Teacher: Annie Craig

Science Unit

C & I 332

Teacher: Annie Craig

Grade: 2nd Grade

Introduction and Overview:

Driving Question: Why do rocks come in different shapes, colors and sizes?

This unit was developed for students in 2nd Grade to explore and discover new ideas about different types of rocks. There is a focus on three specific types of rocks: igneous, metamorphic, and sedimentary. The general goal of this unit is for students to come up with different ways to categorize rocks by finding differences and similarities among rocks. Students will be allowed to sort and organize groups of rocks based on their own personal criteria. They will also be involved in activities to teach them about the three specific kinds of rocks that this unit is focused on. Students will also have a “Prediction/ Hypothesis of the Day” during almost every lesson. They will also be encouraged to often formulate questions for future investigations based on their observations. At the end of the unit, students will become “experts” on a particular type of rock of their choice and share their research and findings with the rest of the class. There will be several different assessments that are varied based on each lesson included in the unit. Some assessments tools used in this unit will be posters, worksheets, journal entries, and “show me” tests. However, there will also be a short answer quiz at the end of the unit that allows that student to demonstrate the knowledge they have gained about their particular type of rock.

Standards:

CONTENT STANDARDS: (National Science Education Standards)

PROPERTIES OF OBJECTS AND MATERIALS

Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.
Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.

PROPERTIES OF EARTH MATERIALS

Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use.

DESCRIPTORS: (Illinois State Learning Standards)

12E - Students who meet the standard know and apply concepts that describe the features and processes of Earth and its resources.

Apply scientific inquiries or technological designs to analyze Earth's land, water and atmosphere as systems classifying samples of the major rock families, sorting soil types based on their formation and composition, illustrating nature's oxygen and water cycles, or identifying the major components of air.

12C - Students who meet the standard know and apply concepts that describe properties of matter and energy and the interactions between them.

Apply scientific inquiries or technological designs to compare qualitative and quantitative properties of matter, identifying component materials in objects, classifying objects or materials according to variable masses, volumes, temperatures, and states, or constants such as texture, odor, magnetism and buoyancy.

BENCHMARKS: (Illinois State Learning Standards)

12.C.1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor).

12.E.1a Identify components and describe diverse features of the Earth's land, water and atmospheric systems

UNIT OBJECTIVES:

Students will be able to make categorical observations of rocks.

Students will be able to record observations of rocks.

Students will be able to formulate questions for future explorations based on their observations.

Students will be able locate rocks based on touch and feel, rather than sight.

Students will brainstrom ideas for what causes rocks’ textures.

Students will be able to explore an interactive geology website to make a hypotheses about their special rock.

Students will be able to show their results in graph form.

Students will be able to make a hypotheses on which type of rock they would classify their special rock as.

Students will be able to identify the properties of metamorphic rocks, igneous rocks, and sedimentary rocks.

Students will be able to make a model of a metamorphic rock, a igneous rock, and a sedimentary rock.

Students will work in groups to present factual information about a specific type of rock in poster form.

Students will be able to communicate what they have learned about their specific rock type in the short answer quiz.

Teacher Background Knowledge:

* The following information is adapted from the following website:

INTRODUTION TO GEOLOGY:

IGNEOUS ROCKS:

Igneous Rock is rock that is formed when molten or partially molten material, called magma, cools and solidifies. Igneous rocks are one of the three main types of rocks; the other types are sedimentary rocks and metamorphic rocks. Of the three types of rocks, only igneous rocks are formed from melted material. The two most common types of igneous rocks are granite and basalt. Granite is light colored and is composed of large crystals of the minerals quartz, feldspar, and mica. Basalt is dark and contains minute crystals of the minerals olivine, pyroxene, and feldspar.

Types of Igneous Rocks:

Geologists classify igneous rocks according to the depth at which they formed in the earth’s crust. They divide igneous rocks into two broad categories: those that formed beneath the earth’s surface, and those that formed at the surface. Igneous rocks may also be classified according to the minerals they contain.

Rocks formed within the earth are called intrusive or plutonic rocks because the magma from which they form often intrudes into the neighboring rock. Rocks formed at the surface of the earth are called extrusive rocks. In extrusive rocks, the magma has erupted through a volcano or fissure.

Geologists can tell the difference between intrusive and extrusive rocks by the size of their crystals: crystals in intrusive rocks are larger than those in extrusive rocks. The crystals in intrusive rocks are larger because the magma cools slowly. This slow cooling gives the crystals time to grow larger. Extrusive rocks cool rapidly, so the crystals are very small. In some cases, the magma cools so rapidly that crystals have no time to form, and the magma hardens in an amorphous glass, such as obsidian.

Here is a picture of an igneous rock!

METAMORPHIC ROCKS:

Metamorphic Rocks are a type of rock that is formed when rocky material experiences intense heat and pressure in the crust of the earth. The other two groups are igneous rocks, which form when magma or molten lava solidifies, and sedimentary rocks, which form when, wind or water deposit sediments and the sediments become compacted. Through the metamorphic process, both igneous rocks and sedimentary rocks can change into metamorphic rocks, and a metamorphic rock can change into another type of metamorphic rock. Heat and pressure do not change the chemical makeup of the parent rocks but they do change the mineral structure and physical properties of those rocks. By studying the composition and texture of metamorphic rocks, geologists can determine from what parent rocks the metamorphic rocks were formed.

WAYS METAMORPHIC ROCKS ARE FORMED:

Forces within the earth create large amounts of heat and pressure, the factors that change igneous and sedimentary rocks into metamorphic rocks. Radioactive isotopes—forms of elements—generate heat within the earth as they decay. Magma (molten rock) moving from deep within the earth toward the surface also provides heat for metamorphism. Another source of heat within the earth that can lead to metamorphism is friction between rocks grinding past one another (along earthquake faults or at plate tectonic boundaries). In addition to heat, pressure within the earth contributes to the formation of metamorphic rocks by changing the texture and mineral density of rocks. produced by the radioactive decay of elements such as uranium, thorium, and potassium.

Here is a picture of metamorphic rocks!

SEDIMENTARY ROCK:

* The following information is adapted from the Wikipedia Encyclopedia Online.

Sedimentary rock is formed from the weathered remains of other rocks. Sedimentary rocks are formed from overburden pressure as particles of sediment are deposited out of air, ice, or water flows carrying the particles in suspension. As sediment deposition builds up, the overburden (or lithostatic) pressure squeezes the sediment into layered solids in a process known as lithification ("rock formation") and the original connate fluids are expelled.

Sedimentary rocks are composed largely of silica (i.e. quartz), with other common minerals including feldspars, amphiboles, clay minerals and sometimes more exotic igneous minerals. Sedimentary rocks are classified as clastic, that is, they are composed of discrete clasts of material (rather than being composed of organic material as is the case for a limestone).

Sedimentary rocks are economically important in that they can be used as construction material. In addition, sedimentary rocks often form porous and permeable reservoirs in sedimentary basins in which petroleum and other hydrocarbons can be found.

Here are some pictures of sedimentary rocks!!

*Pictures from

GLOSSARY:

Banding- different stripes of color in some metamorphic rocks

Conglomerate- A rock composed of stones, as in the ranges of Santa Barbara.

Extrusive - rocks cooled above earth's surface (lava).

Geology- The scientific study of the origin, history, and structure of the earth.

Gravel- Gravel is smaller than pebbles, yet larger than a grain of sand.

Igneous- Formed by solidification from a molten state.

Intrusive - rocks cooled below earth's surface (magma).

Metamorphism- The process by which rocks are altered in composition, texture, or internal structure by extreme heat, pressure, and the introduction of new chemical substances.

Mineral- A naturally occurring, homogeneous inorganic solid substance having a definite chemical composition and characteristic crystalline structure, color, and hardness.

Mixture- A composition of two or more substances that are capable of being separated.

Pebbles- Pebbles are the largest of the three rock forms. They range in size from that of a small marble to that of a small pea

Rock- Relatively hard, naturally formed mineral or petrified matter

Sand- Sand is the smallest of the three rock forms. It is worn into fine granules by erosion.

Sandstone- A common sedimentary rock, as found in a landscaping-supply yard

Sedimentary- Derived or made from solid fragments of inorganic or organic material that come from the weathering of rock and are carried and deposited by wind, water, or ice.

Siltstone- A sedimentary rock much finer than sandstone

Sort- To arrange according to class, kind, or size.

Texture- The appearance and feel of a surface

Weathering- To expose to the action of the elements of weather, as for drying, seasoning, or coloring.

Advanced Preparation for the Unit:

Large assortment of all three different types of rocks
Resource books on the different types of rocks

* list of annotated books in reference section

Magnfying glasses
Gloves
Blindfold
Children’s Book Everybody Needs A Rock by Bryd Baylor
Science Journals
Rulers
Worksheets “Rock Charts”
Sticky Labels
Computers with internet access
Frying Pan
Spatula
Oil
Pancake Batter
Plates/Napkins
Walnuts
Chocolate Chips
Marshmallows
Raisins
Clay (different colors)
Sand (different Colors
Watercolor Paint/ Paintbrushes
Clear Cylinder
Cardboard
Weights (fishing tackle weights)
Balloons
Plaster mix
Mixing pan
Baking soda
Vinegar
Cone-shaped paper cup
Aluminum foil
Dark corn syrup
Newspaper
Rock Scientists Quizzes
Grading Rubrics

LESSON #1

“Everybody Needs A Rock”

Type: Introductory- Guided Inquiry

* This lesson includes an intregation with language arts by intoducing lesson with a children’s book as well as a fine arts project

Time: 50-60 minutes

Objectives:

Students will be able to make categorical observations of their rocks.

Students will be able to record observations of their rocks.

Students will be able to formulate questions for future explorations based on their observations.

Materials:

Children’s Book Everybody Needs A Rock by Bryd Baylor
Magnifying glasses
Large collection of different types of rocks
Blindfold for each child
Rulers
Science Journals

Procedure:

Activate prior knowledge about rocks by making a KWL chart. Ask the following questions and scaffold answers when necessary. What are some things that you know about rocks? What are some characteristics of rocks? What are some things that you think you would like to learn about rocks? What are some ideas that we can explore deeper about rocks?
Do a teacher read a loud for the book Everybody Needs A Rock. Ask the following questions while reading. What do you think of the author’s ten rules for sorting rocks? Have you ever sorted rocks using these rules? What are some other rules you could follow when searching for a rock that you like? What are some different senses that the author used to describe her rocks?
Have students draw a picture of their “Perfect Rock”. Make sure that they show what color their rock would be and what the texture would be like. Have several students share their “Perfect Rocks” with the classroom. Ask them what characteristics make their rock special.
Tell the students that they will be picking rocks out of the special rock collection. They will not be able to choose their favorite, instead they will be blindfolded. Perhaps after they work with their new rock for awhile, it will become their new favorite kind of rock.
Have students pick rocks one at a time. After everyone has a rock, pass out magnifying glasses and rulers. Tell students that they are to explore their special rocks and make observations on it in their science journal. They should make written observations as well as drawing a picture of their rock. They can make measurements with the rulers. They can also give their rock a special name if they would like to!
Tell students that they should make as many observations as possible but they must include the following items: color, texture, shape, and size.
After students have written their observations, tell students that they must come up with at least two questions that they have about their rock. These must be questions that they could use to explore their rock in more depth. What would you like to learn about your rock? What is something you do not know or understand about your rock and how it formed?
They also need to make their “Prediction of the Day”. Students need to predict in their science journals where they think their might be found.
Next, have students switch rocks with a partner. They should also make obeservations about their parteners rock in their science journals. They need to make sure to mention the 4 specified charactestics of rocks.
Have the partners compare their observations. Have them put a star next to the observations that they had that were the same and put a x by observations that were different. Have students discuss their differences with partners.
Bring the entire class together for the wrap-up. Ask students the following questions and write on a sheet titled “Rock Scientists”. Did all the rocks look the same? What are some different characteristics that you noticed about you or your partner’s rocks? What are some of the important things to remember when looking at rocks? If you were looking at more than one rock, how could you sort the rocks? What are some things that you would like to learn about your rock?

Assessment:

The assessment for this lesson will be a summative assessment of their science journals. I will make sure they have the specified characteristics for their special rock. Also, I will look at their questions based on their rocks. It is important that each student came up with two unique questions about their rocks that could drive a deeper exploration of their rock. If any of these questions could serve as the driving question of a future lesson for the entire class, I will make sure to find a way to intergrate that into the unit. This allows the students to have a chance to somewhat control the curriculum of the classroom.

Lesson #2:

“ROCK HUNT”

Type: Continued Introduction- Teacher Directed

Time: 30-40 min.

Objectives:

Students will be able to find their rocks based on touch and feel.

Students will brainstrom ideas for what causes rocks to feel smooth or rough.

Materials:

Blindfolds
Large black bag
Collections of each student’s special rocks
Science Journals

Procedure:

Have students gather around a table and put all their rocks onto it.
Tell students that they need to locate their special rocks based on their memory of the observations they made yesterday.
When they find their rock, they may go back to their seat, get out their science journals, and read the reactions I wrote in their journals.
In their journals, have students write how they knew which rock was theirs. As a class, ask which one of the five senses most of them used to idenify their rocks. Most of them should say their eyes.
Tell students that they are going to play a game called “Rock Hunt” and that I am going to make it extra hard by not allowing them to use their sense of choice: sight.
Tell students that they have 2 minutes to study their rocks before they have to identify their rocks without looking at them.
After two minutes, have all of the students place their rocks in the black bag. They will now make their “Prediction of the Day”. They need to predict how many tries it will take them to find their rock and why.
Have each student get a blindfold and blindfold themselves. They will first all have one chance to try and find their rock by reaching into the black bag.
If students have trouble finding their rock, give them another chance when some of the other students have taken their rocks out of the bag. That way there will be less rocks to choose from.
After students have found their rocks, have them write in the science journal about the lesson. On one side of the page, have students write how they located their rocks when they were out of the desk. On the other half of the page, have them write how they located it when it was in the black bag.
Wrap up the lesson with a whole class discussion. What did you have to do different when the rocks were in the black bag? Why do you think rocks are made differently? Can you make a prediction about how your special rock was formed?

Assessment: