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Earth Science Rock Unit
1st+ grade

Inquiry Process - Observation, properties, classification, evidence, & reasoning to understand.

Questioning is the foundation of all learning.
The first step in rejecting not knowing is to ask, why?
Sweetland

Big rocks

Introduction

Page Overview:

This unit includes lesson plans with activities and supporting information to explore rocks and non rocks, their properties, and different ways to observe and classify them.

Science process focus is on observation and properties and how we use them to understand and explain our world.

Also provides opportunities to explore earth materials (rocks and minerals) used to manufacture products we use.

Related resources:

Related study activities

Photos and materials

 

Concepts and outcomes

Content - Earth Science - Rocks and their properties

What we learn with science - enduring understanding, big ideas, generalizations

Rocks are composed of Earth materials.

Related concepts and facts

  • Rocks are composed of Earth materials - sand, silt, humus (leaves, plant parts, animal parts, microorganism), gravel, rocks ...
  • Rock properties include luster, hardness, color, mass, density, the size of the praticles within them like sand, crystals ...

Outcome

Describe properties of rocks.

Specific outcomes

  1. Identify common properties of rocks (color, luster, hardness, crystals, grain types, size, ).
  2. Describe rocks by their properties.
  3. Identify rocks by common properties.
  4. Sort rocks by their properties.

Source - Knowledge base

Inquiry Processes

Observation and properties

How science explores and uses observation and properties to understand and explain our world.

Observation can be used to identify properties to name objects, describe their characteristics and objects themselves.

Related concepts and facts

  • Observation can be used to identify properties of objects.
  • Objects have many properties.
  • Objects can be described and compared by properties.
  • Properties are size, color, shape, texture, luster, hardness, ...

Outcome

Make observations, identify properties/ characteristics and use them to describe objects.

Specific outcomes -

  1. Describe an object by its properties.
  2. Describe the term - property and provide at least two examples (color, hardness, texture, luster, crystal, mass, size, shape, temperature, amount, volume, rate, ...
  3. Recognize that some properties are necessary to include when describing an object.
  4. Recognize that a sufficient number of properties needs to be included to describe an object.
  5. Recognize a unique set or properties is required to distinguish and identify objects.

System, order, organization - classification

Properties can be used to organize objects as similar or different and into groups with similar properties (classification).

Related concepts and facts

  • Properties/ characteristics can be used to group objects.
  • Objects can be grouped by similar properties/ characteristics.
  • Classification systems can be changed by changing the properties/ characteristics used to group the objects.

Outcome

Group and regroup rocks based on observed properties.

Specific outcomes

  1. Classify objects by their similar properties or characteristics.
  2. Create a classification system to classify rocks.
  3. Modify their classification system to include additional properties
  4. Use their classification system to classify unfamiliar objects (rocks).
  5. Group and regroup rocks based on observed properties.
  6. Students will suggest a classification system, that operates like the one created and used for rocks, could be created and used to classify animals or plants or other things with many properties.

Source - Knowledge base

Scoring guides suggestions (rubric)

(scoring guide)

Top level

  • Rocks are all made with different Earth materials that are distributed in random (unorganized, messy, jumbled) ways. [Glass, plastic, wood, seashells are more organized through out their entire object.] [Minerals within rocks are very organized with crystalline structures.]
  • Rocks can be different depending on their color or shape.
  • Rocks are solid and hard.
  • Rocks are made from mountain material.
  • Sand is sand.

Lower level

Observation, properties, & defining / identifying objects (scoring guide)

Classification development levels summary

Top level

  • Recognizes that objects are classified by properties selected according to a particular task.
    • Rocks are classified by the way they are made. Earth particles pressed together, Earth particles heated in the Earth's magma, and Earth's particles heated with pressure in Earth's interior.
  • Recognizes and uses class inclusion.
    • All rocks are solids. This is a rock, therefore, it's a solid.
  • Use properties to identify objects and group them with other objects by similar properties.
    • Rocks are classified by if you can see sand or if they are melted.
  • Use properties to identify and validate objects.
    • This is sandstone because it has sand that can be scraped off it.
  • Describe and identify objects by shape as a general silhouette or looks like.
    • This is a rock because it looks like it.

Lower level

 

Pedagogical ideas

This unit is designed for those groups of primary learners that have had a wide range of expriences with rocks and and are excited to explore more about rocks and those who aren't.

It is also for teachers, like me, who had zero experience with geology when I started to teach. Therefore, it has background information to understand what you need to know about rocks to guide your learners to investigate them as junior geologists.

There is more information included than what would be expected young learners to learn. However, I would want to be prepared to be able to guide learners to explore the rocks they bring in an accurate manner.

If they are able to notice one or two properties for each of the three groups of rocks (sedimentary (grainy, crumbly, sandy), igneous (crystals, holes where bubbles escaped), and metamorphic (heavy like marble and and slate) in diffeent rock samples, then that would be a winner.

Activity Sequence

  • Activity 1 - Rock or Not? - Observe rocks and non rocks and sort them into groups.
  • Activity 2 - Rock - What' your properties? - Observe different rocks and group. Draw and record observations with explanations as to similarities and differences.
  • Activity 3 - Sorting rocks - Explore different properties such as luster, hardness, can it be determinesd. Magnifying lens, scratch test, observe grain types, crystals ...
  • Activity 4 - Sorting key - Classification systems - Introduce other properties, how to determine a range for those properties, and model how to create and use a classification system (Dichomtous Rock key). Then provide additional rocks and have learners group or regroup the rocks.
  • Activity 5 - Rock collections? - Ask and discuss where are there rock collections? Visit online or a physical a place with different rocks, determine how they are grouped, and have learners compare that grouping to theirs.

Focus questions

  • What is a rock?
  • What are the properties of rocks?
  • From what are they made?
  • How are they made?

Materials

  • Assorted rocks learners bring. May want to add a few with properties that learners will not provide.
  • How glass is made (7:45) Source YouTube
  • Ten non rocks

Lab notes

Non rock ideas to select ten objects to explore with the rocks

  • Glass gems or marbles properties
    • Rock like - solid, round, hard, shiny surface.
    • Not rock like - missing rock-like small grains.
  • Pennies (or other coins) properties
    • Rock like - Metallic, solid, hard, feel like real ores
    • Not rock like - It's pure, uniform, consistent with the same substance through out. Not like mixed with impurities or combination of substances.
  • Wooden blocks (cube or square): properties
    • Rock like - Solid, hard,
    • Not rock like - scratch test easily scratched with finger nail between the grains it's squishy, Maybe can tell it is organic (grown) not geological.
  • Clay balls or ceramic beads properties
    • Rock like - Heavy and moldable (or dried to feel like a mudstone),
    • Not rock like - Consider how it's human made texture is different than geologically made earthly textures. It's uniform, consistent with the same substance through out.
  • Seashells properties
    • Rock like - solid, hard, grainy, small sand like particles
    • Not rock like - This is tough because you need to consider that it was an animal and naturally made not a geological rock.
  • Metal washers properties
    • Rock like - solid, hard, heavy, has the density of metallic minerals
    • Not rock like -It's pure, uniform, consistent with the same substance through out. Not like mixed with impurities or combination of substances.
  • Plastic bottle caps properties
    • Rock like - Solid, maybe hard, color,
    • Not rock like - lightweight, flexible, It's pure, uniform, consistent with the same substance through out.
  • Pom-poms properties
    • Rock like - Solid, maybe color
    • Soft and fuzzy, providing an easy sensory contrast to heavy, cold rocks.
  • Cloth like felt shapes properties
    • Rock like - Solid maybe color
    • Not rock like - Soft and flat, showing how humans craft fabrics rather than raw natural resources.
  • Buttons could be plastic, wood, or bone properties
    • Rock like - allowing children to sort by material and origin.
    • Not rock like - It's pure, uniform, consistent with the same substance through out.
  • Foam craft shapes properties
    • Rock like - solid, maybe color
    • Not rock like - Extremely lightweight and porous, contrasting heavily with the density of rocks. It's pure, uniform, consistent with the same substance through out.
  • Craft feathers properties
    • Rock like - Solid
    • Not rock like - Very soft, light, and organic, ensuring an obvious "not a rock"

Lesson plans

Activity 1 - Rock or not?

Materials

Exploration - Engage, Explore, & evaluate

  1. Put learners in groups. Pairs are best, but if materials are limited maybe put two or three pairs together to share one set of materials.
  2. Explain they are going to look at twenty objects and going to sort them into groups.
  3. Then they can pick some to trace and draw in their lab notes. For learners who would like support, tracing a starting outline can be helpful to get started.

Invention - Explain & evaluate

  1. Select a groups to share an object and explain why they think it is a rock or non rock. Accept all answers and begin a class list of properties for rock and non rocks. Excellent time to support literacy.
  2. Continue to add object to class list with explanations.
  3. To summarize. Ask. From the properties we have listed, what do you think are properties of rocks.
  4. Begin a class definition of rocks. Objects that are hard, ...
  5. Don't worry about accuracy as you should make a mental note and deal with each later and then you can revisit it.
  6. EXAMPLE
  7. Glasss is hard, smoothe, somewhat heavy and some may know it is made from sand. So discuss this ...
  8. Ask. Is glass foiund naturally in nature. No, some crystals look like glass, but they are minerals and they do form naturally in nature. May want to display some.
  9. Tell. Glass is manufactured by people.
  10. Share video. How glass is made (7:45) Source YouTube
  11. If students or you have crystals available, use them to contrast with glass. May supplement with images online or in books.
  12. Ask. How is glass and crystals different? Glass is a smooth, transparent material made by melting sand. Found in windows and bottles. Crystal is a solid with a regular, repeating pattern of particles (atoms). They sparkle and is used in jewelry and fancy items. Glass is common and smooth. Crystal is special and sparkly. One is man-made for use. The other can be natural or man-made for beauty.
  13. Focus on what is the main difference between manufatured having sameness quality through out the objects and natural made rocks has a uniqueness among them as individual pieces.
  14. As they explore more rocks and focus on rocks continue to discuss the irregularity of the materials in each individual rock.
  15. Later, as an appropriate opportunity arises, you can also select objects they may have listed as rocks, like the glass, that are not rocks and present mini lessons to focus on how they are or are not rocks.

Discovery - Elaborate & evaluate

Next lesson.

Activity 2 - Rock - What' your properties?

Materials

  • Learners bring rocks from their neighborhood, supplemental rocks to observe, plastic knife, piece of safe glass for scratch test, plastic for scratch test, magnifying glass, tray for rocks,
  • Sample rocks that are the same kind - one for each group or pair.
  • Lab note

Exploration - Engage, Explore, & evaluate

  1. Learners bring some rocks from their neighborhood to put into a mixed collection or rock samples for the class.
  2. Divide the rocks onto trays so each pair has easy access to about five rock samples at a time. Also include a magnifying glass, items to use for a scratch test (plastic knife, glass, plastic ...) & the similar sample rock.
  3. Have all pairs locate the similar sample rock.
  4. Have them observe it, draw it on their lab note page, and describe its properties. Have learners demonstrate with their rocks and add notes to a class sample lab page. Example sandstone - brownish with tan and dark specks, solid, hard, tiny grains, can scratch it with the plastic knife, ...
  5. After most know how to explore, let them explore and you can assist a few who may need an interest boost.
  6. Tell them to select a rock, draw or outline it in a square on their lab notes, make observations, and record their observations of the rocks in the adjacent square. Remind them to use all senses, but taste.
  7. Cruise the room assisting groups with recording their rocks's properties. You may also want to prepare the class lab notes with solid, hard, and may let groups abbreviate them with S. for solid and H. for hard.

Invention - Explain & evaluate

  1. Bring class together and review their notes.
  2. Enter their findings on a class lab notes sheet so all can see and edit their notes as desired.
  3. This step can take as much time as the learners can stay focused and on task.
  4. You may want to take several different class times to examine and share more rocks.

Discovery - Elaborate & evaluate

Activity 3 Sorting rocks

Materials

Learners bring rocks from their neighborhood, supplemental rocks to observe, plastic knife, piece of safe glass for scratch test, plastic for scratch test, magnifying glass, tray for rocks,

Lab note

Exploration - Engage, Explore, & evaluate

  1. Review the main properties listed and ask which of the categories might be used to group their rocks.
  2. Select one of the properties they suggest and sort some rocks into that category or not.
  3. Tell them they can use properties to group their rocks.
  4. Suggest they may want to use categores so some rocks belong together but a rock won't fit in more than one category?
    Classification - be careful to not say in general that objects can't be in two or more lists. While in this situation, they will want their rocks to fit in one category, there are classification systems where objects can be in two or more categories. A yellow square can be classified as yellow and a square.
    Possible categores: soft, hard, very hard.
    Smooth, sandy gritty, other.
    Notes of properties used to classify rocks - Layered and crumbly; volcanic crystals; ribbons and heavy.
  5. Let them make their classification system and prepare to describe what criteria they used to decide in what group to put each rock and record it on their lab sheet.

Invention - Explain & evaluate

  1. Have groups share their groupings and criteria for each.
  2. Have group compile a list of properties they used to classify their rocks. (color, size, weight, texture, crystals, hardness, chemical makeup, other)
  3. Have them put each group of rocks into a separate box.
  4. Have groups share how they combined the properties to create the classifications they used.
  5. Have groups regroup their rocks in light of what other groups may have reported.

Discovery - Elaborate & evaluate

Next activity

Activity 4 Sorting key

Exploration - Engage, Explore, & evaluate

  1. Introduce properties that they did not use and discuss how they might be considered as variables (any from above, fracture, crystal, grain size, density, or other).
  2. Model how to determine ranges for different rock properties.
  3. Ask if the additional properties should be used to create a better system.
  4. Review Notes of properties used to classify rocks - Layered and crumbly; volcanic crystals; ribbons and heavy.
  5. Introduce - check list - Dichomtous Rock key

Invention - Explain & evaluate

  1. Share with the class.
  2. Have learners create a more complex classification system.
    1. Rocks with small grains that have rough edges - softer rocks (talc, chalk, sandstones)
    2. Rocks with crystals and small holes - lighter rocks (pumice, lava - some will actually float); quartz, granite,
    3. Rocks with smooth melty like surfaces. Hard rocks, heavy rocks, - marble, slate.
  3. Have them share a variety of complex groupings.

Discovery - Elaborate & evaluate

  1. Provide additional rocks learners haven't observed before and have them tell how they would fit into their classification system.
  2. Have them draw their rock, label properties, and write their responses.

Next activity

Activity 5 Rock collections

Focus question

Where can we find rock collections?

Exploration - Engage, Explore, & evaluate

  1. Ask. Are there places that have rock collections?
  2. Where might they be?
  3. What kinds of collections are there?
  4. Discuss where there are rock collections? Museums, colleges, geology teachers, jewelers, rock collectors.
  5. Ask. How they might group their collections.

Invention - Explain & evaluate

  1. Visit or invite someone with a collection. A geologist, rock hound, or jeweler to share related rocks or gems and classification system ideas.
  2. Or find an online collection.
  3. Review the collection and ask.
  4. How are the rocks grouped?
  5. Repeat for a couple of collections.

Discovery - Elaborate & evaluate

Review mineral scavenger hunt

 

Lab Notes

Rocks and not rocks.

Rock Not rock

 

 

 

 

  

 

 

 

 

  

 

 

 

 

  

 

 

 

 

  

 

 

 

 

  

 

 

 

 

  

 

Rock - What's your properties?

Rock properties Comments

 

 

 

 

    

 

 

 

 

    

 

 

 

 

    

 

 

 

 

    

 

 

 

 

    

 

 

 

 

    

 

Sorting rocks

Properties for these rocks - Type of rocks

 

 

 

 

 

 

 

 

 

 

 

Properties for these rocks - Type of rocks

 

 

 

 

 

 

 

 

 

Properties for these rocks - Type of rocks

 

 

Classification system

Describe how to use a system to classify rocks.

 

 

 

 

 

Rock collections

Where is there rock collections?

 

 

 

 

 

 

Pick a location and describe it.

 

 

 

What properties or system do they use to group their rocks?

 

 

 

 

Rock Classification Notes

1. Sedimentary Rocks (Layered & Crumbly):

These rocks are made from tiny pieces of sand, pebbles, shells, and mud that pile up over time and get pressed together.

  1. Texture & Feel: Grainy, gritty (like sandpaper), or feels soft and crumbly.
  2. Patterns: Distinct stripes, bands, or visible layers of different colors stacked on top of each other.
  3. Special Clues: These are the only rocks that can have fossils!
  4. Examples: Sandstone, Chalk, and Limestone.

2. Igneous Rocks (Volcanic & Crystal)

These rocks form when hot, melted rock (magma or lava) cools down and hardens.

  1. Texture & Feel: Can either be very smooth and glassy, or rough with visible, sparkling crystals.
  2. Patterns: No layers. They look uniform or have randomly scattered speckles.
  3. Special Clues: They might have tiny holes or air bubbles trapped inside when the lava cooled quickly.
  4. Some are so light they can even float on water!
  5. Examples: Granite, Obsidian, and Pumice.

Metamorphic Rocks (Ribbon & Heavy)

These rocks start out as igneous or sedimentary rocks, but get squished and cooked deep underground by the Earth's heat and pressure.

  1. Texture & Feel: Very dense, heavy, and hard. They often feel very smooth to the touch.
  2. Patterns: Twisted, ribbon-like, or wavy lines. Sometimes they feature shiny, interlocking crystals.
  3. Special Clues: They generally do not contain fossils because the intense heat destroys them.
  4. Examples: Marble and Slate

Dichomtous Rock key

Follow these yes - or - no questions to identify your rock type.

Look closely at the rock.

Step 1:

SEE, tiny bits of sand or pebbles stuck together?

  • YES: Go to Step 2.
  • NO: Go to Step 3.

Step 2:

FEEL gritty like sandpaper, or SEE straight, flat layers or fossils?

  • YES: It is a Sedimentary Rock.
  • NO: Go to Step 3.

Step 3:

SEE tiny holes in? Shiny or glassy like a mirror?

  • YES: It is an Igneous Rock.
  • NO: Go to Step 4.

Step 4:

SEE sparkles? Speckles, or Solid color no patterns?

  • YES: It is an Igneous Rock.
  • NO: Go to Step 5.

Step 5:

SEE wavy, twisty, ribbons FEEL very heavy, smooth block of white or gray?

YES: It is a Metamorphic Rock.

Mineral Scavenger Hunt - Source - Smithsonian.org
Mineral or
Mineral Product		 Uses Object Location
or picture
Aluminum aluminum foil, cosmetics, beverage cans, deodorant, hand lotion, antacids, cooking pots

 

 

 

 

 
Beryllium fluorescent lamps

 

 

 

 

 
Chromium chrome fixtures (cars, bicycles, lamps, kitchens, etc.), stainless steel

 

 

 

 

 
Copper wires, pipes, cooking pots, old gutters and roofs, brass, pennies

 

 

 

 

 
Fluorite
(fluoride)		 toothpaste, drinking water

 

 

 

 

 
Gold dentistry, jewelry, computers, electronics

 

 

 

 

 
Gypsum wallboard, plaster

 

 

 

 

 
Halite (salt) table salt, food preservatives, de-icers

 

 

 

 

 
Iron cosmetics, hair dye, steel, wrought iron

 

 

 

 

 
Lead car batteries, computers, fuel tanks, TV tubes, leaded glass, x-ray shields, fishing sinkers

 

 

 

 

 
Mica sheetrock, paints, hair dye, cosmetics, soap, electronics

 

 

 

 

 
Molybdenum fertilizer, filament supports in light bulbs, steel

 

 

 

 

 
Nickel nickel coins, stainless steel, alnico magnets, sheetrock

 

 

 

 

 
Perlite gardening

 

 

 

 

 
Phosphate fertilizer, dishwashing detergent,laundry detergent

 

 

 

 

 
Potassium (potash) fertilizer, toothpaste

 

 

 

 

 
Silica computer chips, glass, cosmetics, antacids, paint, laundry detergent, drain cleaner, quartz watches

 

 

 

 

 
Silver photography developer, jewelry, electronics, silverware, dentistry

 

 

 

 

 
Sulfur fertilizers, matches, car tires

 

 

 

 

 
Talc baby powder, cosmetics, antacids, sheetrock, primer

 

 

 

 

 
Titanium cosmetics, hand lotion, soap, toothpaste, hair dye, bug spray, primer, paint

 

 

 

 

 
Tungsten filament in light bulbs, drill bits (tool steel)

 

 

 

 

 
Zinc sunblock, fertilizer, cosmetics, dandruff shampoo, pennies, galvanized metal, brass, dry-cell batteries

 

 

 

 

 
Zirconium deodorant, jewelry

 

 

 

 

 

 

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