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Rocks-Lesson Plan
Chelsea Bovara
Physical Geology
Fall 2008
     
        
   

Types of Rocks and Features to Look For

 

Targeted Grade Level: 3-4

 

Allotted Time:  Three-50 minute class periods

 

Subject/Content: Geology/Rock Classification

 

Learning Objective:  The learner will categorize given rocks by their color and texture.  The learner will participate in a discussion classifying given rocks as metamorphic, igneous, or sedimentary rocks.  All definitions and examples should be documented in student science journals.  Student evaluations should be completed with at least 90% accuracy.  Needed evaluation is attached.

 

Vocabulary:   metamorphic, igneous, sedimentary, color, texture

 

State Standard Strand 6: Earth and Space Science

                              Concept 1: Properties of Earth Materials

    PO 2.  Describe the different types of rocks and how they are formed:

• metamorphic
            • igneous
            • sedimentary

    PO 3.  Classify rocks based on the following physical properties:

• color
            • texture
 

Purpose/Rationale:  The learner will be able to classify given rocks as metamorphic, igneous, or sedimentary.  They will also be able to verbally describe rocks according to color and texture.

 

Materials Needed:

     - color list                                            - igneous rock (picture if actual not available)

     - texture list                                         - sedimentary rock (picture if actual not available)

     - SMART board                                  -example color sheet

     - science journal

     - metamorphic rock (picture if actual not available)

 

Anticipatory Set:

    - Does anyone collect rocks or know someone who does?

    - Do all rocks look the same?

 

Procedures:

Day 1:

    -Survey the class and see what colors and texture they know of.

 

    -Color:  the visual  appearance pertaining to hue (a different way to say color).
 

Explain that rocks can appear in many different colors.  Post the examples on the SMART board. Have students volunteer to write one color they see next to the picture.  Answers may vary.  If students ask why, explain that in a nutshell it is because of different amounts of heat and pressure.  They will learn about those factors in more detail later.  If persistent, offer them some websites or books that allow them to explore the subject in more depth. Seize that teachable moment.

* example sheet attached

  


 

    -Texture: how the surface of a rock feels.

 

Explain that rocks can have different textures such as rough and smooth.  Post the examples on the SMART board. Have students volunteer to write if they think what texture the shown rock may have.  Survey class for agreement.

                        *example sheet attached

 

    - Make sure all definitions and examples are posted in clear view for all students. Allow students additional time to write definitions and examples in their science journals.

 

    -Monitor student progress throughout remaining class period.  Answer questions and address concerns as necessary.

 

Day 2:

    -Briefly review color and texture.

 

    -Introduce metamorphic, igneous, sedimentary rocks.

 

    -After you introduce each type of rock write the definition and post an example on the board. Make sure all definitions and examples are posted in clear view for all students.  

 

    -metamorphic rock: a rock that has been changed from its original state by heat and/or pressure. Show examples.

 

    


Slate
                                               




Schist
 

 

 
 

    -sedimentary rock:  a rock that has layers of material that settled and cemented together through time. Show examples.
 

 

           Breccia                                                     


            Conglomerate 
        

 

 

    -igneous rock: a rock formed as magma (hot liquid rock) cools and becomes hard. Show examples. 



            Basalt                                                    








     Obsidian

  

 

 

    -Allow students additional time to write definitions and examples in their science journals.

 

    -Monitor student progress throughout the remaining class period.  Answer questions and address concerns as necessary.

 

 

Closure Ask students if they have any questions or concerns about the material covered.  Be sure to remind them they are going to be tested on all of the covered material and reiterate that they should have documented it all in their science journals.

 

Day: 3

Evaluation: Test Attached 

 

Resource Used:

http://skywalker.cochise.edu/wellerr/aawellerweb.htm
 


 

Example Color Sheet


 

Name:_________________                                       Subject:_______________

                                                                               Date:______________

        #:______

                                                                                                                                               

Geology Test

 

Draw a line to match the following words with the correct definition:

1.texure                                                                      rock that has been changed from its original state by heat and/or pressure

 

2.color                                                                        a rock that has layers of material that settled and cemented together through time. 

 

3.metamorphic rock                                                 how the surface of a rock feels 

 

4.igneous rock                                                          the visual  appearance pertaining to hue

 

5. sedimentary rock                                                 a rock formed as magma cools and becomes hard 


True or False:
 

6.  T or F       Rocks can only be found in three different colors.

 

Bonus Points: If statement is true write the word “true” below.  If the statement is false, make it correct.