Explore the campus on a sunny day and select both natural and manmade surfaces and record data. Enter data into spreadsheet – what patterns do you notice?
HW: Read newsela article and answer questions, discuss next class, how does this relate to our findings today?
Set up heat lamp experiment for a minimum of 25 minutes, make predictions, which surface will heat up the most? How hot will it get? What location (1-6)? Enter data and discuss results.
HW: Lab write up and discuss results next class
This was the first time I did this experiment, and seeing the results definitely had the ‘wow’ factor with my 6th graders, seeing the temps was actually surprising, esp for the rocks under the heat lamp. Many students thought the sand would be the hottest from their experience walking on hot sand at the beach in July/Aug. Also, the surface temp of the playground was surprising since it was a rubbery light colored composite and not dark colored asphalt. Prior to this activity, we took notes and discussed heat – radiation, convection, and conduction, and notes on sunlight and how it causes the seasons and different climates on Earth. Under the heat lamp, position 1 was analogous to being at the equator while position 6 was at the poles. The Google Sheets will automatically graph your results once the data is entered.
If you use this activity, would love to see your results!
print and cut apart the 8 cards for each part of the lesson
to set up the cards, use large 4×6 index cards and store in ziptop bags.
on one side of the index cards, glue on the nonsense letters
on the reverse side, glue on the fossil layers
laminate for durability
Replace the letters for each fossil layer, see my ppt for new random letters
spelling out the word “ORGANISM“ is way too easyfor students to figure out and they will not really have a chance to work on the activity with the depth of thinking and problem solving that you want them to do
be sure to stagger cards so that the order of the cards is not the same, otherwise they will flip over the cards and have the answer for part 2
This is a fantastic lesson and I have used it successfully with both 5th and 6th grade students. When introducing this lesson I use the analogy of a laundry hamper, or in most cases, the pile of dirty clothes on the floor in their bedroom. Today’s clothes would go on top of the pile, each day adding a layer of dirty clothes. The older clothes would be on the bottom of the pile, kind of like a timeline of what they wore this week. When that laundry is collected and moved to the laundry room, the layers would get disrupted. With rocks, the layers form on top of each other, and the older layers are on the bottom. We then brainstorm how those layers can be disrupted: earthquakes, tectonic plates moving, landslides, digging, etc…
For this activity, they have to figure out the pattern of how these layers are formed, and there are clues in each layer, they just need to know what to look for. For the nonsense letters, there is a pattern that connects all the layers together. Many will think it is alphabetical, but I tell them that it is not. Once they have worked on it a few minutes, I have them share their theories. Once each group has shared their theory, I give them the clue. And suddenly, the pattern is clear now that they know what to look for. Using the same strategy, they will then sequence the fossils on the reverse side of the index cards.
print slides and place into plastic sleeves or laminate
For 2016-2017 I updated some of the stations to have more variety in the outcomes and introduce some higher level concepts for my 6th graders to lead into our unit on Plate Tectonics
Dice: 2-4 at each station
Tips for running the lesson:
Use this lesson after introducing the Rock Cycle to students.
Having 2-4 dice at each location allows multiple students to be at each station at the same time. In the past when I used the paper dice that come with the lesson, it took time for each student to write down the outcome from the dice. Having the outcomes on the station cards helps speed things up.
Set up stations around the room, depending on the number of students you have, you can make multiple stations for each one.
For example, for the Soil Station or the Earth’s Crust & Interior Station, you can have more than one of each to spread students out around the room. They get a lot of traffic.
If students get ‘stuck’ at a station, explain that they can be stuck in the Earth’s Interior for millions of years and their whole comic would be just that one station, but allow them to ‘roll out’ of a station if they are there for a 3rd time.
For example – A student will end up at the Soil Station and roll “Sediments Being Formed Remain Here” and write that on their handout. Then they will roll “Sediments Being Formed Remain Here” again, and write it down. If on the 3rd turn they roll “Rocks Break Down, Remain Here” have them roll again until they get something different. They may then get “Flooding Occurs, Go to River” and write that down and go to the River Station. They may end up back at the Soil Station on a later turn, but that is OK. They will visit some stations more than others.
Once students are done with their journey, check over their work and then have them start their comic strip. They might need some tips on how to draw certain geological processes.
I have used this lesson for many years and the students really enjoy making their comics and come away with a better understanding of how rocks change over time.
This is one of my favorite activities from our minerals and mining unit. It takes about 1 whole class period to explain the activity, collect data, eat the cookie (& crumbs), and clean up. We discuss our results the next class and determine who made the most profit.
When determining the value of the chocolate ore, I have the students place their chocolate pieces close together in one area of the map. When they are done, I go around and circle the area of chocolate and give their chocolate a rating. They count the number of boxes their chocolate covers and enter it into their spreadsheet.
If there are crumbs attached to the chocolate, I call that ‘slag’ and it lowers the value of the chocolate ore. This leads to a great discussion afterwards when we compare the profits and talk about land use. Is it better to get out as much chocolate as you can, even if you get a lot of slag, or is it better to remove just the chocolate even though you will have less in the end? How is this similar to coal mining? Diamond mining?
Flashcards – print out and glue onto index cards (pdf)
each student made their own set to keep
Index cards with rock IDs on them
1 set per lab table
12 plates with rock IDs
additional plates: 1 set per table if not using index cards
Students will learn to identify & categorize 12 common rocks samples during this multi-day lesson. To introduce the unit, students are given the foundation of how rocks form and the three types of rocks: Igneous, Metamorphic, and Sedimentary.
Working with a partner and/or in small groups, they will research, handle, and compare the rock specimens and take careful notes at the different stations. Once their research is done, they will practice identifying the rock samples by creating and teaching each other different games using the rocks samples.
Some games the students played are:
Sort the rocks into 3 piles: I, S, or M, who can do it the fastest?
2 students are given 6 rocks each to find and sort from the pile of 12
can you find it? Name a rock and pick it from the pile
Match the rock samples to the name of the rock
Mis-match some of the rocks with their ID cards, can you figure out which ones are incorrect?
Rock Quiz – creating questions from the index cards
Which rock is the only intrusive igneous rock?
Which rock floats on water?
Which one used to be limestone?
For more lessons related to Rocks & Minerals, be sure to visit my Earth Science Page (link).