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Author: Lisa Holmstrom
Suitable for grades K-4, and may be modified as needed.
Equipment Needed:
a selection of rocks* (sedimentary, igneous, metamorphic) plus a couple of mineral
samples.
magnifying glasses
pencils
activity sheets 1 and
2
Instructions:
Explain that the students will be geologists today, looking at a number of
different rocks and making observations about them using their senses. They are
doing science when they make observations.
Explain that rocks are made up of minerals, and look at a couple of mineral
samples together as a group. Then look at a couple of rock specimens together,
preferably ones where individual mineral crystals are visible.
Explain the three different types of rocks: sedimentary, igneous, and
metamorphic rocks. Sedimentary rocks may be thought of as "wet" rocks, because
they are made up of bits of other rocks that have been eroded (or broken-up) and
carried by water in a river or stream, ending up in the ocean or a lake. Sedimentary
rocks usually form in bodies of water, where animals may also be living, so they may
contain fossils of those animals that have died. Igneous rocks may be thought of as
"fire" rocks, because they are made from rock that has melted deep inside the Earth,
where it is very hot. This melted rock or lava may erupt at a volcano, and then cools
into an igneous rock at the Earth's surface. If the melted rock cools down slowly it
may contain large mineral crystals. Metamorphic rocks are "changed" rocks. All
other types of rocks may become metamorphic rocks if they get buried very deep
within the Earth and become heated (but not melted). Metamorphic rocks have been
"squished" by the weight of many layers of rocks on top and may look like they have
many thin layers or lines in them, and may also contain large mineral crystals. Pass
around a sample of each type of rock and briefly discuss.
* rock and mineral samples may be available for purchase from a Geological Survey of
Canada bookstore near you, or from Ward's Geology company.
ACTIVITY 1: ZOOOOMMMMM!
- Arrange the students into pairs or small groups (you may need to pair good readers
and writers with poorer readers and writers). Number the groups.
- Arrange rock specimens (one per group) on a table along with magnifying glasses.
Note which groups have which rock samples (have the rock samples numbered,
using tape).
- Have the groups line up about 20 feet away from their rock specimen (this will be
their Rock A). Hand-out exercise sheets (to follow). Explain that they will make
observations about their rock, like its' color, size, shape, how it feels, and anything
that makes it special. Explain that all observations are good, and there are no right
or wrong answers.
- Lead the groups through the exercise, having them write down their observations
at each step (questions 1-5).
- Ask them whether they think their rock is sedimentary, igneous, or metamorphic.
- Then put all the rock samples together in the middle of the table, and ask the
groups to write down one thing that makes their rock different from the other
rocks.
- Repeat the process if time allows with a second rock sample for each group (this
will be Rock B).
ACTIVITY 2: ROCK DETECTIVES
- Exchange the observations made on Rocks A & B with another group. Tell them
they will be using the other group's observations to try and locate the correct rock
sample.
- Have each group start 20 feet away from the table and read the first set of
observations, then move closer and read the next set, each time narrowing down
their search for the correct rock.
- When they think they have found the correct rock, have them write down its'
number on their exercise sheet next to the group's number who made the initial
observations.
- Have them check with the other group if they have found the correct rock (and
doublecheck yourself!)
- Repeat if time allows with Rock B samples.
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