountainside in order to
extract stone or minerals.
Engage:
Pupils do a short skit
using what they have
learnt
Resources
Textbook page 57
Teaching Tips:
1. Show pupils pictures of the Stone Age during which tools and weapons (e.g. spear points, arrowheads and
axes) were made of stones or rocks. Tell pupils that rocks have been widely used since a long time ago
(hundreds of thousands of years ago).
2. Stone Age earned its name because people then started using stones for tools, rocks for fire pits and lived in
caves. Get pupils to imagine themselves as Stone Age people. What would they use stones for? Pupils may
come up with a skit on the uses of rocks.
21st Century Skills: Think creatively; Collaborate with others
Ask pupils:
 What properties do stones have which make them useful? (Answer: Hardwearing, last for a long time, strong)
Explain:
Useful properties of
rocks are explained
Explain that:
 Rocks have been used since a long time ago as they are hard-wearing and strong.
 Rocks are used to make tools that have to withstand forces, such as axeheads, hammerheads, spear points,
arrowheads etc.
Background: Cement is a substance which sets and hardens, and can be used to bind other materials together. It is
made up of limestone and clay, ground into a fine powder. Cement, when mixed with crushed stone, sand, gravel
and water, forms concrete.
Textbook page 58
Teaching Tips:
1. Show pupils pictures of the Pyramids and the Colosseum which were famous ancient structures made from
rocks. Tell pupils that rocks are still used today for building houses and roads.
Introduce two materials that are often used as building materials: cement and concrete. Tell pupils that these
two materials are made from mixing different types of rocks. They are suitable as building materials as they are
hard-wearing and do not rust or burn.
Page 9 of 12
© 2012 Alston Publishing House Pte Ltd
BSCS 5E
Elaborate:
More real-life
examples are given
2.
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
Show stone buildings in other parts of the world from the suggested website.
URL 3.5
21st Century Skills: Apply technology effectively; Be self-directed learners
Background: Clay is easily moulded into different shapes when wet, and hardens when it dries. When clay is ‘fired’
with high heat, it undergoes chemical changes and becomes hard and waterproof.
Explore:
Pupils study the rocks
more closely
Resources
Textbook page 59
Teaching Tip: Show pupils samples or pictures of roof tiles and floor tiles. If possible, get samples of granite and
marble tiles from contractors or tile shops so that pupils can study them more closely.
Process Skill: Observing
Ask pupils:
 What are important properties that these things must have? (Answer: Long-lasting, waterproof, keep house
cool in hot weather)
Teaching Tip:
1. Show pupils pictures of marble statues and sculptures. Ask pupils to recall what property of marble makes it
suitable as a material for statues, sculptures and monuments.
2. Show pupils some objects made of clay. Help them recall what they have learnt earlier about clay being a soft
rock made of fine particles that can retain moisture. Show pupils pictures of the pottery-making process
whereby potters mould clay into pot shapes. Tell pupils that these pots are then heated to high temperatures
to make them hard and waterproof.
Activity: Get some clay from local art stores and involve pupils in some clay art projects. Pupils can stamp on clay
to create images on it, make bracelets, necklaces or ornaments out of it, etc.
Workbook page 32
Activity 4: Which Is Made of
Rock?
Workbook page 33
Activity 5: Marble Marvel!
21st Century Skills: Think creatively; Manage projects
Tell pupils that they will learn about how some materials change in Chapter 4: Changing Materials!
Workbook page 34
Activity 6: Rocks for Building
Tell pupils that rocks have been around for a long time as they have taken millions of years to form.
Textbook page 60
Project Idea: Get pupils in groups to create a short story about the journey of a rock to different places before it
was turned into something useful. They can then share their story with the rest of the class.
21st Century Skills: Think creatively; Communicate clearly; Collaborate with others
Page 10 of 12
© 2012 Alston Publishing House Pte Ltd
BSCS 5E
Evaluate:
Pupils apply what they
have learnt in an
activity
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
Resources
Activity: Pupils may collect and analyse a sample of rocks from around the school compound. They may ask the
following questions when investigating the rock samples:
 How big is it?
 What is its colour?
 What is its texture like?
 Are there any patterns in it?
 Do scratch marks appear when it is scratched with a nail?
Process Skills: Observing, Analysing, Classifying
21st Century Skills: Work independently; Be self-directed learners
Activities:
1. Get pupils to read the book Everybody Needs a Rock by Byrd Baylor, a simple story about finding the right rock
for everyone.
2. Get pupils to pick out a type of rock to be their pet rock. Pretend their rock is lost and get them to create a lost
rock poster, with its characteristics written out.
21st Century Skills: Think creatively; Communicate clearly
Background: Slate is used for roof tiles as it does not absorb water well, forms smooth flat sheets easily when cut,
and is resistant to frost damage and breakage due to freezing. Concrete is used for pavements as it can withstand
high compressive forces without giving way. Marble, when polished, has a lustre and glow which is beautiful and
lends grandeur and elegance to a piece of sculpture. Granite is used for countertops as it is very hard and can
withstand scratches and heat, is durable, and has a speckled appearance which is decorative.
Textbook page 61
Activity: Carry out Build your Skills! to evaluate pupils’ learning of the uses of different types of rocks.
Consolidation Worksheet 1
Process Skill: Observing
Fun and Games
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to
pronounce the words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Page 11 of 12
© 2012 Alston Publishing House Pte Ltd
BSCS 5E
Science SMART Teacher’s Guide Grade 2 Chapter 3 Lesson Plans
Lesson Notes
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by
reading out loud. You may wish to draw the map as you speak.
 Rocks are natural materials.
 Some types of rocks are granite, marble, slate, gravel, soil, sand and clay.
 Rocks have properties such as being hard or strong, do not burn or being long-lasting.
 Rocks are used as building materials, for making worktops, floor and roof tiles, laying paths and roads, and for
making statues, pottery and jewellery.
Resources
Textbook page 62
Science @ Work
Teaching Tips:
1. Share about how stones are used nowadays.
2. To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Internet link for Lesson 3.3
URL 3.5:
A Web Gallery of Stone Buildings and Their Building Stone
http://www.gly.uga.edu/railsback/BS-Main.html
Page 12 of 12