CONCEPT: Rocks are part of the earth's composition.
CONTENT OBJECTIVE: 0L1.00 To understand the properties of rocks
INSTRUCTIONAL OBJECTIVES: The learner will:
1.01 observe characteristics of rocks.
1.02 classify rocks.
1.03 be able to name uses of rocks.
OUTLINE OF CONTENT:
I. Properties of rocks
II. Uses of rocks
TN COMPONENT OF SCIENCE: Process of Science
To enable students to demonstrate the processes of science by posing questions and investigating phenomena through langauage, methods and instruments of science.
1.3 COLLECTING DATA - The acquiring, recording, arranging and storing of information must be performed in a complete, accurate, concise and user-friendly manner.
TN STANDARD(S): The learner will understand that:
1.3a Data are collected using the senses, instrumentation, and a variety of other technologies.
BENCHMARK: Students experience and learn about the world through their senses. Tools. such as thrmometers, magnifiers, rulers, calculators, computers, scales and balances supply additional information for scientific investigation.
1.3b Data should be appropriate, accurate, and free of bias.
BENCHMARK: Records of observations and experiments are to be accurate and free of bias to ensure scientific comparison of data.
Many different types of rocks - one for every student, if possible; pictures; (Optional-nails, paint, and glue)
(Bring in a box of all different kinds of rocks. Dump them out.) What are these? (response) All of these are rocks? (response) But they are not all the same. How do you know that they are rocks? (List the children's responses on the board.) (Give each child a rock.)
Rocks are pieces of the earth. The earth is made of rock. If you dig into the ground, you will eventually hit rock. In many places, rocks stick out of the ground. (Show the pictures if possible.) Not all rocks look the same because they were made from different things in different ways. Some rocks are hard, some are soft, some are shiny, some are dull, and some are rough. These descriptions are called properties. (Compare to students list of properties and add any that were missed.) Look carefully at your rock and decide what properties your rock has. Tell your partner, compare your rocks.
We know that rocks look and feel different. They also have many different uses. Do you know of any ways that we use rocks? (responses, guide if necessary. Pictures and observing around the room would help.) Very good. We use rocks to build buildings. We use rocks to create beautiful statues. Your mom might even wear a rock on her finger. Diamonds, rubies, and other precious stones are all rocks. You use a rock every day when you write with your pencil.
Now we are going to learn a rap about rocks to help us remember: (Have students hold up their rock as they name the appropriate properties.)
Knock, knock, I am a rock
I am hard . . .I am soft
I am shiny . . .I am dull
I am smooth . . .I am rough
Knock, knock, we all are rocks.
Pieces of the earth
Made in different ways
Made from different stuff
Used for many things,
Knock knock, we all are rocks!
What did we study today? (response) Are all rocks the same? (response) Who can name some of the different properties of a rock? (response) What are some ways we use rocks? (response) Rocks are pieces of the earth. They have many different "looks" and "feels," and many different uses.
(The following activities are suggested:
1. In a learning center, have the students classify the rocks into different groups. To test hard or soft, have them use a nail to scratch.
2. Make "pet" rocks by gluing small rocks together, then paint.
3. Read "Sylvester and the Magic Pebble" by William Steig.
4. Sing the song, "Rocks" to the tune of "Rocky Top".
All the earth is made of rocks.
Rocks are pieces of earth.
Some are large and others are very small.
And they're made from different stuff:
hard or soft
shiny or dull
smooth or rough
Rocks, all of them rocks!)
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