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Title
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Mission 1 Lesson 6: What is a Rock?
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Type
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Primary: Lesson Plan
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Operation
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Tectonic Fury
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Mission:
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Mission 1: The Building Blocks
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers
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Created On
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7/15/2010
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From: Tectonic Fury Mission 1: The Building Blocks |
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Mission 1 Lesson 6: What is a Rock? Students will understand what a rock is and how the three types of rocks form. |
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Prepare |
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- 1-2 Class Periods (45-90 minutes)
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- Review all activities and discussion questions in the Teacher Edition (TE) pages 24 through 27.
- Gather the materials needed to complete the Teach with Inquiry activity on page 26.
- Gather a variety of rock samples or images.
Download the Sediment Sizes transparency.
- Test all links on your computers.
- Set up a projector to show the video.
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View
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Teacher's Edition for Operation: Tectonic Fury Mission 1: The Building Blocks - At a Glance, Standards Alignment, and teaching tips and suggestions for content in Mission 1. |
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Transparencies to support Mission 1. |
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Some examples of concept maps students can use at the beginning and end of each mission. |
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Motivate |
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- Divide students into groups and give each group a variety of rock samples or images. Ask students to sort the rocks based on a category of their choosing. Then have each group share the criteria they used to sort the rocks.
- Show students the brief video What is a Rock?, and answer any questions students might have.
- Relate what students saw in the video to the categorization of rocks they did earlier. How did the categories they chose differ from the categories scientists use to classify rocks? Could students sort rocks into the categories shown in the video based on what they know now? What else would they need to know?
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This brief video covers the definition of a rock, their classification, and how igneous rock, sedimentary rock and metamorphic rock forms.
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Teach |
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- Have students scan pages 24 through 27 in the SE. Have them turn each heading into a question and note the questions in their JASON journals.
- Have students read or listen to pages 24 through 27 in the SE. As they read, have them write down the answers to the questions they noted earlier.
- Discuss the reading, using the discussion questions corresponding to these pages in the TE.
- As you discuss the Igneous Rock section, show students samples or photographs of intrusive and extrusive igneous rock. For the last few samples, have students identify which are intrusive and which are extrusive.
- Help students make the connection between what they are learning and everyday life, using the Thinking Critically activity on page 24.
- As you discuss the Sedimentary Rock section, use the Sediment Sizes transparency to demonstrate the range in size of the sediment that makes up various sedimentary rocks.
- Show samples or images of sedimentary rock and ask students to determine where each would fall on the Udden-Wentworth Scale.
- As you discuss the Metamorphic Rock section, show samples or images of metamorphic rock.
- Have students complete the experiment in the Teach with Inquiry section on page 26 to demonstrate the effect of heat and pressure in creating metamorphic rock.
- Differentiate: Depending on their interests, have students complete one of the Differentiate activities found on pages 25 and 26.
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This article defines what a rock is and introduces the concept of rock classification. |
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This article describes how igneous rock forms from magma and from lava.
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This article describes how sedimentary rock forms from sediment and discusses how sedimentary rock is categorized as clastic, biologic, or chemical based on the source of the sediment from which it forms. |
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This article describes how heat and pressure change existing rock into metamorphic rock. The article also discusses two categories of metamorphic rock: foliated and non-foliated. |
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Reflect And Assess |
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- Have students answer the Check for Understanding questions on pages 24, 26, and 27 of the student edition.
- Have students create a Venn diagram comparing rocks and minerals.
- Give students one or two of the samples or images you looked at during this lesson. Have them write down what they observe about the rock. Then have them make inferences about what kind of rock it is based on their observations and what they know about the different types of rocks.
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Follow-up |
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- Have students read the Meet the Argonauts section and discuss what they are learning on the message boards in the JMC.
- Have students complete the Extend activity on page 27 and present their research to the class.
- Have students research the history of Mount Rushmore, as described in the Connect -History activity on page 25.
- Encourage students to continue bringing in interesting rocks they find. At the identification station in your classroom, add rock identification resources and samples. Have students try to identify the type of rock for some of the specimens they have gathered.
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