Science Field Trip

Rocks
A Virtual “Rock Walk”
through Indiana

“Where do Rocks Come from?”

Selections from the digital
Teacher Lesson Manual

www.sciencecompanion.com
Science Companion Field Trips
A “Science in Real Life” Series
Come on a virtual field trip matching module sample lessons
with special places or current events!
 Join us on a wander to find out where some of the cool
rocks in Indiana came from.
Indiana has glaciated rock and some
of the best sedimentary deposits in the US
and the world for the time periods
represented...
Ordovician
Silurian
Indiana Devonian
Carboniferous

But not very much

igneous or metamorphic rock,
except for a few rocks that took a ride...
do you know how?

The Falls of the Ohio State Park is

a great place to find sedimentary This rock started as the
rock. bottom of shallow
inland seas.
Rock from the Ordovician
period often has fossils of
nautoloids.

This is a nautoloid.

It was an ancestor
Devonian of the nautilus.
formations at The
Falls of the Ohio. http://igs.indiana.edu/geology/fossils/nautiloids/index.cfm
 Other rocks were shaped by the glaciers that covered
the Northern half of Indiana about
16,000 years ago.
A glacier.
These limestone
formations are called
glacial striations.

http://www.nature.org/wherewework/northamerica/states/indiana/misc/art23385.html

Glaciers are messy!

They also leave stuff behind when they melt.
In Indiana, they left behind
igneous and metamorphic rocks
that rode the glaciers
down from
the north.
Like granite, that people
use for kitchen counters. Or stone walls
or boulders that
you might have
in your yard.
Lots of people use these
boulders this way in Indiana!

Turn the page to find out how you can learn more
about where rocks come from!
Our thanks to Tina Harris for being our idea source about Indiana rocks! She is a teacher at
Anderson Community Schools Corporation, a HASTI Board Member, and a rock hound.
 Rocks

Teacher Lesson Manual

Rocks Sample Lesson 3

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 | Rocks | TABLE OF CONTENTS
Table of Contents
Suggested Full-Year Schedule. . . . . . . . . . Inside Front Cover
Welcome to Science Companion
Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Finding What You Need in Science Companion . . . . . . . . . . . . . . . . . . 8
Cross-Curricular Integration and Flexible Scheduling. . . . . . . . . . . . 10
Differentiating Instruction for Diverse Learners . . . . . . . . . . . . . . . . . 12
Unit Overview
Introduction to the Rocks Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lessons at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Preparing for the Unit
The Rocks Science Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Science Library and Web Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Before You Begin Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teacher Directions: Labeling the Rock and Mineral
Collection and the Fossil Collection. . . . . . . . . . . . . . . . . . . . . . . . . 46
Lessons
1 What Is a Rock?*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
2 Properties of Rocks* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
3 Where Do Rocks Come From?*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
4 Rocks Are Made of Minerals*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
5 Properties of Minerals*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
6 More Properties of Minerals*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
7 Minerals as Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
8 Introduction to Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
9 Mold and Cast Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Teacher Directions: Making Rock Dough and Rock Goo
for Model Mold and Cast Fossils. . . . . . . . . . . . . . . . . . . . . . . . . . 154
10 Petrified Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Teacher Directions: Making an Epsom Salt Solution for
Petrified Fossil Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
11 A Rock of My Own*. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
* Indicates a core lesson
Skill Building Activities
1 Using Magnifiers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
2 Observing and Describing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
3 Using Field Guides. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Teacher Background Information . . . . . . . . . . . . . . . . . . 208

Standards and Benchmarks

Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Teacher Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Rocks | TABLE OF CONTENTS | 

 Philosophy
Sc ienc e Co mpani on
W elco me to

Almost anyone who has spent time with children is struck by

the tremendous energy they expend exploring their world. They
ask “why” and “how.” They want to see and touch. They use their
minds and senses to explore the things they encounter and
wonder about. In other words, children are already equipped with
the basic qualities that make a good scientist.

The goal of the Science Companion curriculum is to respond to

and nourish children’s scientific dispositions by actively engaging
their interests and enhancing their powers of inquiry, observation,
and reflection. Learning by doing is central to this program.

Each Science Companion lesson incorporates interesting and

relevant scientific content, as well as science values, attitudes,
and skills that children in the elementary grades should begin
to develop. These “habits of mind,” along with science content
knowledge, are crucial for building science literacy and they are
an integral part of the Science Companion program. Be aware
of them and reinforce them as you work with children. With
experience, children will develop the ways they demonstrate and
use the following scientific habits of mind.

Habits of Mind
Wondering and thinking about the natural and physical world
Children’s curiosity is valued, respected, and nurtured. Their
questions and theories about the world around them are
important in setting direction and pace for the curriculum.
Children are encouraged to revise and refine their questions and
ideas as they gain additional information through a variety of
sources and experiences.

Seeking answers through exploration and investigation

Children actively seek information and answers to their questions
by trying things out and making observations. Children
continually revise their understanding based on their experiences.
Through these investigations, they learn firsthand about the
“scientific method.” They also see that taking risks and making
mistakes are an important part of science and of learning in
general.

 | Rocks | PHILOSOPHY
Pursuing ideas in depth

Sc ienc e Co mpani on
Children have the opportunity to pursue ideas and topics fully,

W elco me to
revisiting them and making connections to other subjects and
other areas in their lives.

Observing carefully
Children are encouraged to attend to details. They are taught to
observe with multiple senses and from a variety of perspectives.
They use tools, such as magnifying lenses, balance scales,
rulers, and clocks, to enhance their observations. Children use
their developing mathematics and literacy skills to describe,
communicate, and record their observations in age-appropriate
ways.

Communicating clearly
Children are asked to describe their observations and articulate
their thinking and ideas using a variety of communication tools,
including speaking, writing, and drawing. They learn that record
keeping is a valuable form of communication for oneself and
others. Children experience that working carefully improves one’s
ability to use one’s work as a tool for communication.

Collaborating and sharing

Children come to know that their ideas, questions, observations,
and work have value. At the same time, they learn that listening
is vitally important, and that exchanging ideas with one another
builds knowledge and enhances understanding. Children
discover that they can gain more knowledge as a group than
as individuals, and that detailed observations and good ideas
emerge from collaboration.

Developing critical response skills

Children ask, “How do you know?” when appropriate, and are
encouraged to attempt to answer when this question is asked of
them. This habit helps develop the critical response skills needed
by every scientist.

Rocks | PHILOSOPHY | 
 R OCKS

3
Clu s ter 1
DESCRIBING ROCKS

Where Do Rocks
Lesson Come From?

A Quick Look

Big Idea Overview

The earth forms and changes
rocks. Some of a rock’s properties
are a result of how it was formed.
Children are introduced to the three main groups of rocks—
igneous, sedimentary, and metamorphic—and learn about the
earth processes that formed them. They visit three stations—one
devoted to each major rock group—and look for rocks that display
typical characteristics of that type of rock.

Key Notes
• Consider reading and discussing The Magic School Bus Inside
the Earth to the class during language arts time to allow more
time for the exploration and follow-up discussion. If you can
locate additional copies of the book, you might rather conduct
the read-aloud and discussion in small groups as part of your
reading instruction.
• See the Preparation section for details about setting up rock
stations in the classroom for this lesson. You may want to enlist
help with these preparations.
• For more information about the science content of this lesson,
see the “Rock Formation and the Rock Cycle” section of the
Teacher Background Information.

74 | ROCKS | LESSON 3 | Where Do Rocks Come From?

Standards and Benchmarks
This lesson supports The Physical Setting Benchmark 4C and
Lesson
Notes
3
Earth and Space Science Standard D (Changes in Earth and Sky)
through a discussion of the processes that form and change rocks
on Earth. The discussion reinforces the concept that “Change is
something that happens to many things.” It also supports Physical
Science Standard B (Properties of Objects and Materials) as
children focus on specific properties that “can be used to separate
or sort” rocks by type.

Lesson Goals
1. Become aware of the three major groups of rocks on Earth and
the processes that formed them.
2. Discover that how a rock was formed affects some of its
properties.

Assessment
Review your notes from the note recording tool to assess the
children’s observational skills, as well as their awareness of
how a rock’s formation affects its properties. You can note this
information on Assessment 1 and Assessment 3.

Teacher Masters 2, 4, and 6;

Assessments 1 and 3 and
Note Recording Tool

ROCKS | LESSON 3 | Where Do Rocks Come From? | 75

Materials
Item Quantity Notes
ExploraGear
Basalt 2 pieces For igneous rock sets.
Conglomerate 2 pieces For sedimentary rock sets.
Gneiss 2 pieces For metamorphic rock sets.
Granite 2 pieces For igneous rock sets.
Limestone 2 pieces For sedimentary rock sets.
Magnifying lenses Several per station For closely examining rocks.
Marble 2 pieces For metamorphic rock sets.
Metaconglomerate 2 pieces For metamorphic rock sets.
(metamorphosed
conglomerate)
Obsidian (pitchstone) 2 pieces For igneous rock sets.
Porphyry 2 pieces For igneous rock sets.
Pumice 2 pieces For igneous rock sets.
Rhyolite 2 pieces For igneous rock sets.
Sandstone 2 pieces For sedimentary rock sets.
Scoria 2 pieces For igneous rock sets.
Shale 2 pieces For sedimentary rock sets.
Slate 2 pieces For metamorphic rock sets.
Tree cross section 1 For sorting.
Classroom Supplies
Tape 1 roll To tape labels and rock charts to stations
From Previous Lessons
“K-W-L” chart From Lesson 1.
Curriculum Items
Book: The Magic School Bus Inside the Earth*
Rocks Science Notebook, pages 6-8
Teacher Master “Igneous Rocks”
Teacher Master “Metamorphic Rocks”
Teacher Masters “Rock Clues”
Teacher Masters “Rock Labels”
Teacher Master “Sedimentary Rocks”
Teacher Master “Note Recording Tool” (optional)
Rubric 1: Properties of Rocks and Minerals (optional)
Checklist: Observing and Describing (optional)

* If this book is not available, you will receive a substitute that is appropriate for this lesson.

76 | ROCKS | LESSON 3 | Where Do Rocks Come From?

 Preparation
Notes
Teacher Note: Complete the following steps to set up three “rock
type” stations—igneous, sedimentary, and metamorphic—each with two
sets of identical materials.

 Make two copies of each page of the Teacher Masters “Rock Clues.”
 Create two sets of rock labels for each station by making two
copies of each page of the Teacher Masters “Rock Labels”
and cutting out the labels.
 Distribute the following materials to three different stations,
each clearly labeled with a name (igneous, sedimentary, or
metamorphic). Divide the materials into two separate, but
identical sets, so that two groups of children can work at each
station at the same time.
• Igneous station—Two samples each of basalt, granite,
obsidian, porphyry, pumice, rhyolite, and scoria placed on
their corresponding labels; two copies of the Teacher Master
“Rock Clues: Igneous Rocks”; several magnifying lenses
• Sedimentary station—Two samples each of conglomerate,
limestone, sandstone, and shale placed on their corresponding
labels; two copies of the Teacher Master “Rock Clues:
Sedimentary Rocks”; several magnifying lenses
• Metamorphic station—Two samples each of gneiss, marble, Teacher Masters 14-16
metaconglomerate, and slate placed on their corresponding
labels; two copies of the Teacher Master “Rock Clues:
Metamorphic Rocks”; several magnifying lenses
 Secure the rock labels and the rock clues sheets to the stations
with tape.

Vocabulary
igneous rocks. . . . . . . . . Rocks that form when melted rock
(magma) cools and hardens above
ground or underground.
lava . . . . . . . . . . . . . . . . . . . Melted rock that flows onto the earth.
magma. . . . . . . . . . . . . . . . Melted rock found inside the earth.
metamorphic rocks. . . Rocks that form when other rocks are
heated and squeezed together inside
the earth.
sediment. . . . . . . . . . . . . . Tiny pieces of rocks, shells, sand, and
clay that pile up on the bottoms of
lakes and oceans.
sedimentary rocks. . . . Rocks that form when layers of
sediment are pressed and cemented
together over time. Teacher Masters 17-19

ROCKS | LESSON 3 | Where Do Rocks Come From? | 77

 Teaching the Lesson
Notes
Use the note recording tool during
the introductory discussion and then
again in the synthesizing discussion
to record comments that demonstrate
an awareness of how the earth forms
and changes rocks, and how a rock’s
formation can affect its properties.
Science Notebook pages 6-8
78 | ROCKS | LESSON 3 | Where Do Rocks Come From?
Engage
Introductory Discussion
1. Gather the children around and read aloud The Magic School
Bus Inside the Earth.
Teacher Note: “The Magic School Bus” series can be difficult to share
with large groups. It is not necessary to read every conversation bubble.
Focus instead on the main text as well as the student reports that appear
in the margins. Stop periodically during the reading to review and
discuss sections that focus on how rocks are formed and changed by the
earth over time.
As an alternative, substitute the video version for the book and pause the
video at appropriate points to emphasize the three main rock types and
the earth processes that formed them.
2. After the reading, discuss the book and review some of the
ways rocks are formed and changed over time.
3. Have the children turn to pages 6-8 in their science notebooks.
Point out that each page contains information about one of
the three main types of rocks. Go over the first paragraph on
each page, which offers a brief description of how each rock
type is formed.
 Explore
Notes
Examining Igneous, Sedimentary, and Metamorphic
Rocks
1. Point out the three stations to the children, one corresponding
to each main rock type.
2. Divide the class into three groups and assign each group to a
station. Within each station, direct half of the group to work
with one set of materials and the other half to work with the
other set. Let the children know that the sets are identical.
3. Show the children the “Igneous Rocks,” “Sedimentary Rocks,”
and “Metamorphic Rocks” clue sheets at each station. Explain
that each box on the sheets contains a description that
Circulate around the room as the
matches some rocks of that type.
groups discuss and sort rocks to assess
4. Model the steps children should follow to examine each set of how well the children are able to note
rocks: significant rock details; also listen for
comments about rock formation.
a. Read the description in the first box on the sheet.
b. Find all the rocks that match the description and place
them on the page inside the box.
c. Do the same for all the boxes on a sheet, then return the
rocks to the proper place, using their labels. (You probably
will only need to demonstrate the procedure for one or
two boxes.)
5. Have the children rotate through each station so they can
examine the samples from all three rock groups.

ROCKS | LESSON 3 | Where Do Rocks Come From? | 79


Notes
language arts connection
See the Language Arts Extensions for
information about additional books
that you might want to read aloud
to reinforce or extend the concepts
presented in this lesson.
80 | ROCKS | LESSON 3 | Where Do Rocks Come From?
Reflect and Discuss
Synthesizing
Teacher Note: During this discussion, have available a set of rocks of
each type from the stations.
1. Go over page 6 about igneous rocks in the science notebook.
• Review the explanation of how igneous rocks were
formed.
• Read the clues for igneous rocks, emphasizing the text
in bold. Remind children that they looked for these
characteristics during the exploration.
• Let the children help you select and display a rock that
matches each igneous rock clue.
• Discuss children’s ideas about why a rock that was formed
this way might have these characteristics.
2. Repeat this procedure for sedimentary and metamorphic
rocks, using pages 7-8 of the science notebook.
3. (Optional) Show the children the three sets of rocks grouped
by rock type and talk with them about the groupings.
• Point out the variety found in a single group.
• Encourage them to offer explanations for why there would
be such a wide variety.
• Guide the children to the realization that what the rocks in
each group have in common is how they were formed.
4. Now or shortly after the lesson, make connections to the
previous lessons by doing the following:
• Add new questions and understandings to the “K-W-L”
chart from Lesson 1. If no one mentions the Big Idea for
this lesson, review these concepts and add the information
to the L (Learned) column.
• Revisit the” undecided” pile in the Science Center and
move objects that weren’t formed by the earth into the
non-rock pile.
Ongoing Learning
Notes
Science Center
Post copies of the three pages—one for each rock type—of the Materials: Class rock collection,
Teacher Masters “Rock Clues” in the Science Center. Put a container containers, Teacher Masters “Rock
to hold rocks near each page. Challenge the children to use the Clues”
clues to sort the class rock collection into the containers. The
children should be familiar with the clues since they worked with
them in their science notebooks.

Extending the Lesson

Further Science Exploration
Contact a state geological survey office to inquire about “road
cuts” in your area. Plan a field trip to one of the recommended
sites. Bring a geologist along or a copy of the geological survey to
identify the interesting features of the road cut.

Language Arts Extensions

Read How to Dig a Hole to the Other Side of the World, by Faith
McNulty, to the class. This book, in which a young boy provides
instructions for digging the deepest hole in the world, will add to
the children’s understanding of the earth beneath their feet.
For children who want to learn even more, consider the books,
The Pebble in My Pocket, by Meredith Hooper, Earthsteps: A Rock’s
Journey through Time, by Diane Nelson Spickert, and The Big Rock,
by Bruce Hiscock, as in-depth and challenging reading selections.
These books will add to the children’s understanding of rock
formation by following a single rock’s changes over a very long
period of time.

Mathematics Extension
Help the children create a bar graph displaying how high the
temperature climbs at each of the earth’s layers. (Refer the children
to The Magic School Bus Inside the Earth, pages 28-29, for the data
and an illustration.) Label the graph so that the earth’s layers
appear in consecutive order, beginning with the crust.
• Crust–900° C
• Mantle–3000° C
• Outer Core–4000° C
• Inner Core–6500° C

ROCKS | LESSON 3 | Where Do Rocks Come From? | 81

 Teacher Background
T eac her B ackgro und
I nf ormati o n

Information
Introduction
The Rocks Unit introduces children to geology, the scientific
study of Earth’s origin, history, and structure. During the early-
elementary grades, children have difficulty conceptualizing the
long-term processes that shape and change the earth. Therefore,
this unit focuses on children’s more immediate experiences with
rocks, minerals, and fossils, and lays groundwork for later learning
about earth processes.

Rocks are very familiar to most children, although not many

children have stopped to consider what rocks are made of, how
they are formed, why they look different from one another, or
even how you know something is a rock. The Rocks Unit invites
children to explore and learn about these and many other topics,
and helps children realize the many opportunities for scientific
investigation that exist right in their own backyards (or alleys or
driveways!). In addition, the Rocks Unit provides an interesting
and meaningful context for practicing important scientific process
skills, such as observation, description, and classification.

Rocks and Minerals

Rocks are solid substances formed by the earth. They are usually
a mixture of many minerals, although it is possible for rock—for
example limestone or marble—to contain only one type of
mineral. Rocks are non-living but sometimes contain materials
from once-living organisms. The mineral composition, chemical
and physical properties, and ages of rocks vary widely.

Minerals are naturally occurring, inorganic, crystalline substances.

Every mineral consists of a single solid with a definite chemical
composition. Minerals are the building blocks of rocks; all rocks
are made of minerals.

Children frequently confuse the words “rock” and “mineral,” or

use them interchangeably. In the Rocks Unit children study rocks,
then study minerals. This sequence helps children understand
that the varied substances they observe within rocks are different,
specific minerals.

208 | Rocks | TEACHER BACKGROUND INFORMATION

 Rocks Lessons 1, 2, and 3 focus on getting children to consider

T eac her B ackgro und

rocks—what they are, how to describe and classify them, and

I nf ormati o n
how they are formed. Rocks Lesson 4 has the children examine,
touch, and identify mineral samples both as discrete minerals and
as constituents of granite pegmatite rock, thereby reinforcing
their understanding that rocks are made of minerals. By Lessons
5 and 6, the children are investigating the properties of minerals,
including color, streak, and hardness.

Rock Formation and the Rock Cycle

One way geologists cope with the tremendous variety of
materials on Earth is to classify them according to origin. There
are three main types of rocks: igneous, sedimentary, and
metamorphic. These types of rocks are distinguished from one
another by how they are formed and shaped by the earth.

Igneous Rocks
Igneous rocks are formed by the cooling and solidification of hot,
molten magma, or melted rock. (Igneous rocks get their name
from the Latin word ignis, which means fire.) Cooling causes
crystallization, and the rate at which the molten rock cools makes
a great difference in the kinds of crystals that form. The nature
and the properties of the rocks vary greatly, depending partly on
the composition of the original magma and on the conditions
under which the magma solidified.

Rocks that cool within the earth from magma, such as granite, are
called intrusive. As a result of cooling slowly, intrusive rocks tend
to have large, visible crystals and be coarse-grained. These types
of rocks are often called plutonic igneous rocks. Rocks that have
cooled the slowest and have the largest, coarsest grains are called
pegmatites.

Rocks that cool on the earth’s surface, such as basalt and rhyolite,
are called extrusive. Magma can get to the earth’s surface as the
result of a volcanic eruption or by flowing out through cracks in
the earth. Extrusive rocks cool very rapidly and therefore tend to
have small crystals and be fine-grained. They are often called
volcanic igneous rocks. Some may be glassy (such as obsidian),
porous (such as pumice) from gases that were trapped inside the
lava as it cooled, or both (such as scoria).

Some rocks, called porphyries, have both very large crystals and
very small ones. These rocks formed with a change in the rate of
cooling. For example, magma may have started cooling slowly
deep beneath the earth’s surface, producing some large crystals,
but then been extruded as lava, increasing the rate of cooling to
produce extremely small crystals between the large ones.

Rocks | TEACHER BACKGROUND INFORMATION | 209

 Examples of igneous rocks in the ExploraGear include granite,
basalt, rhyolite, obsidian, scoria, porphyry, pumice, and
pegmatite.

Sedimentary Rocks
Erosion refers to a variety of processes by which soil or rock
material is loosened, dissolved, or otherwise worn away from
any part of the earth’s surface. All types of rocks are exposed
to weathering agents, such as wind, water, and temperature
changes, that slowly break them down into rock particles—
some very small, such as sand or silt; others larger, such as
pebbles. These rock particles are referred to as sediments.

Sedimentary rocks are the most abundant rocks on the surface

of the earth, covering about three-quarters of its surface.
Sedimentary rocks form when sediments, such as sand, clay, soil,
rock particles, and skeletons of microscopic animals, are carried
away by water and eventually settle in layers on the bottom
of lakes, ponds, and oceans. As the layers build up, the weight
of the upper, newer layers and any water that might be on top
of them press the sediments in the lower layers together very
tightly. In time, these sediments can become rock by being
compacted by pressure from the weight above or cemented
together by mineral precipitation from water. Often both
cementation and compaction happen together.

Geologists classify sedimentary rocks as clastic, organic, or

chemical rocks. Clastic rocks are sedimentary rocks made from
the fragments of previously existing rocks that were broken
down and cemented together over time to form new rock.
Examples of clastic rocks are conglomerate, sandstone, and
shale. Organic rocks are formed either directly or indirectly from
material that was once living. For example, limestone deposits
may be formed from the calcium carbonate shells of creatures
such as clams and certain microorganisms, or from reef-building
coral. Coal, which is made of the decayed remains of swamp
plants that were compressed into rock over long periods of
time, is another example of an organic rock. Chemical rocks are
sedimentary rocks formed when a sea or a lake dried up, leaving
behind large amounts of minerals that were dissolved in the
water. As the water evaporated, the remaining minerals formed
rocks such as gypsum and rock salt (both made from a single
mineral). Some limestone is also chemical rock.

Examples of sedimentary rocks in the ExploraGear include

sandstone, limestone, shale, and conglomerate.

210 | Rocks | TEACHER BACKGROUND INFORMATION

Metamorphic Rocks
Metamorphic rocks are formed by the physical or chemical
(or both) change of rocks through intense heat and pressure
under the surface of the earth. (The root word morph means
form, and the prefix meta means change.) All kinds of rocks
can be metamorphosed—sedimentary, igneous, and other
metamorphic rocks. For example, marble, a metamorphic rock,
is formed as a result of thermal (heat and pressure) changes
to limestone, a sedimentary rock. (If the heat and pressure
were intense enough to melt the rocks, they would re-form as
igneous rocks.)

Metamorphic rocks tend to be either foliated or unfoliated.

Foliated metamorphic rocks have mineral crystals arranged in
parallel layers or bands and often break into layers along these
bands. Examples include schist, slate, and gneiss. Unfoliated
metamorphic rocks are not banded and do not break into layers.
Examples include marble and quartzite.

Examples of metamorphic rocks in the ExploraGear include

marble, slate, gneiss, and metaconglomerate.

The Rock Cycle: “Recycling” Rocks

The series of changes that transform one type of rock into
another make up the rock cycle. As the following diagram
illustrates, rocks are continually being recycled and re-formed by
earth processes.

cooling
Igneous
magma Rock
melting
weathering
and erosion
re
ssu
pre
melting nd
ata
he Sediments
erosion
ring and
weathe
Metamorphic
Rock weathering compaction
and erosion and cementation

heat and
pressure Sedimentary
Rock

Rocks | TEACHER BACKGROUND INFORMATION | 211

 Weathering and erosion occur on Earth’s surface, and act on all
exposed rocks. The sediments that are the source of sedimentary
rocks can be weathered and eroded from igneous, sedimentary,
or metamorphic rocks. Any of these three types of rocks will
undergo changes and create a metamorphic rock if subjected to
heat and pressure. If the heat and pressure are intense enough
and the rock melts, it forms an igneous rock when it cools. Many
cycles in nature, like the changing of the seasons or the phases
of the moon, occur in a definite order, but the rock cycle has no
definite sequence.

Because the Rocks Unit is written for early-elementary children, it

introduces, but does not focus on, rock formation or the rock cycle.
The primary goal is to introduce the three main types of rocks
and how they are formed, without going into detail about earth
processes. Children also learn that a rock’s properties result, in part,
from how it was formed. Many children view rocks and minerals
as being permanent and primitive; they often have difficulty with
the idea that rocks and minerals are constantly being formed
and changed. The lessons in the Rocks Unit aim to help children
become familiar with the idea of changes in the earth’s materials
through processes such as erosion and weathering, crystallization,
and fossilization. Through this introduction, the Rocks Unit lays
a foundation for future understanding of long-term geologic
processes and the rock cycle.

Rock Properties and Identification

Unlike minerals, rocks cannot be identified with a simple
series of tests. To confirm the identity of a rock, geologists in
the field take samples back to the laboratory and examine
thin slices of the rock under a microscope to determine its
name and classification. They use various indicators to try to
determine what type of rock it is, and they consider the rock’s
texture, color, and composition. You might want to go to
www.sciencecompanion.com/links to find links to web sites
with additional information about identifying rocks.

Rock Type
The first step in identifying a rock is to determine whether it
is an igneous, metamorphic, or sedimentary rock. This can be
difficult, but there are many useful indicators. For example,
igneous rocks often have interlocking crystals of similar size and
a random orientation of their mineral grains. Sedimentary rocks
often show the horizontal layering that resulted from how they
were deposited and are often softer, or more crumbly, than the
other types. Metamorphic rocks have interlocking crystals that
are not always the same size. Often, the crystals in metamorphic

212 | Rocks | TEACHER BACKGROUND INFORMATION

rocks are parallel to one another and point in a single direction,
resulting in a banded appearance (foliation). This layering, or
banding, is a reaction to being formed under pressure, which
makes it different from the layering in sedimentary rocks.

Texture
Texture is a primary identifying characteristic, or property,
of rocks. Texture refers to the surface characteristics and
appearance of the rock, including the size and shape of its
mineral crystals. In general, rocks with large mineral crystals are
described as coarse-grained, while those with very small or
invisible crystals are called fine-grained.

The texture of a rock is linked to the way it was formed.

Depending on the type of rock, different aspects of texture
reveal different kinds of information. For example, the size of the
grains in igneous rocks indicates the rock’s rate of cooling and,
therefore, where the rock formed (cooling quickly on the surface
or slowly underground). The texture of clastic sedimentary rocks
indicates the size of the particles in the rock, from coarse to fine.

Color and Composition

Rocks can be further identified by their color and either their
mineral composition (in igneous and metamorphic rocks) or
their particle composition (in sedimentary rocks). Composition
affects the color and other properties of a rock.

For example, igneous rocks are divided into two categories—

mafic and feslic (or sialic)—based on their composition. Mafic
rocks, such as basalt, obsidian, and gabbro, are rich in iron,
magnesium, and calcium and are dark in color. Felsic rocks, such
as granite, pumice, and rhyolite, are rich in silica and aluminum
and are lighter in color.

The composition of the particles—whether they’re quartz,

clay, calcite, or shell fragments—are of primary importance in
determining the type and properties of sedimentary rock.

For metamorphic rocks, the color patterns and mineral

composition suggest the name of the rock and provide
information about the conditions under which the rock was Note:
formed. Foliated metamorphic rocks, such as gneiss, show
For the sake of brevity, the rest of the
banding, or alternating layers of dark and light minerals, and Teacher Background Information
some of the unfoliated metamorphic rocks, such as marble, (discussing minerals, fossils, and
quartzite, and anthracite coal are comprised of single minerals. geologic time) has been omitted from
this field trip sample.

Rocks | TEACHER BACKGROUND INFORMATION | 213

Date: _________________________________________

Igneous Rocks

Igneous rocks form when melted rock

(lava or magma) cools above ground
or underground. They look different
depending on how fast they cool and
what minerals they contain.

Here are some clues to help you identify igneous rocks.

1. Some igneous rocks form when lava flows at the earth’s surface
and cools quickly. Rapid cooling causes the minerals in these rocks
to form tiny crystals or natural glass. These rocks may look shiny
or glassy.

2. Some igneous rocks form when magma cools slowly deep inside the
earth. These rocks may look sparkly because the minerals in them
had plenty of time to form large crystals.

3. Some igneous rocks have lots of air holes that make them
lightweight rocks. Air bubbles trapped in the cooling lava made
these holes.


Igneous Rocks (Lesson 3)
 Date: ______________________________________

Sedimentary Rocks

Sedimentary rocks form when

fragments of rocks, shells, sand
and clay settle at the bottom of
a lake or ocean, and are slowly
pressed and cemented together.

Here are some clues to help you identify sedimentary rocks.

1. Most sedimentary rocks are soft. Some can be crumbled,

split, or broken with your hands.

2. If the rock has big fragments of naturally shaped shells

and pebbles, it is a sedimentary rock.

3. Sedimentary rocks can have distinct layers. Sometimes

these layers have different colors or textures.

4. If you find a fossil in a rock, you can almost be certain that

it is a sedimentary rock.


Sedimentary Rocks (Lesson 3)
Date: _________________________________________

Metamorphic Rocks

Metamorphic rocks form when other

rocks are changed by heat and pressure
deep inside the earth. Sometimes
new mineral crystals form as the rock
changes. Sometimes existing minerals are
softened and reshaped.

Here are some clues to help you identify metamorphic rocks.

1. Metamorphic rocks are very hard. Pressure and heat

gradually changed the original rock into much harder
metamorphic rock. For example a hard and brittle
metamorphic rock called “slate” formed from a softer
sedimentary rock made from clay called “shale.”

2. Some metamorphic rocks have stripes or bands.

3. Some metamorphic rocks contain pebbles that were

flattened and stretched by pressure deep inside Earth.


Metamorphic Rocks (Lesson 3)
 Rubric 1: Properties of Rocks and Minerals
Criterion A Criterion B Criteria C and E Criterion D
(Lessons 1 3, 11) (Lessons 4—6, 11) (Lessons 4 5, 11) (Lessons 3, 11)

Rocks differ in a Minerals differ in a Rocks are made of A rock’s properties

wide range of wide range of minerals. A rock’s result, in part,
properties, properties, properties result from how it was
including size, including size, in part from the formed.
shape, color and shape, color and minerals it is made
texture. texture, hardness, of.
and streak.
4 - Exceeds Understands at a Understands at a Understands at a Understands at a
Expectations secure level (see secure level (see secure level (see secure level (see
box below) and box below) and box below) and box below) and
Explores contemplates why contemplates why shows interest in shows interest in
content beyond rocks have these minerals have these exploring and further exploring
the level
different different identifying the ways rocks
presented in the
properties. properties. different minerals were formed.
lessons.
within rocks.
3 - Secure Understands that Understands that Understands that Understands that a
(Meets different rocks different minerals all rocks are made rock’s properties
Expectations) have different have different of minerals and result, in part,
properties and properties and that a rock’s from how it was
Understands considers a wide considers a wide properties result, formed.
content at the range of range of properties in part, from the
level presented properties when when describing minerals they are
in the lessons. describing rocks minerals (for made of.
(for example, size, example, size,
shape, texture, shape, texture,
and color). color, hardness, and
streak).
2- Recognizes that Recognizes that Knows that rocks Understands that
Developing rocks have minerals have are made of rocks form in
(Approaches different different properties minerals but different ways but
Expectations) properties but only but only considers a doesn’t relate how doesn’t relate rock
considers a few few properties, the properties of formation to
Shows an properties, such as such as shape and rocks are a result properties. (For
increasing shape and size. size. of the properties example, knows
competency of minerals. that a rock can be
with lesson formed from
content. intense heat, but
doesn’t know how
heat effects how
shiny a rock is.)
1 - Beginning Does not recognize Does not recognize Does not know Does not
that rocks can that minerals can that rocks are understand how
Has no previous
have different have different made of minerals. rock formation
knowledge of
properties. properties. results in different
lesson content.
properties.

16 | ROCKS | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS

Opportunities Overview: Properties of Rocks and
Minerals
This table highlights opportunities to assess the criteria on Rubric 1:
Properties of Rocks and Minerals. It does not include every assessment
opportunity; feel free to select or devise other ways to assess various
criteria.

Criterion A Criterion B Criteria C and E Criterion D

(Lessons 1ȩ3, 11) (Lessons 4ȩ6, 11) (Lessons 4ȩ5, 11) (Lesson 3, 11)

Lesson 1: Lesson 4: Lesson 4: Lesson 3:

- Family Link “Rock - Science notebook - Exploration - Exploration
Hound” page 9 - Science notebook - Reflective
Lesson 2: - Reflective page 9 discussion
- Sensory observation discussion - Reflective
Pre and Formative

- Reflective Lesson 5: discussion

Opportunities

discussion - Exploration Lesson 5:

- Science notebook - Science notebook - Reflective
pages 4-5 page 10 discussion
Lesson 3: - Reflective
- Exploration discussion
Lesson 6:
- Science notebook
page 11
- Reflective
discussion

Performance Tasks
Describing Rocks Rocks and Minerals Rocks and Minerals Describing Rocks
Cluster Cluster Cluster Cluster
“Guess My Rock,” “Guess My Mineral,” “Guess My “Guess My Rock,”
page 26 page 27 Mineral,” page page 26
Summative Opportunities

Lesson 11 Describing a Mineral, 27 Lesson 11

“My Special Rock page 28 Describing a “My Special Rock
Book,” page 31 Rocks and Minerals, Mineral, page 28 Book,” page 31
page 29 Rocks and Minerals,
Lesson 11 page 29
“My Special Rock Lesson 11
Book,” page 31 “My Special Rock
Book,” page 31

Quick Check Items

Describing Rocks Rocks and Minerals Rocks and Minerals Describing Rocks
Cluster Cluster Cluster Cluster
Page 34: items 1, 2 Page 35: items 1, 3-5 Page 35: items 2, Page 34: item 2
3-5 Rocks and Minerals
Cluster
Page 35, item 2

ROCKS | CONTENT RUBRICS AND OPPORTUNITIES OVERVIEWS | 17

 Checklist: Observing and Describing
Teacher Assessment
(All Lessons)

Determine whether the following skills are evident as the child makes observations
and descriptions. You might want to assign one point for each criterion that the child
demonstrates. You can add specific observations or comments in the space below
each criterion.

Name Date

Criteria:

A. Observations, descriptions, and drawings are accurate; they reflect

actual properties or events.

B. Observations, descriptions, and drawings incorporate details.

C. Uses multiple perspectives when making observations.

22 | ROCKS | CHECKLISTS AND SELF-ASSESSMENTS

Name Date

Self–Assessment: Observing and Describing

Think about your observations, descriptions, and scientific drawings. Answer the
following questions.

1. Do you make careful observations?

Always Sometimes Seldom

2. How much detail do you include in your observations, drawings, or descriptions?

A lot of detail Some detail Very little detail

Give some examples of how you included details:

3. Do you use more than one sense when you make observations?

Always Sometimes Seldom

Give some examples of when you used different senses in your observations:

ROCKS | CHECKLISTS AND SELF-ASSESSMENTS | 23

 “Guess My Rock”
Describing Rocks Cluster (Lessons 1 3 and 11)

Game Directions:
1. Choose a rock without letting the other players see it.

2. Write a detailed description of your rock at the bottom of this page or on an index
card.

3. Put your rocks in a pile with the other players’ rocks.

4. Trade your rock description with another player.

5. Try to find the rock that is described on the page or the index card you are
holding.

TEACHER NOTES:
Use this assessment after teaching Lesson 3.
Play the “Guess My Rock” game with small groups of children so you can better
evaluate their understanding of the properties that differentiate rocks.
You might lead this game or have children read the directions themselves to play the
game.
You might also have children use rocks they collected themselves, or have them use
rocks from the ExploraGear.
(Optional) To get a more complete picture of children’s understanding of a rock’s
properties, you might select one or two rocks from the pile after the game and have the
children discuss properties that help identify how the rock was formed and what it’s
general classification is (metamorphic, igneous, or sedimentary).

EVALUATION GUIDELINES:
Consider the following elements when evaluating children’s descriptions and
identification techniques:
x Do children use more than one or two properties to describe their rock?
x Do children focus on the properties when trying to identify other rocks in the pile?
x (Optional) Do children focus on properties to attempt to discover how the rock was
formed? When evaluating this particular concept, the emphasis should be on the
characteristics children use to help them identify how the rock was formed, not on if
they correctly identify the rock classification type (metamorphic, igneous, or
sedimentary).

26 | ROCKS | PERFORMANCE TASK EVALUATION GUIDELINES

 Describing Rocks Cluster
Quick Check Items

TEACHER NOTE: The following questions relate to the Describing Rocks cluster. Use
them after teaching the entire cluster, or select the applicable questions immediately
following each lesson. You can also compile the Quick Check items into an end-of-unit
assessment.

1. (Lesson 2) Put an “X” next to any words that are useful for describing rocks.

color X

size X

texture X

smell X

weight X

2. (Lesson 3) MATCHING: Draw lines to match the rock clue to rock type.

ROCK CLUES ROCK TYPES

This rock is usually soft.

Fossils are often found in this rock. igneous rock
Sometimes this rock has big pieces of
shells and pebbles in it.

This rock is very hard.

Pressure and heat changed this sedimentary rock
rock to make it hard.

This rock forms from lava or magma.

Sometimes this rock is lightweight because metamorphic rock
it has lots of air holes.

34 | ROCKS | QUICK CHECK ANSWER KEYS

 Name Date

“Guess My Rock”
Game Directions:
1. Choose a rock without letting the other players see it.

2. Write a detailed description of your rock at the bottom of this page or on an index
card.

3. Put your rocks in a pile with the other players’ rocks.

4. Trade your rock description with another player.

5. Try to find the rock that is described on the page or the index card you are
holding.

40 | ROCKS | ASSESSMENT MASTERS

Name Date

Describing Rocks
Quick Check Items

1. Put an “X” next to any words that are useful for describing rocks.

color

size

texture

smell

weight

2. MATCHING: Draw lines to match the rock clue to rock type.

ROCK CLUES ROCK TYPES

This rock is usually soft.

Fossils are often found in this rock. igneous rock
Sometimes this rock has big pieces of
shells and pebbles in it.

This rock is very hard.

Pressure and heat changed this sedimentary rock
rock to make it hard.

This rock forms from lava or magma.

Sometimes this rock is lightweight because metamorphic rock
it has lots of air holes.

ROCKS | ASSESSMENT MASTERS | 41

 Igneous Rocks
Igneous rocks form when melted
rock (lava or magma) cools above
ground or underground. They look
different depending on how fast
they cool and what minerals they
contain.

Here are some clues to help you identify igneous rocks.

1. Some igneous rocks form when lava flows at the earth’s surface and
cools quickly. Rapid cooling causes the minerals in these rocks to form
tiny crystals or natural glass. These rocks may look shiny or glassy.

2. Some igneous rocks form when magma cools slowly deep inside the
earth. These rocks may look sparkly because the minerals in them had
plenty of time to form large crystals.

3. Some igneous rocks have lots of air holes that make them lightweight
rocks. Air bubbles trapped in the cooling lava made these holes.

Teacher Master: Igneous Rocks (Lesson 3) Rocks Teacher Master 11

 Sedimentary Rocks
Sedimentary rocks form when
fragments of rocks, shells, sand and clay
settle at the bottom of a lake or ocean,
and are slowly pressed and cemented
together.

Here are some clues to help you identify sedimentary rocks.

1. Most sedimentary rocks are soft. Some can be crumbled, split, or

broken with your hands.

2. If the rock has big fragments of naturally shaped shells and pebbles,
it is a sedimentary rock.

3. Sedimentary rocks can have distinct layers. Sometimes these layers

have different colors or textures.

4. If you find a fossil in a rock, you can almost be certain that it is a

sedimentary rock.

Teacher Master: Sedimentary Rocks (Lesson 3) Rocks Teacher Master 12

 Metamorphic Rocks
Metamorphic rocks form when other
rocks are changed by heat and pressure
deep inside the earth. Sometimes new
mineral crystals form as the rock changes.
Sometimes existing minerals are softened
and reshaped.

Here are some clues to help you identify metamorphic rocks.

1. Metamorphic rocks are very hard. Pressure and heat gradually changed
the original rock into much harder metamorphic rock. For example a
hard and brittle metamorphic rock called “slate” formed from a softer
sedimentary rock made from clay called “shale.”

2. Some metamorphic rocks have stripes or bands.

3. Some metamorphic rocks contain pebbles that were flattened and

stretched by pressure deep inside Earth.

Teacher Master: Metamorphic Rocks (Lesson 3) Rocks Teacher Master 13

 Rock Clues
Igneous Rocks

Read the description in each box and place any rocks that match that
description inside the box. Repeat for each box.

These rocks look shiny and glassy.

These rocks have large crystals that make them look sparkly.

These rocks are much lighter than they appear.

Teacher Master: Rock Clues—Igneous Rocks (Lesson 3) Rocks Teacher Master 14

 Rock Clues
Sedimentary Rocks

Read the description in each box and place any rocks that match that
description inside the box. Repeat for each box.

We can break off a tiny piece of these rocks.

We can see pebbles and pieces of shells in these rocks.

We can see layers in these rocks.

Teacher Master: Rock Clues—Sedimentary Rocks (Lesson 3) Rocks Teacher Master 15

 Rock Clues
Metamorphic Rocks

Read the description in each box and place any rocks that match that
description inside the box. Repeat for each box.

We can see flattened pebbles in these rocks.

We can see stripes in these rocks.

These rocks are very, very, hard.

Teacher Master: Rock Clues—Metamorphic Rocks (Lesson 3)) Rocks Teacher Master 16
 Rock Labels
Igneous Rocks

M.
Basalt

N.
Obsidian

O.
Rhyolite

P.
Granite

S.
Scoria

W.
Pumice

X.
Porphyry
Teacher Master: Rock Labels—Igneous Rocks (Lesson 3) Rocks Teacher Master 17
 Rock Labels
Sedimentary Rocks

Q.
Sandstone

T.
Limestone

Y.
Shale

Z.
Conglomerate

Teacher Master: Rock Labels—Sedimentary Rocks (Lesson 3) Rocks Teacher Master 18

 Rock Labels
Metamorphic Rocks

L.
Marble

R.
Slate

U.
Gneiss

V.
Metaconglomerate

Teacher Master: Rock Labels—Metamorphic Rocks (Lesson 3) Rocks Teacher Master 19

 “I Wonder” Circle ®

Doing Science

o v e rr I
I W
ssccov e Woon
ndde
Di
D e

rr
I
I RReeccoorrdd

ITThhininkk
D i g
Doing
S i c
Science
veve

s eerr IT
Ob
bs Trry
I
I O y

I Wonder: notice, ask questions, state problems

I Think: consider, gather information, predict
I Try: experiment, model, test ideas, repeat
I Observe: watch, examine, measure
I Record: record data, organize, describe, classify, graph, draw
I Discover: look for patterns, interpret, reflect, conclude,
communicate discoveries

2011 Edition. Copyright © 2004 Chicago Science Group.

All rights reserved. Except as permitted under the United States
Copyright Act no part of this publication may be reproduced or
distributed in any form or by any means or stored in a database or
retrieval system without the prior written permission of the publisher.
www.sciencecompanion.com Chicago Educational Publishing Company LLC