Name That Rock By Karen Parlett Pleasants County Middle School 1.Students work in groups of 4 or 5. Each group will need a small container of mixed gravel, a cup of water, and paper towels. Instruct the students to rinse off their rocks and group them. Give as many or as few limitations as needed. Give a time limit (such as 5 to 8 minutes) and tell the students that each group will need to explain how they grouped the samples. After each group has explained the classification system used, spend a few minutes discussing the use of classification in science in general. Introduce or review the three major classes of rocks and give them some general characteristics to look for. 2.Ask the student to develop a classification chart based on the system developed in Step 1. Check each group’s work and make suggestions where necessary. When students find rocks that may be limestone, they should test the rocks with acid. (Teacher may need to do this step for students depending on grade level.) 3.Each student should prepare a half egg carton for the collection. On an index card, each student should write limestone, sandstone, granite, gneiss, and whatever other rocks you have available. The index card should be attached to the inside cover of the egg carton. 4.Each student should then number their rock samples to correspond to the labels on the index card. 5.Once each student’s collection has been checked, students should use rock identification books to determine which of their rocks are sedimentary, igneous, and metamorphic. Students then list their rocks on a chart under the appropriate heading. 1.Students work in groups of 4 or 5. Each group will need a small container of mixed gravel, a cup of water, and paper towels. Instruct the students to rinse off their rocks and group them. Give as many or as few limitations as needed. Give a time limit (such as 5 to 8 minutes) and tell the students that each group will need to explain how they grouped the samples. After each group has explained the classification system used, spend a few minutes discussing the use of classification in science in general. Introduce or review the three major classes of rocks and give them some general characteristics to look for. 2.Ask the student to develop a classification chart based on the system developed in Step 1. Check each group’s work and make suggestions where necessary. When students find rocks that may be limestone, they should test the rocks with acid. (Teacher may need to do this step for students depending on grade level.) 3.Each student should prepare a half egg carton for the collection. On an index card, each student should write limestone, sandstone, granite, gneiss, and whatever other rocks you have available. The index card should be attached to the inside cover of the egg carton. 4.Each student should then number their rock samples to correspond to the labels on the index card. 5.Once each student’s collection has been checked, students should use rock identification books to determine which of their rocks are sedimentary, igneous, and metamorphic. Students then list their rocks on a chart under the appropriate heading. One or two 45-minute class periods None listed Reinforce observation, classification skills, and organizational skills Remember characteristics of the three main classes of rocks Learn to recognize and identify some locally common rocks and begin their own rock collection Reinforce observation, classification skills, and organizational skills Remember characteristics of the three main classes of rocks Learn to recognize and identify some locally common rocks and begin their own rock collection Container of mixed gravel including limestone aggregate Cups with water for rinsing rocks Acid for testing limestone Egg cartons for collection Pens for marking rocks Hand lenses Rock identification books (optional) Index cards Container of mixed gravel including limestone aggregate Cups with water for rinsing rocks Acid for testing limestone Egg cartons for collection Pens for marking rocks Hand lenses Rock identification books (optional) Index cards Assessment Rubric: A.Classification system complete. Numerous aspects of rock description mentioned such as size, shape, color, surface appearance (luster), hardness (resistance to scratching), reaction to acid, grain size, composition, rock type (sedimentary, igneous, or metamorphic), etc. All samples described. B.Classification system consistently lacks one or two major descriptors. All but one sample fully described. C.Classification system lacks many major descriptors. More than one sample not described. D.Classification system inadequate. Many samples not described. Assessment Rubric: A.Classification system complete. Numerous aspects of rock description mentioned such as size, shape, color, surface appearance (luster), hardness (resistance to scratching), reaction to acid, grain size, composition, rock type (sedimentary, igneous, or metamorphic), etc. All samples described. B.Classification system consistently lacks one or two major descriptors. All but one sample fully described. C.Classification system lacks many major descriptors. More than one sample not described. D.Classification system inadequate. Many samples not described. When using hydrochloric acid, follow all lab safety measures. None listed Objectives Materials and Equipment Materials and Equipment Time Procedures Assessment Further Challenges Further Challenges Overview Teaching Suggestions Safety Note