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Preparation
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It is important that your students begin to understand that rocks are made of minerals. Different rocks have different characteristics because of their minerals, the ways in which the rocks were formed, and the processes that acted on the rocks since they were formed. In this first investigation, your students will use their senses to investigate some of the physical properties of different types of rocks. They will then use their observations of the rocks to identify a particular rock from a collection.
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For each student:
For the whole group:
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This investigation is considered generally safe to do with students. Please also review the investigation for your specific setting, materials, students, and conventional safety precautions.
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To introduce students to rocks, ask students to gather around a collection of rock samples of different types, sizes and shapes of rocks (big chunks of granite, sandstone, limestone, marble, etc.) on a table. Ask students to volunteer what they notice about the rocks and write down their observations on the flipchart. If possible, give them the opportunity to handle the rock samples and describe their relative weights and textures. Let students know that they will be working with their own rocks and investigating how rocks are the same as or different from one another.
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After the scene is set, introduce your students to the investigation question: “How are rocks the same and how are they different?” Tell your students that they will be investigating this question and at the end of their investigations they will be able to provide reliable answers.
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Here are some initial questions that your students can discuss, in pairs, groups and as a whole class:
Have your students report out their ideas and make a list of them. Start a list called “Questions we have about rocks.” This list will provide further insights into what your students know, and also what they would like to know. By the end of the investigation, some of these questions will probably be answered. |
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