K5 Science Endorsement GPS Lesson Plan

Title Get Ready To Rock!

Teacher(s) Ariel Jackson
E-mail Ariel.jackson@cobbk12.org
School Green Acres Elementary
Lesson Title Rock Sorting
Grade Level 3 Concepts(s) Physical attributes of rocks
Targeted
Performance Expectation

Students will ask questions and analyze data to classify rocks by their physical attributes using
simple tests.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
Obtaining, Evaluating, Earth Science- Physical Patterns
and Communicating attributes of Rocks and
Information Minerals

Plan and Carry out

Investigations
Georgia Performance Standards

S3E1. Obtain, evaluate, and communicate information about the physical attributes
of rocks and soils.
a. Ask questions and analyze data to classify rocks by their physical attributes
using simple tests.

Safety Considerations

Students will need to be careful when handling rocks and minerals. May use googles if
necessary.

The Learning Plan

Lesson 1 Introduction to Rocks and Minerals

Lesson 2 Rock Sorting

Lesson 3 You Rock

Lesson 4 Rock Candy

Culminating Activity- Stem Challenge: Mineral Display Case

Title of the Lesson: Introduction to Rocks and Minerals

Lesson Logistics/Materials: Whole group and partner work. Chart paper and IWB connected
to computer, access to BrainPop, Science Textbooks.

Opening/Hook/Initial Focus: ENGAGE: TTW show a rock to the class. The teacher will ask
students what they know about rocks and record on chart paper. TSW complete a Science
Probe titled What is a Rock? TSW be given a list of different types of rocks and asked to check
which ones they think are rocks. TSW discuss whole group what they chose and why. TTW
explain that all the items on the list are made from rock. Students will watch BrainPop video on
rocks to stimulate their thinking and interest in water.

Work Session: EXPLORE Students will write down vocabulary: Rocks and Minerals in their
journals. Students will complete frayer model for each vocabulary word.

Closing: Students will reflect back, what is a mineral? What are rocks made of? Have 2
students explain their thinking.

Title of the Lesson: Rock Sorting

Lesson Logistics/Materials: book Everybody Needs a Rock by Byrd Baylor, sorting mats, hands
lens, Rules for Rocks paper to record rule.

Opening/Hook/Initial Focus: ENGAGE TTW have rocks/minerals for display in the front of the
class. TTW read Everybody Needs a Rock by Byrd Baylor. After reading, TSW turn and Talk
about some rules they heard about finding/sorting rocks. TTW allow time to share out with the
whole class. TTW display a chart with the focus question at the top: What are some physical
attributes that can be used to classify rocks and minerals? TTW explain that physical attributes
is also called properties. Different attributes make each rock unique. TTW remind students of
the girl in the story and how she talked about attributes such as color, shape, size. TTW explain
worktime task of rock sorting.

Work Session: EXPLORE TSW divide into groups with 6-8 rocks. Each group will elect a
recorder, materials manger and time keeper. TSW use rocks to sort on sorting mat. TTW tell
students they will be geologist (explain) and observe and sort rocks. One member of the group
will organize the rocks based on an unannounced attribute. After sorting, the recorder will
record the RULE or how the rocks were sorted. Continue until all students in the group have a
chance to sort the rocks. TSW decide as a group what was the best way to sort the rocks.

Closing: Students will share their rules for the rocks they sorted with the class.

Title of the Lesson: You Rock

Lesson Logistics/Materials: Water Cycle Game and dice. Desks arranged for game movement.

Opening/Hook/Initial Focus: ENGAGE TTW revisit anchor chart with the focus question
displayed on it. TTW ask what physical attributes they used to sort their rocks. TTW record
thoughts on chart paper. TTW talk to students about how the properties of a rock can make it
useful for a specific purpose. TSW divide into groups. TTW give each student a hand lens and
a rock from the collection. TSW observe their rock with their hand lens and compare it to the
other rocks in the group. TTW ask questions: Are all the rocks in the group the same kind of
rock? How are they different? Is it possible to look at a rock ant tell what kind of rock it is?
TTW read Rocks: Hard, Soft, Smooth and Rough.

Work Session: EXPLORE TTW explain that the book may give clues to the type of rock students
each have. After reading, TTW use the rocks chart on pg 21 to help student identify their rocks.
TTW explain that scientist use charts like this to identify unknown rocks. TSW receive a rock to
observe. TSW have 5 minutes to complete the GUESS MY ROCK sheet. TTW collect the rocks
and line them up on the table.

Closing: EXPLAIN TTW collect all the GUESS MY ROCK sheets and read each one aloud. TSW
guess from the description which rock is being described.

Title of the Lesson: Rock Candy

Lesson Logistics/Materials: aluminum foil, paper cups, chocolate candy, microwave, nerds,
cookies, plastic spoons, toothpicks

Opening/Hook/Initial Focus: Show students a chocolate chip cookie. Ask students to identify
what type of cookie it is. How do they know? Show students a sugar cookie and ask them to
identify it. How do they know? Discuss the attributes of each cookie.
EXPLORE Then show students cookie rocks. (Use recipe below.) Ask students to identify what
type of cookie it is. Responses will vary. Share cookie rocks with students.
Brainstorm ingredients that make up the cookie rocks. Students will pick out the minerals
using toothpicks. Students can identify each type of mineral on a sorting sheet. Share rock and
mineral samples with students. Have students investigate samples with a hand lens

Work Session: EXPLORE TTW remind students of the 3 groups of rocks they learned about
from previous lesson (igneous, sedimentary, and metamorphic). TTW reinterate that igneous
rocks are made in nature when rocks and minerals are heated and cooled. TSW make an
igneous rock by heating chocolate to melting, then mixing in the nerds as minerals. TSW
scoop it onto the aluminum foil to cool. TSW record their observations and pictures in their
notebooks. TTW explain that sedimentary rocks are made in nature when rocks and minerals
are eroded by wind and water and pile into layers at the bottom of a river or ocean. To make
sedimentary candy rocks TSW heat chocolate to melting, break apart cookies, layer cookies,
nerds and chocolate then cover with aluminum foil and apply pressure. TSW record
observations in notebook. TTW explain to make metamorphic rocks in nature, sedimentary
rocks are heated and squished. TSW heat pre-made sedimentary rock in microwave, squish and
cool. EVALUATE TSW record their observations and understanding of the 3 groups of rocks in
their notebooks.

Closing: TSW share their observations from worktime with making the 3 types of rocks with the
class.

Title of the Lesson: Stem Challenge-Mineral Display Case

Lesson Logistics/Materials: minerals, mineral display case examples, various types of candy,
cardboard boxes/cereal boxes, construction paper, scissors, glue and tape, popsicle sticks,
markers, rulers, clay or playdough, book: Julie the Rockhound by Gail Langer Karwoski

Opening/Hook/Initial Focus: Show the class various types of candy. Pick up one piece and ask
the class to describe it to you: What flavor is it? What is its size? What shape is it? Is it hard or
soft? Etc. You may need to open the candy and show what it is made of and to determine if it is
hard or soft. Explain to the class that they just described the physical attributes of the candy.
These physical attributes make each type of candy unique. Pick a different piece of candy and
have the class describe it and compare it to the first piece. How are they alike? How are the
different?
Now show a handful of minerals. How are the minerals alike and different? Pick one mineral
and see if the students can physically tell the shape, color and feel for the texture. How could
we determine if it is hard or soft? Demonstrate or review how to test for the Mohs Scale:
https://www.youtube.com/watch?v=9r7C5SD14Hw.
Introduce the challenge to the class:
Challenge: Your class has been asked by the Tellus Science Museum to create new display cases
explaining the physical attributes of minerals. As a team you will need to create a display case
for one mineral. The case must be covered with a see-through material and you will need to
explain the minerals shape, color, texture, luster, and hardness. Your display case must have a
minimum of 6 compartments/spaces and you will need to calculate the area of your display
case. Good luck and be creative!
Show students an example of a mineral display case. Have students complete the ask/engage
part on their student journal.

Work Session: EXPLORE students will begin to brainstorm possible solutions to the problem.
They will then sketch two ideas and then share it with their group members. Tomorrow,
students will share ideas and discuss a team design.

Criteria:
Create a minimum of 6 compartments/spaces in your display case
Front of display case must be see through (transparent)
You must explain how to recognize the physical attributes of the mineral
You must calculate the area of your display case
Constraints:
Use the materials provided
Complete the challenge within the time allotted
Have students individually think of a solution to the problem and draw and label their design.
Afterwards, have volunteers come to the front of the room to share ideas.
Explain that today, each student will present their ideas to their team. Teams will collaborate
and decide on a final design plan. Students will then draw and label their final design plan and
make a list of needed supplies. Have groups come to the front of the room and share their
Team Designs.
Review the criteria and constraints with the class once again. Today, students will begin to
build their design according to their design plan. They will then test their design and record
what happens on their recording sheet. Did their design work? Why or why not? Have
volunteers share out reasons why or why not their structure worked.

Students should begin researching properties of the mineral they are assigned to explain the
minerals shape, color, texture, luster, and hardness to present next to their display case.

Closing: EVALUATE Students evaluate their design for success. Did it meet the established
criteria? Did their final design match their planned design? How would students improve their
design? Students will gather back into their groups and improve their designs. If there is time,
they may begin to add to their previous structure. Students evaluate their design for success.
Students can take a gallery walk of all the different mineral display cases located around the
room.

Documentation of Resources