Developed by Kristine Broquard, Vicki Crowder, Nancy Garman, and Jeanette Hickox
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The purpose of the Rocks, Minerals, & Fossils kit is to provide middle-school science teachers with a variety of interesting, hands-on activities. These activities will help develop an understanding of the earth's composition and the earth's natural geologic processes while developing appropriate vocabulary. The emphasis of the kit is on the formation of the different types of rocks and how they are transformed during the geologic processes. Activities are included that will teach the student to identify rocks through testing and observation. Formation of fossils in the rock layers is also a focus. Activities are tied to the Illinois State Goals for Learning in Biological and Physical Sciences. As a result of their schooling, students will be able to demonstrate the scientific process, compare and contrast the properties of the earth's composition, and evaluate the global impact of the earth's natural aging process.
| Day 1 Observing Rocks |
Day 2 What properties can be used to name rocks? |
Day 3 The Acid Test |
Day 4 Identifying Minerals I: Hardness Testing |
Day 5 Finish I Identifying Minerals II: Streak Testing |
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Day 6 Identifying Minerals III: Measuring specific gravity |
Day 7 Finish I, II, III on Identifying Minerals Chart Explain Identification Assessment test |
Day 8 Identification Assessment |
Day 9 In what order do materials settle in water? |
Day 10 Fossil Prints |
| Day 11 Artificial Sandstone |
Day 12 Continue Sandstone Start Can plants break rocks? (continue until plants grow) |
Day 13 Cupcake geology |
Day 14 Diamond cookie mining |
Day 15 Assign Rock and Mineral assessment |
Brief Description of Activities
Day 1 - Teacher prepares a large variety of rocks so each student can have his/her own. Students study their rocks using a hand lens noting the colors, weight, size, and shape. Students write down their observations. The goal is to get students to note all the differences and have them write down specific characteristics.
Day 2 - Using the eight rock samples students must do specific tests and observe properties to take the eight rocks and put them all into their own space to determine the name of the rock. Students may then draw, color, and label the rock in their notebooks to have as a reference for later.
Day 3 - Students use rocks or minerals 1-9 to test for a reaction with acid. Scrape off a small amount of powder onto a glass plate, put a drop of vinegar on it, and use a magnifier to observe. Be sure to use goggles. Discuss that the ones that bubble were made up of calcite.
Day 4 - Test each of the twelve rock samples for hardness, recording the results on the MOHS SCALE CHART. This may take two class periods depending on the class. Be sure to do a sample with the class so they understand how to record their information.
Day 5 - Finish Hardness Testing from Day 4. Transfer information to IDENTIFYING MINERALS sheet. Students should then write down all the colors they see in each rock under the "mineral color" column on the IDENTIFYING MINERALS sheet. Students will test the twelve rocks on a streak plate for the color. Record color on IDENTIFYING MINERALS sheet.
Day 6 - Student may wish to use a calculator to figure the specific gravity of their twelve rocks. Tying the strings with a slip knot makes this test much easier for the students. Use a hanging scale with the smallest measurements for more accurate results. Record specific gravity on IDENTIFYING MINERALS sheet.
Day 7 - Students must put down one other characteristic under the "other" column on their sheets. An example might be if the sample has luster or not. Students then use all their information and the books in the classroom to find out what the name of the sample is. Make sure the students' information is accurate, because students will use this information to study for their IDENTIFICATION ASSESSMENT TEST. Explain how the test will work. Go through one example with the class.
Day 8 - Students use the entire class period to take the test. They must perform five different tests or observations. One may be a visual observation, the other four should be tests. Students usually do very well on this test, and are excited about their ability to do the various tests.
Day 9 - This is a good activity to write-up using the Scientific Method in a lab notebook. Using the gravel, soil, sand, and water, students decide which order they will settle in. Extend the activity by having students speculate what factors would control the rate at which sediment settles to the ocean floor.
Day 10 - Students like making their own fossils in this activity. They will be amazed at how clear the imprint is on their fossil. This reinforces the difference between cast and mold. The clay can be reused after the plaster of paris hardens. If your students switch classes, it will probably be the next day.
Day 11 - Make artificial sedimentary rock using salt and sand. Have students answer the observation questions in their notebooks. There is also an extension to find out where sandstone is found in the United States. This could launch you into a discussion of sedimentary rocks in general. Soak dried beans in water for use in Day 12 activity.
Day 12 - Observe the sandstone made on Day 11. Begin Can Plants Break Rocks? activity. Plant seeds in two cups, covering one with plaster of paris and the other with glass. Examine daily. This will show students how erosion and weathering occurs in nature. Bake a batch of cupcakes tonight layered with several colors of batter and frost, or have a parent do this. (one/student)
Day 13 - Give frosted cupcake to each student and have them inspect their cupcakes visually and make drawings of the cross section, identifying the parts. Students will need to hypothesize about what is inside. Then give students straws and let them take a core sample of the cupcake. Students sould take five to ten samples. They need to have a drawing of the order, location, and orientation of each sample. Students should now check the differences between their hypotheses and what their new information says. Finally, they may cut the cupcake with a knife to check the accuracy of their hypotheses. Have another parent bake chocolate chip cookies for tomorrow. Purchase Chips Ahoy and Chips Deluxe and make copies of the money.
Day 14 - Diamond Cookie Mining is an activity students really enjoy. They need to understand the importance of land reclamation. They also need to consider their strategies on how to spend their money before purchasing their cookie and equipment. This is a good way to incorporate math and science. The person with the most money at the end of the game wins.
Day 15 - Discuss student directions for Rocks and Minerals Assessment. Give a sample oral presentation and show students the scoring rubric, stressing the different components of the rock cycle. Give students an opportunity to ask questions and begin working on their projects. Be sure to have plenty of research materials available in class.
RELATED WEB-SITES
The Field Museum of Natural History
Grand Canyon National Park Home Page
Mr. Smarty Pants Dinosaur Facts
Geological History of Rochester
UIUC Howard Hughes Program | Prairie Flowers | Science Kits
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last updated 3.10.99