Field Trip Plan

Ohio science standard connection: The field trip would connect to my curriculum by aligning to three
of my earth science standards for 6th grade science. These standards are…
 Minerals have specific, quantifiable properties.
 Igneous, metamorphic and sedimentary rocks
have unique characteristics that can be used for
identification and/or classification.
 Igneous, metamorphic and sedimentary rocks form
in different ways.
During the visit: During my visit, I would like my students to observe each of the showcases and
examine the different rocks and minerals that are displayed with their different characteristics. I will
support this by providing each student with guiding questions to look for while at the museum to
ensure they are gaining what I want them to out of the museum.

Pre-visit Activity

Rockin’ and Rollin’

Ohio science standard connection:
 Minerals have specific, quantifiable properties.
 Igneous, metamorphic and sedimentary rocks
have unique characteristics that can be used for
identification and/or classification.
Materials: Pencil, worksheet with 8 separate boxes for each station stating the task in each box for the
students to answer each stations task, 5 different minerals, 3 different types of rocks (1 igneous, 1
sedimentary, and 1 metamorphic)
Step by Step: This activity will be a station activity where there are eight different stations. The
students would have learned about minerals and rocks already, so this activity would be applying their
knowledge to prepare them for the field trip. The stations would be as follows…
Station 1: Students will be given a mineral and be asked to find its streak.
Station 2: Students will be given a mineral and be asked to find its luster.
Station 3: Students will be given a mineral and be asked to find its hardness.
Station 4: Students will be given a mineral and be asked to find its density.
Station 5: Students will be given a mineral and be asked to find its crystal structure.
Station 6: Students will be given a rock and asked to identify if it is an intrusive igneous rock, extrusive
igneous rock, clastic sedimentary rock, chemical sedimentary rock, organic sedimentary rock, or a
metamorphic rock. (will be given metamorphic)
Station 7: Students will be given a rock and asked to identify if it is an intrusive igneous rock, extrusive
igneous rock, clastic sedimentary rock, chemical sedimentary rock, organic sedimentary rock, or a
metamorphic rock. (will be given sedimentary)
Station 8: Students will be given a rock and asked to identify if it is an intrusive igneous rock, extrusive
igneous rock, clastic sedimentary rock, chemical sedimentary rock, organic sedimentary rock, or a
metamorphic rock. (will be given igneous)
The students would have 5 minutes at each station to complete the designated task.
The Field Trip

Field Trip Destination: We went to the Orton Geology Museum at The Ohio
State University and saw minerals, rocks, and each
of their different characteristics.
Science content and how it connects to the My students would learn about the different
curriculum: minerals and how their streak, luster, hardness,
crystal structure, color, and density are unique to
specific minerals. My students would also learn
about each of the different types of rocks, with
insight into where these rocks are found around the
world. The students could also see what fossils are
found in Ohio, which relates to the real world and
their sedimentary rocks. This connects to my
curriculum by aligning with the 6th grade earth
science standards listed above. Some of these rocks
and minerals are also not able to be in the
classroom, so having the students be able to see
what some of these rocks and minerals look like in
real life will help support their processing of the
content.

Post-visit Activity

My Life as a Rock/Mineral
Ohio science standard connection:  Minerals have specific, quantifiable
properties.
 Igneous, metamorphic and
sedimentary rocks have unique
characteristics that can be used for
identification and/or classification.
 Igneous, metamorphic and
sedimentary rocks form in different
ways.
Materials: Paper, pencil, guided notes from the museum
Step by Step: Students will take either a rock or a mineral
that they found at the museum and create a
story about this mineral/rock and how it ended
up in the museum. If it is a mineral, then the
students will write how the mineral was
formed, picked, and brought to the museum. If
it is a rock, then the students will write how the
rock originally formed, what processes it went
through in the rock cycle, how it was picked,
and brought to the museum.