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Investigation Question 1:
How are rocks the same and how are they different?
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What To Do
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Setting the
scene
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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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Presenting the Investigation
Question
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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.
Have your students brainstorm ideas about how this investigation question could be investigated.
- Design an experiment that could be used to test the investigation question.
- What materials would be needed?
- What would you have to do?
- What would be measured?
- How long would the experiment take?
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Assessing What Your Students Already Know
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Here are some initial questions that your students can discuss, in pairs, groups and as a whole class:
- What are rocks made out of?
- Where do rocks come from?
- How are rocks the same and different?
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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Exploring the Concept
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- If you have not already done so, divide your class into groups of about four students with each group sitting around its table or work area.
- Before your students begin, tell them how much time they will have to complete their investigation. (Group learning strategies often call for appointing a group time keeper who keeps the group on track.)
- Provide your students with the following tools for investigation:
- Hand lenses (enough for everyone)
- Rock sample (different one for each student)
- 5” X 8” index card for each student
- Colored pencils to share
- Tell your students that they may use four of their senses to investigate their rocks. (looking, feeling, smelling and listening – or: sight, touch. odor and sound.)
- Emphasize that it is NOT SAFE for your students to TASTE the rock. Let them know that they will need to wash their hands at the end of the investigation, after handling the rocks.
- Tell your students that their job is to really study their rocks, using the hand lenses, and write down and draw their rock observations. Circulate while they work to monitor progress and answer questions.
- When they finish, collect their rocks in your baggie. In a large open space, line the rocks up on the floor. This could be a hallway or space in your room. When you have finished, ask students to bring their record cards up to the row of rocks and find their own rocks. When they find their rocks, they should sit back down. (You might find it useful to collect and spread out the rocks in two sub-groups to help younger children find their rocks more easily.)
- After students are back in their seats, ask them to share what characteristics of the rocks were most useful in finding their own rocks. (unusual shapes and colors; presence of visible crystals) What characteristics were not very useful? (hardness of the rocks)
- In groups of four, ask students to compare their rocks. In what ways are the rocks the same? In what ways are they different? Ask students to record their observations.
- When students are finished, hold a whole class discussion about how the rocks are the same and different. Make a list of these observations on a flipchart for later.
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