Rock Hunters

This lesson centers on students making detailed observations of rocks. Through their observations, students will begin to develop an understanding that there are many types of rocks with a multitude of different attributes.This lesson centers on students making detailed observations of rocks. Through their observations, students will begin to develop an understanding that there are many types of rocks with a multitude of different attributes. By conducting the investigations described in this lesson plan, students will directly address the GLE's listed above. The lesson plan also includes background for the teacher, an assessment activity, and suggestions for extensions.

Weblink address (URL): 
Rock Hunters

Standards & Objectives

Learning objectives: 

Purpose:

To observe rocks of various types and sizes and to record these observations through drawings.

Essential and guiding questions: 

Questions:

  • Are all your rocks the same size?
  • Do you see different colors in your rocks?
  • Look at the different shapes of your rocks. What kinds of shapes do you see?
  • If you pick your rocks up one at a time, do they all feel like they weigh the same?
  • When you touch your rocks, what do you notice?
  • What color is this pencil?
  • What does this pencil have at its end?
  • What does this pencil have at its other end?
  • How long do you think this pencil is?
  • What does this pencil remind you of?
  • What do you think people learn when they measure something?
  • How do you think measuring something might be helpful?
  • What did you learn about your rock when you measured it with paper clips?
  • Did you each use the same number of paper clips? (Have students compare their paper clip chains to give them an opportunity to see the many different lengths they needed for their different rocks.)
  • When you look at one of these paper clip chains, what does it tell you about the rock it measured?
  • When you look at these paper clip chains (use two from the class to demonstrate), what do you know about the two rocks they measured?
  • What is similar about your group of light rocks? Heavy rocks?
  • Is there anything different among these light rocks? Heavy rocks?
  • Are small rocks always light?
  • Are the heavy rocks all the same color?
  • Do the rocks with the same shape weigh the same?
  • What did you learn about your rock?
  • What did you learn about the rocks in your group?
  • How did you find out how big around your rock is?
  • How did you find out about your rock’s weight?
  • What words can you use to describe your rock (have them focus on the attributes they observed in this lesson—size, shape, color, etc.)?
  • What description words could help someone else learn about your rock, even if they could not see your rock? How would this description help someone else know about your rock?

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 

Extensions:

Students can dip rocks into paint or on an ink pad to make rock prints. You can make your own board game using rock prints to create the paths and real small rocks as the playing pieces. With a spinner or a die, you can play any number of fun games that would incorporate math. You can easily make the game one in which students learn more about rocks by making playing cards out of index cards or heavy paper. Each card could be a question that the player answers as s/he follows the path. (You can make this game yourself or allow students to create the game. When students make the game, they are practicing math and science skills and learning about problem solving as they determine what the rules of the game will be.)

 

Helpful Hints

Materials:

  • Paper bags or container for collecting rocks
  • Paper clips
  • Yardstick
  • Duct tape
  • Rubber band
  • String
  • strawberry basket

References

Contributors: 
Kay Jordan
Originator: 
Ayers Institute for Learning & Innovation