TEACHER RESOURCE GUIDE
RECOMMENDED PRE-VISIT ACTIVITIES
Complete Teacher Guide available at www.nhm.org/skymobile
Also available on Skymobile Resources USB
Education Outreach
With Generous Support from the
Maxwell H. Gluck Foundation
Marshmallow Rocks
A rock’s a rock, right? Not quite. In this quick
and tasty activity students will better understand
the basic differences between igneous,
metamorphic and sedimentary rocks using
marshmallows to model geologic processes.
M AT E R I A L S
Each student will need three marshmallows and
some napkins or paper towels
ACTIVITY TIME
15-20 minutes
NEW WORDS
igneous rock, metamorphic rock, sedimentary rock
PROCEDURE
1 Modeling Metamorphic Rocks
Ask students to squish one of the marshmallows between
their palms (hard!) for 1 minute. Take a look at the result.
Has the marshmallow changed? Is it going back to its
original shape? What changed it? (Heat and pressure have
changed this marshmallow, like a metamorphic rock.)
2 Modeling Igneous Rocks
Have students place a marshmallow in their mouth, but
instruct them not to chew or swallow. After about 1
minute, have the students remove what’s left of their
marshmallow and place it on a napkin or paper towel.
Look at the ‘rock’. Is it the same as it was? What
happened to it? Is it getting harder as it sits on the paper
towel and cools off? ( Igneous rocks are formed from
melted rock that has cooled.)
3 Modeling Sedimentary Rocks
Ask the students to break the last marshmallow up into
at least 5 pieces. Have students put their pieces back
together again. Is it the same shape or size as it was
before it was broken? (Small bits and pieces of rock make
up the whole in sedimentary rocks.)
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Classified
When you notice how objects are similar, you’re
thinking like a scientist. Scientists classify things
into groups by looking at how they are alike or
different. For example, one way that geologists
classify rocks is by the size of the particles that
they’re composed of. Scientists can observe the
particles of one rock and compare them to the size
of other rocks’ particles. This method allows
scientists to classify and identify rocks with
similar-sized particles.
In this activity, students develop a simple
classification scheme for everyday objects.
This is the first activity in a series of three
activities which emphasize the process and
purpose of classification.
M AT E R I A L S
For each team: one bag of 12 picture cards (bird,
bicycle, car, butterfly, flower, surfboard, deer, football,
airplane, boat, tree, and fish). A class set of picture
cards is available in the Skymobile Teaching Kit.
Optional: One student worksheet for each team.
ACTIVITY TIME
Up to 30 minutes
NEW WORDS
classification, dichotomy
Classified!
ACTIVITY CARDS
The Skymobile Teacher Kit comes complete
with pre-made cards for this activity.
However, the copies of the cards have been
included in Appendix D for future use
when the Teacher Kit may not be available
PR O C E D U R E
1 Begin by discussing with students different ways of
grouping objects. This may include grouping objects by
physical appearance (color, etc.), purpose or use, behavior,
living or non-living, and various other methods. Ask why it
is important for scientists to group objects? If time permits,
you might do some sample grouping with the students.
(Students who are wearing tennis shoes vs. students who
are not, or students with yellow pencils vs. students with
other-colored pencils, etc.)
2 Divide the students into groups of 3 or 4 and give each
team a set of picture cards. Distribute the accompanying
student worksheet (one per team).
3 Each team should take the cards out of the bag and survey
all of the objects on the cards. The students should then
discuss with their team members ways in which the objects
can be grouped by using all 12 cards. Have each group of
students sor t the picture cards into groups based on
similarities or patterns of the objects. There are no right or
wrong categories. After five minutes has passed or after
several groupings have been determined, each team
should complete their student worksheet.
4 Once all of the teams have finished the student
worksheet, call upon one team to share their categories
with the class. Their responses could be recorded on the
board, or their cards could be attached to a large piece of
paper. Each team should be given a chance to explain
and discuss their groupings.
V A R I AT I O N S
Guess My Rule
Once the bags of cards are distributed to each team, have only
one teammate look at the picture cards. He/she should
categorize them without sharing his/her ideas with the other
members of the group. When the student is finished grouping,
have the other team members look at and guess ways in which
the objects were grouped. To help with this process, the
teammates can think of an object that is not in the group and
ask if it belongs. The student can only answer “yes” or “no.”
Once the categories have been revealed, switch students and
repeat process.
Dichotomies
Once the bags of cards are distributed to each team, have
the team think of only two main categories that all cards
must fit into. Can the students sub-group the cards within
the two categories using all of the cards? See if they are up
for the challenge!
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The Doodad Sort
S cientists use keys to help identify objects.
Keys can come in different formats: flow charts,
cladograms, and written couplets are just a few.
In this activity, students will classify an
assortment of objects (beads) using a flow chart
that is set up using yes-no questions. This is
sometimes referred to as a dichotomous key.
M AT E R I A L S
For each team: bag of 8 beads and Classification
Chart (on the following page) and student
worksheets. Bead sets and classification charts are
available in the Skymobile Teaching Kit.
ACTIVITY TIME
30 minutes
Answer Key
Below are descriptions of the beads that
correspond to the “names” on the Doodad Sort
student worksheet
Doodad
an animal or plant-shaped wood bead
(eg. dinosaur, pig, tree)
Wam
a square-shaped wood bead
Widget
a tall, round wood bead
Zam
a shorter, round wood bead
Gob
a thin, triangle-shaped plastic bead
Tong
a thin, square-shaped plastic bead
Bop
a thin, star-shaped plastic bead
Blub
a thin, bow-tie/hourglass-shaped
plastic bead
PR O C E D U R E
1 Divide the students into teams of 3 or 4. Give each team a
bag of beads and a Classification Chart. Also
distribute student worksheets to each student (or team).
2 Each team should begin by choosing only one item from the
bag. The team will follow the flow chart beginning at “start
here.” Instruct the students to move through the chart by
answering the yes/no questions. With each answer comes a
new pathway. Students should select the appropriate
pathway and move to the next rectangle on the chart.
3 Students will continue the path until their object has been
identified by a box that contains the object’s name. They
should place the object on that box and begin classifying a
new bead. When all of the beads have been classified, the
students can use the student worksheet to describe the
objects they have identified. Note that students may find it
easier to use the flowchart by placing the bead on the key
and sliding it down the path to each question.
4 After each team has identified each bead, they can check
their answers with other groups and/or the answer key.
5 Helpful hint: Remind students NOT to go back to the bag
until they have finished identifying the item they selected.
Students sometimes choose the item that they think
should go on a space on the chart. While this sometimes
results in the right answer, it defeats the purpose of
understanding how a classification key works.
CONCLUSIONS
Discuss with the class the difficulties that they encountered
in using the key. Why might a key like this be useful?
How might a scientist use a key like this to identify living
things or rocks?
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Pieces of the Planet
For this activity, students will use a dichotomous
key to identify several rocks and minerals.
Scientists use classification as a way to organize
information and help see relationships between
different specimens. Classification schemes are
useful in all branches of science, including
geology, biology, paleontology and
even chemistry.
M AT E R I A L S
For each team: one set of rock specimens —
these are available in the Skymobile teaching kit.
Each student will also need a copy of the
Student Worksheet. (You might choose to have one
worksheet per team.)
ACTIVITY TIME
25 minutes
NEW WORDS
classification, crystal, dichotomy,
element, mineral
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PROCEDURE
1 Divide the students into groups of 3 or 4. Distribute rock
sets to each team and worksheets to each student.
2 Read the directions together with the students. Remind
students that they should choose the statement from the
pair that BEST describes the sample they are trying to
identify. Once they have decided on a statement, they must
follow the directions that follow the statement; these
directions will either tell the team which set of statements
they should use to continue their questioning, or tell them
the name of their specimen. Remind students that they will
not necessarily use every set of statements for each sample.
3 Once students have completed their identification, ask
them to record their results on the data sheet by
describing the appearance of each specimen. The answer
key can be found in Appendix C.
EXTENSION
Consider asking each student to choose one of the rock
samples for further study. This might include recording the
rock’s appearance by making a sketch or drawing, or
gathering more information about that particular rock using
the library or Internet resources. Possible questions to be
answered by this research include: Where does it come
from? How is it formed? What is it used for?
PIECES OF THE PLANETS
N AM E
STUDENT WORKSHEET
PA G E 1
For this assignment, you will identify several rock and mineral specimens using a classification
key. If you can observe each rock carefully and follow the key directions, you’ll soon know
which specimen is which!
HOW TO USE THIS KEY
1 Choose one rock specimen to start with.
2 Begin by reading the first set of choices, and discussing them with your team. Decide which
statement in the pair BEST describes the item you are trying to identify.
3 Follow the directions on the right side of the key. For example, in Choice #6, if you decide that the
sample is white, you would continue on to Choice #7; if you decide that the sample is yellow, you
would continue on to Choice #8.
CH O I CES
D I RE C T I O N S
1 Sample is made of different bits and pieces, packed together.
Go to choice 2.
Samp le is o ne t yp e t hro ug ho ut .
2 Sample contains pink, white and black minerals.
Sample does not contain pink, white and black minerals.
3 Sample has bands of white and black minerals.
Sample contains tiny bits of seashells.
4 Samp le is b lack o r g ray.
Sample is not black or gray.
5 Samp le is a shiny-b lack so lid .
Samp le is g ray-silver, wit h red st reaks.
6 Samp le is whit e.
Sample is yellow.
Go t o cho ice 4.
This is granite .
Go to choice 3.
This is gneiss.
This is limestone .
Go t o cho ice 5.
Go t o cho ice 6.
This is coal.
This is hematite .
Go t o cho ice 7.
Go t o cho ice 8.
7 Sample has shiny, clear and white crystals.
This is quartz
8 Sample has no crystals, and is solid yellow.
This is sulfur .
PIECES OF THE PLANETS
STUDENT WORKSHEET
PA G E 2
Record the results of your classification by describing each of the rocks or minerals listed below.
COAL
G R A N I T E (say “GRAN-it”)
G N E I S S (say “NICE”)
LIMESTONE
HEMATITE
SULFUR
QUARTZ
CO AL
G RA N I T E
APPENDIX C
Pieces of the
Planets A N S W E R
GNEISS
H E M AT I T E
LI M E ST O N E
Q U A RT Z
SU LF U R
KEY
GR A N I T E
Granite is formed from magma (melted rock) that
remained underground and cooled slowly.
Over time, uplift and erosion have exposed it.
This coarse grained, igneous rock must have
these three mineral ingredients to be called
granite: quartz (clear or white), mica (black, shiny)
and feldspar (pink or white). These minerals are
visible to the naked eye and make granite an
easily identifiable rock.
GNEISS
This metamorphic rock is the result of high-grade
metamorphism. Due to regional heating, the
minerals have settled (by density) into distinct
black and white bands.
APPENDIX C
Pieces of the
Planets A N S W E R
CO A L
Coal is the result of layers of ancient organic,
decaying vegetation being buried, compacted
and heated. It grades from sedimentary to
metamorphic qualities by the degree of heating.
This sample is Anthracite, the most processed
grade and cleanest-burning variety. Coal is
combustible, and is the most abundant fossil fuel.
Coal mining began in the Middle Ages and
continues today.
KEY
LIMESTONE
Limestone is usually of marine origin, formed by
calcium carbonate-rich seashells and corals being
solidified into rock. It is the result of layers of shell
and bone fragments being deposited and
compressed by the weight of the ocean water.
H E M AT I T E
This mineral ranges in surface color from silver to
gray-red to red, but always leaves a red streak
when tested. This mineral may become magnetic
when heated. Hematite is an iron oxide and is
essential to the steel manufacturing process.
SULFUR
This mineral is deposited around volcanic vents
and hot springs. Sulfur is a pure solid made of a
specific element, whereas most minerals are
combinations of different elements. It is bright
yellow to yellowish brown and has a distinct odor.
Sulfur is a common ingredient in fertilizers,
plastics and medicines.
QUARTZ
Quartz is a major ingredient in the Earth’s crust,
a large amount being found in most sedimentary,
igneous and metamorphic rocks. The Quar tz
family of minerals shows great variety, from clear
quartz crystal to milky or rose quartz to gemquality amethyst, jasper and opal. This mineral is
heavily used in glass processing and electronics
as well.
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A PPEN D I X D
C LA SSI F I C AT I O N C A RD S F O R C LA SSI F I E D ! A C T I V I T Y
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A PPEN D I X D
C LA SSI F I C AT I O N C A RD S F O R C LA SSI F I E D ! A C T I V I T Y