Focus: Attributes of Rocks

Transcription

1 Elly Ray March 22 26, 2010 Grade 1 Science Wanted! Rocks! Focus: Attributes of Rocks Objectives or Stated Goals and Understandings As a result of this lesson, students will understand that: rocks have various properties the basic properties of rocks are color, size, shape, and texture. As a result of this lesson, students will be able to: sort, classify, and compare rocks according to color, size, shape, and texture use creative descriptors to classify rocks define sedimentary, metamorphic, and igneous Standards Alaska PS/GLE: The student demonstrates an understanding of the structure and properties of matter by: [3] SB1.1 classifying matter according to physical properties (i.e., color, size, shape, weight, texture, flexibility). The student demonstrates an understanding of geochemical cycles by: [3] SD1.1 recognizing that most rocks are composed of combinations of different substances. KPBSD Core Mastery Objectives (First Grade): Note taking: Takes notes from appropriate sources of information. Science as Inquiry and Process (SA). Process of Science Ask questions, predict, observe, describe, measure, classify, make generalizations, infer, and communicate. Physical Science (SB). Structure and Properties of Matter Classify matter according to color, size, shape, and texture. Earth Science (SD). Geochemical Cycles Sort, classify, and compare rocks by color, size, shape, and texture.

2 History & Nature of Science (SG). Advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base Ask questions about the natural world. Materials or Resources The Alaska Resources Kit with Rock and Mineral Specimens (AMEREF) The following books: o Everybody Needs a Rock, by Byrd Baylor (Aladdin 1985) o If You Find A Rock, by Peggy Christian (2000 Harcourt, Inc.) o Keepers of the Earth, by Michael J. Caduto (Fulcrum 1989) o Rocks and Minerals, by D.J. Arneson (1990 Kidsbooks, Inc.) Letter Home to Families requesting rocks 4 posters sectioned into quarters with Wanted! Rocks! labels Assorted loose rocks in a bucket Chart Paper Handouts A, B, C, D (below) 24 pieces of black construction paper (8.5 x 11 inch) Unit Test (below) sticky dots for labeling personal rocks Estimated Duration 5 days 1 hour sessions each day Procedures (emphasize instructional strategies and/or technology used) Day 1 1. Introduce the unit in circle time by sharing the book, Everybody Needs A Rock. 2. After the read-aloud, ask: Have you ever had a rock for a friend? 3. Using the whiteboard, create a list of our own rules for finding rocks. 4. Ask the students to use the guidelines in this story to bring in a special rock tomorrow. 5. Show my rock collection. Talk about my favorites. Pass them around for touching and smelling. 6. Send students to their desks. 7. Pass out Dash Facts (Handout B) and demonstrate on the board how to write a dash fact (a phrase or bit of information preceded by a dash). 8. Explain that as we discuss rocks and their properties (color, size, shape, texture), students are to write dash facts in the appropriate square on

3 Day 2 the handout. 9. Emphasize that their Dash Facts booklet includes descriptions or properties of rocks that scientists use. We will call them scientific descriptors. 10. Use the chart from the Resource Kit and the book Rocks and Minerals to teach about properties of rocks (using scientific descriptors). Model dash facts on the board as you go. 11. Hand out the letter to go home to parents (see below). 1. In circle time, read If You Find A Rock. 2. Ask, What types of rocks did this book talk about? (skipping rocks, sifting rocks, splashing rocks, wishing rocks, resting rocks, worry rocks, hiding rocks, climbing rocks, crossing rocks, fossil rocks, walking rocks, memory rocks) 3. Ask, Is this the way scientists describe rocks? Why or why not? Why do we describe them this way? 4. Say, We will call them adjective descriptors. 5. Hang poster. Discuss the four adjective descriptors (exciting, boring, calm, goofy). Ask for ideas about what a rock would LOOK like for each category. 6. Place four posters on the back tables (one for each team). Have students label their rocks with sticky dots and their initials. By teams, allow children to place their rocks onto one of the four quadrants on the poster. 7. If a child did not bring a special rock to school, give him or her time to select one from the bucket of loose rocks. 8. Pass out Handout A. As a whole class, answer what makes it so for a rock to be part of a particular category. Example: a bright red rock could be exciting, and a lumpy rock could be goofy. 9. If there is time, gather children and read Old Man Coyote and the Rock on page 57 of Keepers of the Earth. Day 3 1. If there was no time yesterday to read this story, then gather children in circle time and read Old Man Coyote and the Rock on page 57 of Keepers of the Earth. 2. Ask follow up questions to the story (see pages of the book). 3. Invite children to listen carefully to the next story and act out parts of the story. Tell them to watch for your hand signal (raised hand) to indicate which parts to act out. Read Rock to Rock: A Fantasy Journey on page 61 of Keepers of the Earth. 4. Afterward, ask: Do rocks ever change? How long does it take? Does it seem like you went in a big circle (cycle) when you were a rock? 5. Have students return to their desks and pull out their Dash Facts booklet. Have them turn it over and write the three types of rocks in three different quadrants of the paper. Put these on the board: a. sedimentary other rocks ground up and squashed together

4 b. Metamorphic squashed really hard and cooked, but not melted c. Igneous melted and then cooled to harden 6. Ask, Are these scientific terms? Day 4 Day 5 1. Place two large rocks at the front of the classroom (high enough for everyone to see). 2. Pass out the Venn diagram (Handout C). 3. Ask students to use their Dash Facts booklets to help them with the handout. 4. Work together as a whole class to complete the diagram. (Model one on the board as you go.) 5. Remind them that we are using scientific descriptors for this activity. 6. Collect completed handouts. 7. Gather in circle time, and smell my favorite rock long and deep. Smile and say ahhhhhhh. Then say, From its smell, I think my rock came from deep within the earth a long time ago. It lived in Pennsylvania in the brown dirt next to a family of earth worms. One Spring, it rained and it rained and it rained. The river that lived nearby became hard and fast, and it spilled over its edges. It rushed frantically, tearing at the soil until it uncovered my rock and washed away all the worms. The fish were happy for the worms. The river settled back into its banks by summertime. And on a long walk with my dog, I found this rock. I picked it up. It looked so lovely. I touched it and held it in my hand. I smelled the earthy must on it. I plopped it in my pocket and took it home. I have had it ever since, and now it is my special rock. 8. Ask students to sit quietly and think about a special rock for 2 minutes. (Insist on silence.) 9. Tell them we will cut out their stories and rock pictures to make a class book, so ask them to write neatly and draw carefully. 10. Send them to their desks and pass out Handout D. Read the instructions out loud, then tell them to begin. 11. Keep sticky notes handy. Tell children they can raise their hands to have help with spelling. Write words on stickies and put on their desk (and continue to use it). This will help keep quiet in the room. 12. Have children check their sentences for capitals, end marks, and spelling. When complete, they can cut it out and paste it on black mounting paper. 1. Review the three types of rocks with the class seated at their desks. 2. Remind them of test-taking behavior. 3. Pass out My Rock Test. 4. When they are finished, they must remain quiet until everyone is finished. 5. When all tests are complete, students may gather in teams beside their posters.

5 6. Explain that each team must pick one rock from each quadrant of their poster and tell why it fits that category. 7. Allow 5 minutes for them to discuss what they will share about their rocks. 8. Share. Assessment 1. Summative Assessment (see below) 2. Worksheets A-D 3. Team sharing on last day. Differentiation This unit incorporates the following activities: Activity Writing Dash Facts and completing Handouts, Presenting Role Playing (rock cycle), sorting/touching Drawing Team collaboration Testing Venn Diagrams Appeals to the following learning styles: Verbal (linguistic) learners Physical (kinesthetic) learners Visual (spatial) learners Social (interpersonal) learners Solitary (intrapersonal) learners Logical (mathematical) learners Activities are designed to be accessible to all learners. No special modifications or accommodations are made, except as listed in the lesson plan (i.e., spelling help).

6 Name: Write five words that describe the real properties of rocks: We sorted rocks into silly categories called exciting, boring, calm, and goofy. Do scientists classify rocks this way? Yes!! No!! Tell why here: 1

7 Write two questions that you have about rocks. Remember to put a? at the end

8 In the Venn diagram below, write words that tell about the properties of each rock on each side of the diagram. In the middle of the diagram, write words that tell about properties shared by both rocks. 3

9 Draw a line and match the word with its definition. Sedimentary Melted and then cooled to harden. Metamorphic Other rocks ground up and squashed together. Igneous Squashed really hard and cooked, but not melted. Good Job!! I hope you learned a lot about rocks! 4

10 A Wanted! Rocks! Exciting Rocks Wanted! Rocks! Boring Rocks Wanted! Rocks! Calm Rocks Wanted! Rocks! Goofy Rocks Name:

11 DASH FACTS (Fold paper into quarters on lines.) B Size Color Shape Texture

12 Look at rocks. Complete the Venn diagram using words from your Dash Facts. C [Rock 1] [Rock 2] [Both] Name:

13 D Your job list: 1. Smell your special rock. 2. Draw a picture of it. 3. Based on the smell of your rock, tell a story about where it lived before you had it. My Rock ~

14 Dear Families, Please help your child find a rock or two (no more than two, please) to bring to class tomorrow. It can be one from a special collection or one picked up from outside. It should be small enough to fit in the palm of their hands, but not so tiny that it s easy to lose. Thank you!