Rock identification and usage
Summary
In this geology lab, students will investigate rocks through the use of their five senses. Students will make categories of rocks, landforms and the uses of rocks. Students will write discoveries in their science lab manuals. Students will also be exposed to science through literature.
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Learning Goals
Students will become familiar with content related words.
Vocabulary:
-Category
-Texture
-Crystal
-Rock cut
-Erosion
-Glacier
-Fossil
Students will use skills of observation.
Students will be able to identify uses of rocks in their surroundings.
Context for Use
This lab could be set up for on going use through out the week. The lab could be done individually or in small groups. Activities can be done in sections and not all need to be accomplished.
Description and Teaching Materials
Read and Discuss "Agate" by: Joy Morgan Day and Nikki Johnson as an introduction to differences or read "Everybody Needs a Rock" by: Byrd Baylor
1.Discuss what tools or procedures students would need to use to make a detailed observation of a rock. (using 5 senses)
2. Bring in rocks and pebbles of varying sizes, shapes, and colors. Spread them on a large table and have the students classify them. Don't give any specific directions. (size, shape, color, textures) Can they be put into different categories?
3. Dip the stones in water. How does this change the qualities discovered? (Do they have an odor?)
4. Observe the rocks under a hand lens. How does it change the original observation?
5.Have each student choose one rock and describe its characteristics so that a friend could select it from a variety of rocks. (emphasize terms from classification)
6. Repeat this exercise with rocks students have brought in from home.
7. Measure the rock using water displacement.
8. Possible culminating activity to tie in art: Make pet rocks
This lab would be followed by instruction on rocks. Discuss: How does man change rocks? (polishing and cutting) What purpose do rocks serve? (hiding places, building materials) What do rocks tell about an area? (fossils) What landforms are in the United States? (Mount Rushmore)
1.Discuss what tools or procedures students would need to use to make a detailed observation of a rock. (using 5 senses)
2. Bring in rocks and pebbles of varying sizes, shapes, and colors. Spread them on a large table and have the students classify them. Don't give any specific directions. (size, shape, color, textures) Can they be put into different categories?
3. Dip the stones in water. How does this change the qualities discovered? (Do they have an odor?)
4. Observe the rocks under a hand lens. How does it change the original observation?
5.Have each student choose one rock and describe its characteristics so that a friend could select it from a variety of rocks. (emphasize terms from classification)
6. Repeat this exercise with rocks students have brought in from home.
7. Measure the rock using water displacement.
8. Possible culminating activity to tie in art: Make pet rocks
This lab would be followed by instruction on rocks. Discuss: How does man change rocks? (polishing and cutting) What purpose do rocks serve? (hiding places, building materials) What do rocks tell about an area? (fossils) What landforms are in the United States? (Mount Rushmore)
Teaching Notes and Tips
Make sure that there are trays for students to use to avoid confusion. Have plenty of paper towels to avoid spills. Perhaps having the water displacement section on a separate table to avoid getting notes wet.
In the past, we haven't done this as a lab. I believe that the inquiry process will be a valuable asset to the students.
In the past, we haven't done this as a lab. I believe that the inquiry process will be a valuable asset to the students.
Assessment
The students will keep notes in their science journals. They will be evaluated on what observations were noted. Students may go back and add to the journal after further inquiry and additional observations have been made.
Standards
2.III.A.1 - The students will observe and describe rocks.