Rocks brought to the classroom by students, one rock per student. A basket, or other decorative container.
Upper-elementary students usually learn the techniques for mineral classification, the characteristics of sedimentary, igneous, and metamorphic rocks, and the rock cycle.
However, a dichotomy exists between national standards and benchmarks and common curricular concepts. By the end of the 2nd grade, students should know that: Chunks of rock come in many sizes and shapes, from boulders to grains of sand and even smaller. By the end of the 5th grade, students should know that: Rock is composed of different combinations of minerals.
Smaller rocks come from the breakage and weathering of bedrock and larger rocks. Soil is made partly from weathered rock, partly from plant remains — and also contains many living organisms.
It is not until the middle school years grades that either the NSES or Benchmarks discusses the types of rock or the rock cycle and their close relationship to the theory of plate tectonics.
However, the reality is that, despite the recommendations of these documents, teachers and students are still required to follow their local standards and curriculum — which may include higher-level concepts.
What, then, should an elementary teacher do? The best answer, as always, is to consider the abilities and needs of your particular students. What children are capable of at a particular age is the result of a complex interplay among maturation, experience, and instruction.
Thus, what is developmentally appropriate is not a simple function of age or grade. What children do is in large part contingent on their prior opportunities to learn and not on some fixed sequence of developmental stages.
As you well know, the students in your class are at a wide variety of maturity levels and cognitive abilities. Even when you are following state standards and prescribed curriculum, differentiated instruction is needed to meet the needs of all students.
Even with such modifications, students will achieve at different levels depending on their abilities and past experiences with science. Complex concepts, such as the types of rocks and the rock cycle, are no different. It is also helpful to remember that these concepts are taught not only in elementary school but at the middle school level and beyond.
Considering your efforts as the introduction to the science of geology is helpful and a good reminder that students will not necessarily master all the complex concepts on first exposure.
In this article, we highlight lesson plans and activities that support science and literacy instruction that is consistent with the curricula used by many districts and schools. K-2 lessons and activities revolve around hands-on experience with rocks and minerals and initial experience with description, measurement, and drawing.
Lessons for grades delve more deeply into the subject, introducing the three types of rocks, differentiating between rocks and minerals, and providing opportunities for classification and analysis.
We have deliberately chosen to provide only a basic introduction to the rock cycle, as this difficult concept is inextricably linked to the theory of plate tectonics, a topic typically reserved for the middle school years.
You may choose to include this in greater depth for students needing further challenge. As always, our philosophy is that the hands-on experiences found in the featured science lessons provide a natural context for reading, writing, and discussion.
The content standards are found in Chapter 6. Through their observations, students will begin to develop an understanding that there are different types of rocks with different attributes.
Students record their observations through drawings and words. This lesson meets the National Science Education Standards: To further integrate literacy skills into this lesson, try the following: For this lesson, students will make a class book.
Each student draws a rock on the back of a sheet of paper.
On the front of the paper, they write three clues that describe the rock. Students can share this book with family members and peers before adding it to their classroom library. Sampling Rocks Grades K-2 Students collect and analyze a sample of rocks from the schoolyard, create a rock guide for the schoolyard, and are introduced to the notion of samples.After reading Byrd Baylor's book "Everybody Needs a Rock", students will select a rock, study it, and describe its attributes.
2nd Grade - Act. How to Make a Rock The activities in this lesson will introduce students to the concepts of igneous, sedimentary, and metamorphic.
In this kindergarten theme unit on rocks and minerals, your students will enjoy activities that will foster skills across the curriculum. They will engage in literature, math, science and art with the projects included. Grade School Activities; Lesson Plans for Pre-K and K; Lesson Plans: Grades 1 - 2; “Everybody needs a rock.".
Grade 4 Rocks and Minerals Activities in partnership with In this activity, students will observe and test local rocks in order to identify similarities and differences, Read the book, ^Everybody Needs a Rock ^ by yrd aylor On one of the outdoor activities described in the unit, students will be collecting a variety of rocks from the.
This is an excellent multidisciplinary rock and mineral unit. Subjects: Art, Computers & Internet, Language Arts, Science.
Grade: Writing Activities (choose one a week) Everybody Needs A Rock. Byrd Baylor, Aladdin Paperbacks, E . This is an excellent multidisciplinary rock and mineral unit. Subjects: Art, Computers & Internet, Language Arts, Science.
Rock Out Game. Before the activity cut an equal number of red, blue, and brown rock shapes from construction paper so each child will have a rock. Everybody Needs A Rock.
Byrd Baylor, Aladdin Paperbacks, E. Hands-On Science and Literacy Activities about Rocks and Minerals. Using Children’s Natural Curiosity to Lead to Descriptive Writing (Grades K-2) Reading Everybody Needs a Rock by Byrd Baylor and creating a rock guide provide literacy connections.