Rocks on Parade!

SUBMITTED BY: Colette Dryden   SCHOOL: Satchel Ford Elementary

GRADE LEVEL: Third        SUBJECT(S): Science

CORE CURRICULUM OBJECTIVE(S): Describe earth materials (rocks, minerals, water, soil, and fossils) by their physical properties. Classify similar earth materials (e.g., types of rocks/soils) according to their physical properties.

OVERVIEW: Students will work in pairs to observe, classify, and measure a variety of rock samples. They will also use these observations in order to make inferences about the samples. Once they've completed these tasks as a group, they will work at stations to perform these process skills independently.

PURPOSE/ESSENTIAL QUESTION(S):

How would scientists describe and classify rock samples?

TIME FRAME: Five 1 hour sessions

RESOURCES: 

Assorted rock samples (enough so each pair of students can have 4 different samples plus enough for the stations although you can re-use the rocks at the stations) 

Discovery box (Any container in which an item can be placed so students can reach in and touch, but not see) 

Obsidian arrowhead or other interesting item (fossil, pumice) 

Science Logs for each student 

Chart paper 

Measurement table for each student (print from this lesson) 

Balance with gram weights for each table 

Metric tape for each pair of students 

Recording sheet for culminating assessment for each student (Print out from this lesson) 

Rubric for Culminating Assessment (Print out from this lesson)

 ASSESSMENT: Students will observe, classify, & measure rock samples at stations in the room. They will also make an inference about a rock sample when given some observations. The teacher will score each student using the rubric following the station descriptions. The teacher should always share the rubric prior to the students working through the tasks. Discuss each Station as you go through the rubric and make sure all students understand what is required to make an A. Students will be in 5 groups to rotate through the stations the teacher has set up around the room. They will use the Culminating Assessment Recording sheet to record their data. They are to work individually at each station. They will start at different stations then rotate (when the teacher tells them) to the next station. For instance, if one group begins at Station 4, they will rotate to Station 5 next. Station 5 people will rotate to Station 6 and Station 6 people will go to Station 1 and so forth.

The teacher should have these stations set up in the room prior to the students beginning:

STATION 1: OBSERVE One rock for every student in a group. The students will choose a rock in order to write several observations about this rock. They record the observations on the recording sheet.

STATION 2: CLASSIFY Put ten numbered rocks for each student in a group at this station. You may place them in a box or bucket to differentiate the groups. Students are to put them in sequential order largest to smallest. Record on the data sheet.

STATION 3: CLASSIFY Have 6 rocks for each student in a group. Can place them in a bucket or box to differentiate the groups. Students will group the rocks in at least 4 other ways. They will record their classifications on the data sheet.

STATION 4: MEASUREMENT Students will estimate the weight, length, and width of 4 rocks. They will record the estimates on the data sheet. Next, they will actually weigh each rock and record the weight. They will then measure the length and width of each rock and record.

STATION 5: INFER The teacher will choose 2 rocks to put here. Write some observations about each one on an index card and place them next to the rocks. The observations should be helpful in making inferences. For instance, "This rock has several colors in it" for a piece of granite or "This sample is transparent" for a piece of quartz. The students will make at least one inference for each rock using these stated observations.

ROCKS ON PARADE RUBRIC

A = 21 - 24 points 
B = 17 - 20 points 
C =13 - 16 points 
D = 9 - 12 points 
F = Below 9 points

CULMINATING ASSESSMENT RECORDING SHEET

NAME:__________________________________________ DATE:___________________________________________

Station 1: OBSERVATIONS 

Record your observations about the rock you choose at this station.

Station 2: CLASSIFY 

Put the rocks in order from largest to smallest. Record the numbers here.

LARGEST

_______ _______ _______ _______ _______

_______ _______ _______ _______ ________ SMALLEST

Station 3: CLASSIFY 

Group these rocks at least 2 other ways and record these classifications.

Station 4: MEASUREMENT 

Record your estimate of the weight, length, and width of each rock in the ESTIMATE column. Then weigh each rock and record the weight. Measure the length and width and record in the appropriate column.

Station 5: Infer 

Make at least one inference for each rock sample using the stated observations.

Rock #1:

Rock #2:

INSTRUCTIONAL ACTIVITIES:

Day One:
Begin the lesson by asking volunteers to place their hand in the Discovery Box that has the obsidian arrowhead or fossil in it. By touch alone, describe what they feel. Encourage them NOT to guess at what it is, but to use adjectives to describe what it feels like. After several students have had a chance to do this THEN take guesses. Pull the object out and discuss the accuracy of the descriptions. Have students add to the description by including color, other sight characteristics. Does it have a smell? Does it make a sound? Discuss how scientists use their senses to make OBSERVATIONS. Remind students to NEVER taste any unknown substance.

Give each pair of students 4 different rock samples. Review senses previously learned. Tell students to work in pairs to make observations about their rocks. Each student should record the observations in their Science Log. Teacher circulates, assisting as needed. After each pair has had sufficient time, have volunteers share some of their observations. The teacher should record them on a class chart entitled "Rock Observations". Make sure the results are actually observations and NOT inferences. Discuss the various senses used to make the observations.

Day Two:
Remind students of the previous day's activity on observations. Give each pair of students a bag of rock samples. These can be different from the previous activity. Ask the students to place the rocks in to 2 groups. Tell them that EVERY rock in their sample must fit in one of the 2 groups. Encourage creativity and opinions. (EX: Rocks we'd pick up & put in our pockets; Rocks we wouldn't) Have the groups make as many groupings as possible. Record in their Science Logs. Don't worry about the students making classifications of Metamorphic, Igneous, or Sedimentary yet. 

Ask groups to share their classifications with their table partners or another group. The other group should try to place their rocks into the others' classifications. Student volunteers can then share with the class their classifications as the teacher records on a chart entitled "Rock Classifications". Discuss which classifications are easy to do. Which ones are harder? Why?
Next, have student pairs place their rocks in order from heaviest to lightest...largest to smallest...ugliest to prettiest...shiniest to dullest. You may want to place a large piece of pumice (a light rock) and a small piece of magnetite (a heavy rock) in each bag to help the students understand that big does NOT always equal heavy. Explain to the students that they have been classifying their rocks. The ordering is another way to classify called sequencing.
HOMEWORK: Students should find 4 objects at home that they can observe and classify. (NOT rocks) Examples could include leaves, coins, fruit, seeds, etc. Have the students record 5 observations in their Science Logs. They should also place their objects in at least 3 different classifications and record in their Log.




Day Three:
Discuss what the students brought in. Have some items to give to the students that forgot to do their homework. Allow them to share with their partner.
Pass out rock samples (at least 4 per team). Tell students they will collect and record measurements of their rock samples. Place at each table a balance with gram weights and centimeter tape. Have students estimate the weight of each rock and record in Science Log. After all estimates have been made, have students actually weigh and record each rock. Have students estimate length and width of each sample and record. They should then use the centimeter tape to actually measure and record the length and width of the samples. The teacher should circulate and offer assistance as needed.

As a class discuss findings. Were the largest always the heaviest? Were the smallest always the lightest? Have students write about this in their Science Logs.
Discuss how they have been communicating during the last couple of days. Volunteers should include talking with their partner, class discussion, recording data in their Science Logs, and creating the charts. These are all forms of communication. Tell the students that scientists make careful observations, classifications, and measurements and record the information accurately.

Day Four:
Give student pairs different rock samples. Make sure there are very different rocks in each group. (A shiny one, a rough one, a smooth one, a mineral, etc.) Have the pairs make observations and measurements about these samples. They can use a T-chart in their Science Logs to record this data. Ask student for some of the observations. Ask students why they think one rock is rough and another is smooth. Let them discuss this with their partner. Conduct a class discussion. Some possibilities may include: Someone polished it; it was worn smooth by a river current; part of someone's collection, etc. 

Discuss the reasonableness of these inferences. Inferences are interpreting "observations based on data and prior knowledge". Tell students they used what they already knew and added it to the observations they made to make an inference. An inference is different from an observation. (You may want to practice this with students, as this tends to be difficult for many students.)
When you feel the class is ready, review quickly what they have done this week. Tell them they will be scientists and will conduct some investigations independently tomorrow.

Day Five:
Culminating Assessment: The teacher should have the stations set up prior to the students beginning. Give out the Data Sheets. You may want to give a brief overview of each station prior to beginning. Remind them they need to work independently. Discuss how they are to rotate around the stations. Discuss proper conduct at each station. Use the Rubric to score the assessment.