SCE 3310 Mini Lesson Kristen Scala

Title: Rocks, Rocks Everywhere

Objectives:
The students will be able to sort rocks based upon color, hardness, texture, layering and particle
size.

Standards:
SC.1.P.8.1
Sort objects by observable properties, such as size, shape, color, temperature (hot or cold),
weight (heavy or light), texture, and whether objects sink or float
SC.1.N.1.2
Using the five senses as tools, make careful observations, describe objects in terms of number,
shape, texture, size, weight, color, and motion, and compare their observations with others.
SC.4.E.6.2
Identify the physical properties of common earth-forming minerals, including hardness, color,
luster, and streak color, and recognize the role of minerals in the formation of rocks.

ESOL Strategies:

● Visuals
● Modeling how the procedure will play out
● Explicitly explain vocabulary
● Simplify vocabulary
● Encourage group work

ESE Strategies:
● Additional time to finish work
● Encourage group work
● One on one working with teacher
● IEP
● Larger text
● Work in a quieter setting, allow for brain breaks

Materials:
● Sand
● KWL Chart (pdf)
● Book: Sylvester and the Magic Pebble
 ● Student collected rocks
● Empty egg carton for each student (students can bring these from home)
● Old toothbrush for cleaning rocks
● Marker for labeling rocks with students' initials
● Extra rocks
● Magnifying glasses
● Paper
● Rocks: Let's Take a Closer Look paper (pdf)
● Sorting Challenge paper (pdf)
Content Overview:
In this lesson, students will observe rocks and discuss the characteristics that they see and they
will learn about how rocks are classified.

Vocabulary:
Rock: A relatively hard, naturally occurring mineral material. Rock can consist of a single
mineral or of several minerals that are either tightly compacted or held together
Mineral: a solid inorganic substance of natural occurrence.
Texture: the way something feels
Sedimentary: formed by the accumulation or deposition of small particles and subsequent
cementation of mineral or organic particles on the floor of oceans or other bodies of water at the
Earth's surface.
Igneous: any of various crystalline or glassy rocks formed by the cooling and solidification of
molten earth material
Metamorphic: arise from the transformation of existing rock types, in a process called
metamorphism, which means "change in form". The original rock is subjected to heat and
pressure, causing profound physical or chemical change.
Luster: the way any light interacts with the surface of a crystal, rock, or mineral.

Procedure:

Rock Collection:

● Give each student a copy of a KWL chart (see KWL). Explain how this chart can be
used to organize information.
● Have students record things they already know about rocks on the KWL chart.
● Ask: "What do you know about rocks? What do they look like? What are some of
their characteristics? Where do they come from?"
● Instruct students to write questions about rocks on the KWL chart.
● Ask: "What else would you like to know about rocks?"
● Read the book, Sylvester and the Magic Pebble.
● As a class, make a list on the board of the various attributes of Sylvester's pebble.
● Explain to students that together you are going to start a classroom rock collection
and look at the characteristics of rocks.
 ● Each student will need an empty egg carton to collect rocks in. These can be
collected and brought to school by students prior to collecting rocks.
● Encourage students to bring in at least 10 different rocks. Assign a day when their
rock collections need to be completed.
● Have extra rocks on hand for students who don't bring in their rocks on the
appointed day.
● General rules of rock collecting:
1. Rocks should not be purchased from the store.
2. Each rock should fit into a section of an egg carton.
3. Ask permission before taking rocks from private property.
4. Try to get rocks from different locations.
● When students bring in their rocks, allow them to clean them with an old toothbrush
and water. They need to write their initials on them with a Sharpie marker and put
them in a section of their egg carton.
● On the appointed day, have students get their rock collections and get together with
a partner.
● Give each student a magnifying glass and a piece of paper.
● Have students observe and discuss the characteristics of their rock collections.
● Students should make a list of characteristics on their paper.
● After students have had time to observe their own rocks and make their list of
characteristics, have students share their information and make a combined class list
of characteristics of the class rock collection.

Rock Sorting:

● Have students get their individual rock collections and get in groups of 3‐4 students.
● Give each student a copy of the Rocks: Let's Take a Look page (see Rocks: Let's
Take a Look).
● Allow students time to sort their individual rock collections according to the
information on the Rocks: Let's Take a Look paper.
● Have students share their individual rock sort with the other members in their
group.
● Now, as a group have students make a collective sort of all of their rocks using the
Sorting Challenge page (see Sorting Challenge).
● Explain to the students how they can test for certain characteristics in their rocks.
Show examples of what these characteristics will look like when students see them.
● Hardness: Students can use their fingernail, a penny and a nail to scratch on their
rock. Students then compare the hardness of their rock to the object that left a
scratch on their rock. "My rock is harder than a penny but not as hard as a nail."
● Texture: Students can compare the texture of their rocks to the textures of different
grits of sandpaper. Gather samples of different grits of sandpaper. Label the
sandpaper samples so students can best describe the texture.
● Color: Students can sort according to colors.
● Particle Size: Students can test this by shaking their rocks in a small metal can for a
couple of minutes. The small bits of rock left in the can shows the particle size.
● Layering: Students sorts rocks according to the visible layers seen on the rocks.
 ● Give students time to test and sort their group rock collection in any way that their
group chooses. They should only sort by one characteristic at a time.
● Each group should then explain how they sorted their rocks to the rest of the class.
● If time allows, let student groups sort their rocks again using a different
characteristic.
● Take pictures of the groups; sorts so that students can see other's work and further
class discussion can be made. These pictures can then be put on a bulletin board or
in a PowerPoint to share with parents.
● Have each student make an illustration of one of his/her rocks that shows two
different characteristics. Students should put as much detail and color in their
pictures as they can. Have the students write a description of the rock they drew.
Encourage students to share their illustrations and written descriptions with their
partners or with the class if time allows.

Assessment:
Students will be assessed through observation, discussion, participation, and group work.
Teacher will check in with each group to ask questions pertaining to the assignment. The KWL
chart, Rocks: Let's Take a Closer Look paper and Sorting Challenge paper will also be turned in
and used to assess students' knowledge of what they have learned.

Resources:
● https://www.cpalms.org/Public/PreviewResourceUrl/Preview/23524#BenchmarksTab
%20https://www.uen.org/lessonplan/view/28232
● https://www.uen.org/lessonplan/view/28232
Worksheets needed for lesson: