This lesson provides students with a basis for understanding
the three main classifications of rock: igneous, sedi-mentary and
Video has been incorporated to enhance the develop-ment of mental imaging
skills relative to the formation of rocks from minerals and how to
identify and describe each. Through interaction and hands-on experiences
students will gain an under-standing of the characteristics of rocks and
develop an appreciation for rock and mineral products in their
Videos have been selected to provide visual credibility to concepts and
serve as catalysts for independent investigation.
Intrusive Igneous Rocks #114
Sedimentary Rocks #117
Metamorphic Rocks #118
Students will be able to:
- name three main classifi-cations of rocks;
- identify the composition of rocks;
- describe how minerals are identified;
- list characteristics of igneous, sedimentary and metamorphic rocks.
- 1 book: Everybody Needs a Rock by Byrd Baylor
- 1 mineral collection of quartz, feldspar, mica and hornblende
- 1 hand lens
- 4 metric rulers
- 1 balance scale
- 6 Tablespoonfuls vinegar in small jar
- 1 small rubber-bulb syringe
- 1 penny
- 1 nail
- 1 three pound plastic margarine tub three-quarters filled with
(per group of four)
- 1 paper towel
- 1 magnifying lens
- 1 pinch table salt
- 1 box colored pencils
NOTE: The following activity should be conducted three or four days prior
to teaching the lesson. This allows students to observe the growth of
and to independently increase their existing knowledge of rocks and
based on individual interest and research.
- 1 pencil
- 1 sheet notebook paper
- 1 copy of Activity Sheet
- 2 sheets manila paper
NOTE: Pre-prepare a crystal growing demonstration several days before the
lesson is taught. To prepare, fill a one-quart canning jar with very hot
tap water. Add a spoonful of washing soda (sodium carbonate) and stir
a long handled spoon until dissolved. Place the jar in a pyrex bowl, then
add very hot water to within two inches of the bowl's rim. Continue
washing soda until water becomes saturated and soda will no longer
Allow solution to cool, then pour into a second jar. Tie a large paper
to one end of a string, then tie the other end of string around the
of a pencil. Place pencil across top of jar permitting the clip to
in the solution. Crystals will form on the clip after several days.
Explain the demonstration and assign re-sponsibility for each student to
observe and record their observations on a daily basis continuing until
the day you plan to teach the lesson. On day the lesson is to be taught,
have students bring a favorite rock to class. It should be larger than
thumb but smaller than their fist.
Read to the class or have a volunteer read Byrd Baylor's book, Everybody
Needs a Rock. Allow time for students to react and discuss.
Instruct students to examine the rock they brought to class. Allow time
for obser-vation. Write properties on chalkboard then ask, "Who can
define the term, pro-perties?" Discuss. Ask, "What are the properties
of your rock?" Allow time for responses. Say, "Compare the appearance
and composition of your rock to a nearby classmate's, then be prepared to
discuss likenesses and differences you observe." Allow time for
of task. Have volunteers show rocks they compared and discuss results of
their observation. Encourage interaction among class.
Engage students in discussion as you ask, "What is the most basic
all rocks have?" Elicit responses directing dis-cussion toward conclusion
that all rocks in the earth's crust are made of minerals. Write minerals
as a heading on chalkboard; underline term. Ask students to consider what
they already know about minerals. Ask, "What characteristic of a mineral
can you name?" Add characteristics of to heading on the chalk-board.
Heading should now be: Charac-teristics of Minerals. List or have a
list all reasonable characteristics under the heading as they are
by the class. Inject the following into dis-cussion if not offered by
Minerals are found on earth in soil, rocks and water; are classified
mineral kingdom and are a basic group of natural inorganic objects
to animal kingdom and plant kingdom; explain inorganic); are chemical
or compounds; are generally solid crystals; and their chemical make-up
Ask, "What are some minerals highly valued by a jeweler?" (gold,
silver, diamond, ruby, etc.) List on chalkboard as named.
Display a sample of quartz, feldspar, mica and hornblende in clear view
of all students. As each is identified, pass it among students for closer
observation. After each student is given an opportunity to closely
the samples have them compare and contrast. (e.g.) Each mineral was
through crystallization; quartz is clear and glossy; feldspar is gray,
or pink; mica is dark and shiny; and hornblende is dark and appears dull.
Ask, "What relationship do you see between the experiment/demon-stration
observed in the classroom for the past several days and the minerals you
have just examined?" Allow for dis-cussion and lead to conclusion that
all the minerals were formed by the process of
Write rock on chalkboard. Say, "Look again at the rock you brought
to class. You know the process of how the basic mineral was formed. But
before it became the rock you now see, it had to undergo some other
This process determined the kind of rock it eventually became." To
give students a specific re-sponsibility while viewing say, "Watch
the video to discover one classification of rock. Be prepared to name the
classifi-cation and tell how this kind of rock is formed."
Intrusive Igneous Rock #114
BEGIN tape immediately following opening credits. Visual is an
volcano. PAUSE tape after visual of granite and erupting lava;
is, "Igneous rock meaning fire formed." Allow time for students
to name igneous as the classifi-cation of rock shown in the video. Ask,
"Is the rock you brought to class an igneous rock?" Reserve time
for interaction among students; confirm whether rocks identified as
are accurately classified.
Distribute a pencil and sheet of notebook paper to each student. Instruct
them to list igneous as the rock-type, then write a description of how it
is formed. Allow time for completion of the task. Have volunteers share
their description. Elicit discussion related to the meaning of term
(fire formed); include that this classification or type of rock is formed
inside the earth. Say, "In the next video you will see examples of
igneous rocks and names of each. What would you predict some of the
might be?" Allow students to make predictions. To give students a
responsibility while viewing say, "Watch to find out if your prediction
RESUME tape. Video follows old photo-graphs of the earth's layers.
STOP tape after visual of rocks. Allow time for students to
the accuracy of their predictions. Say, "Again use your note-book paper
and list examples of igneous rocks as shown on the video. Review the list
through student interaction and have those with incomplete lists to
Say, "Granite and marble are two igneous rocks greatly valued for their
beauty and durability. What uses have you seen made of these rocks in
community or other cities you've visited?" Allow students to share
their experiences which might include state buildings, museums, churches,
statues, floors or stairways in public buildings, etc. Ask, "Why do
you suppose you are unlikely to see marble or granite used as flooring in
the average private home?" Allow for responses.
Write the following on chalkboard, then have students figure total cost.
A 12" x 12" square of marble flooring is priced at $15.00 each;
The floor to be finished as marble measures 15 feet x 20 feet; The
fee for installing the marble is $4.25 per square foot; What is the total
cost of the floor? (15' x 20' = 300 sq. ft.; 300 sq. ft. x $15.00 =
300 sq.ft. x $4.25 = $1,275; $4,500 + $1,275 = $5,775) Although the
cost/fees are fictional, have students decide a reason-able cost for
carpeting and compare with the cost for marble. Ask, "Is it reasonable
that the average household could not afford this?" Allow students to
Say, "Not all rock found on earth is as hard as marble or granite.
Two basic factors play the greatest roles in deter-mining characteristics
of rocks. What do you believe these main factors are?" Allow time for
students to discuss, then validate by saying, "Minerals and the process
which transformed them into rock are determining factors."
To give students a specific responsibility while viewing say, "As you
watch the next video be prepared to name another classification of rock
and tell how it is formed."
Sedimentary Rock #117
BEGIN tape immediately following opening credits. STOP tape
visual of chalk mountain; audio is explanation of how chalk is formed.
"What name is given to the classification of rock you saw on this video?"
(sedimentary) Have students write Sedimentary rock on their notebook
then use their own terminology to define and describe how this
is formed. Allow time for students to discuss results of the previous
correct any misconceptions. If students do not include the following,
into or draw-out through questioning as may be appropriate: Erosion
rocks and minerals to break up into smaller pieces generally referred to
by scientists as sediments. Mud, sand, clay and tiny deposits of minerals
are carried by water, wind and sometimes shifting ice. These are often
in river beds and eventually some continue moving until they are
in oceans and seas. Whenever the sediments arrive at a stable area which
no longer promotes movement, the sediment accumulates in layers. As
reaches any of these locations, it is deposited on top of the previous
that was deposited at an earlier time. Over hundreds and thousands of
the sediment particles become pressed together as layers by the weight of
additional sediments deposited on top of them. Dissolved minerals in the
water often act as cement and seal the particles together. Eventually,
hardens to form new rock.
Ask, "Who has found a rock sometime that contained a small plant or
animal fossil?" Allow students to share experiences. Encourage them
to draw on knowledge of how sedimentary rock is formed and explain how
believe these organic forms eventually became inorganic through
Discuss organic and inorganic. Assist and correct misconceptions as
Say, "In the future when you see natural rock formations with bands
or layering, what will this characteristic tell you about how the rock
formed?" Allow for responses. Ask, "What type physical features
might you expect the land to have if you are traveling an interstate
and see a wall of sedimentary rock on one or both sides of the road?"
(hills or mountains which had to be blasted through to make way for the
To give students a specific responsibility while viewing say, "As you
watch the next video you will learn the third classifi-cation of rocks.
Be prepared to name the classification and describe how these rocks are
Metamorphic Rock #118
BEGIN tape following opening credits. PAUSE tape on visual of
cloud formation; audio is, "...tens of thousands of kilometers beneath
the earth's surface." Allow time for students to name metamor-phic
as the third type of rock. Say, "Write metamorphic on your notebook
paper and use your own terms to describe how this classification of rock
is formed." Allow time for the task to be completed, then encourage
volunteers to share their definition. List characteristics of metamorphic
rock on chalkboard.
Ask, "What is your theory about how mountains are built?" Allow
students to share their theories. To give students a specific
while viewing say, "The last video explains how mountains are formed;
as you watch, test your theory for accuracy." FAST FORWARD tape
to visual of mountain range; audio is, "During mountain building..."
STOP tape with visual of a male; audio is, "...wide range of
temperatures and pressures possible in the earth." Allow time for
to discuss whether their theories on how mountains are formed were or
not accurate. Correct any miscon-ceptions during this interactive period.
Ask if anyone brought a rock they believe is metamorphic. Allow other
to share their opinions about the classifi-cation. Confirm or correct any
miscon-ceptions shared by students.
Create an observation center where students can examine
of the crystal growing demonstration at close range. Display the string
of new crystal formations on a paper towel and provide a hand lens for
Divide class into groups of four students each. Distribute a few grains
of salt placed on a paper towel, a hand lens and a box of colored pencils
to each group. Give each student a sheet of manila paper. Say, "Use
half of your paper to illustrate the formation pattern of the salt
Use the other half to illustrate the pattern of crystals formed as a
of the washing soda crystal demonstration you have observed for the past
several days." Have groups alternate going to the observation center
as other groups examine and illustrate salt crystals provided each group.
After the tasks have been completed by all groups, allow time for
and comparing the crystal formations. Display illustrations in the
Set up five numbered stations to facilitate tasks to be accomplished
the activity sheet. place four metric rulers in station one; place one
scale in station two; place one penny and one nail in station three;
six tablespoonfuls vinegar in a small jar and one small rubber-bulb
in station four; and one three pound plastic margarine tub three-quarters
filled with water in station five. Distribute a copy of the activity
to each student. Say, "Use the rock you brought to class and complete
the activity sheet to determine how your rock differs from those brought
by others. Do this as you move through the stations." Point out stations
and discuss tasks to be accomplished at each.
Select a group to begin at station one and complete the task assigned.
them repeat the process for stations two through five then return to
seats. Instruct another group to begin at an appropriate time; continue
until each group has moved through the stations. After all groups have
the tasks, allow students to share what they discovered about their rock.
Compare and contrast results. If space is available, display each rock
its appropriate activity sheet near the five stations. Allow interested
students to check individual rocks and activity sheets for accuracy at a
Plan a field trip to the Children's Museum in your community.
Request the service of a staff member to make a presentation on rocks and
their formations. Have students write notes of appreciation following the
Display a geode; a nodule of stone having a cavity lined with crystals or
mineral matter. Encourage students to use their imaginations and write a
creative story on how the geode was formed. Explain the story is to be
thus their imaginations can "run wild."
Have students draw illustrations of their own jewelry designs which
use of precious metals and stones. Designs could include a ring,
crown, bracelet, brooch, etc. Use cut-out designs and allow interested
to create a bulletin board for displaying them.
Set up an independent learning center; in-clude several books on rock
Display a collection of rocks and minerals. Allow interested students to
use the resources for identifying the rocks and minerals.
Make a Venn Diagram using two yarn circles on the classroom floor or a
Have students place the rock they brought along with those of their
in a pile. Work together as cooperative groups or as a class as rocks are
sorted by color, shape, size, weight, etc.
Master Teachers: Anna Sedoris and Jaci Stewart
Lesson Plan Database
Thirteen Ed Online