Rita Mayer

Classifying Rocks and Minerals in Our Environment

6th Grade Science

Common Core Standards:

6.ESS.1: Minerals have specific, quantifiable properties.

6.ESS.2: Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for
identification and/or classification.

6.ESS.3: Igneous, metamorphic and sedimentary rocks form in different ways.

Lesson Summary:

The lesson will require students to observe and understand different types of naturally occurring rocks. They
will be performing small, hands-on experiments in the classroom, finding examples of rocks at home, as well
as creating a small group presentation to teach their classmates about a specific rock/mineral.

Estimated Duration:

The lesson will extend over three days (the third day will include the assessments). Days one and two will
consist of 50-minute lessons, and the final day will be 50 minutes consisting of presentations, reviews, and the
quiz.

Commentary:

This lesson is going to be a combination of lecture, hands-on observation, and group work. I have it broken up
so that there no lecture is too long, and the students can have ample time to work in their groups to explore the
materials and plan their presentations. I do anticipate the challenge of staying on task and within the time
limits; I know the lesson will have to be flexible. The homework assignment may pose a challenge as well,
there may not be enough volunteers willing to share—I will call on students if need be. The hook in this lesson
will be a video prior to the opening lecture/discussion.
Instructional Procedures:
Day 1 (50 mins):
 Introduction to rocks and minerals (short lecture presentation) (10 mins)
-Students will watch a video introducing them to rocks and minerals
-I will give a short presentation including basic background info and what the purpose of the lesson is
 Whole group discussion (5 mins)
-Students will take turns sharing what they know about rocks and minerals
-Prepared questions will be used to guide the discussion
-I will keep track of what they know and what things we need to focus on in the lesson
 Pass out materials (2 mins)
-Each table will receive a rock and hardness test kit, magnifying glasses, and worksheet
-Microscopes will be set up around the room for student use
 Groups spend time observing rocks on their own, using microscopes, magnifying glasses (10 mins)
-I will circulate the room as students begin observing in their groups
-Students are encouraged to explore the rocks in as many ways as possible, and discussion will be encouraged
 Each student will begin to fill out worksheet (classifying each rock based on look, feel, etc.) (5 mins)
-Students will work within their groups to fill out their worksheets based on their observations
-I will continue to circulate to answer questions
 Whole group lecture (10 mins)
-Teacher presentation on rocks and minerals (including an explanation of hardness testing and the homework
assignment)
-Students will be encouraged to take simple notes on their worksheets
 Hardness testing (5 mins)
-Students will complete the hardness test in their table groups. Observations are recorded on the worksheet.
-I will circulate to help and answer questions
 Discussion of homework assignment (5 mins)
-Will give directions of homework assignment and show one example
-Answer any questions

Day 2 (50 mins):

 Review of Day 1 (10 mins)
-A short review of the previous day’s lesson, done via discussion
-We will revisit some of Day One’s discussion questions to check on learning progress
-Students may ask any questions
 Turn in homework assignment; take 5 volunteers to share (10 mins)
-Students will turn in their homework assignment via email or hard copy (assignment includes a picture of
rocks/minerals used in their home, and a brief explanation)
-Five students will share their photo and explain what they found to the class; volunteers will be taken first
 Explanation of small group project (5 mins)
-Students will be given a handout with directions to the group project, including the scoring rubric
-Groups will be assigned a type of rock or mineral, and they are expected to
 Assign groups (2 mins)
-Groups will be assigned based on academic level (equal mix)
 Time to work on project in class (25 mins)
-Students will complete their group project in class. They can either may a poster board, or use a computer in
the room to create a Power Point
-Groups may use computers or iPads to research their topic. They will have to option to print some materials as
well.
-I will circulate to answer questions and give direction

Day 3:
 Small group presentations (15 mins)
-Each small group will give a short presentation, teaching the rest of the class on their rock/mineral topic.
-I will fill out a rubric for each student as they’re presenting (presentation is worth 10 points); each student is
expected to participate in the creation of the presentation, and during the presentation itself.
 Questions (5 mins)
-Students will have the opportunity to ask any last questions
 Quiz (30 mins)
-Students will complete the final quiz individually during the remainder of class time.

Pre-Assessment:
Smart board activity & whole group discussion
-After doing the smart board activity, students will be asked to talk about what they already know about rocks
and how we see/use them everyday.
Questions to lead discussion:
 How many types of rock classifications are there?
 Can anyone name some examples of rocks?
 What does “hardness” mean?
 Does these rocks occur naturally?
  What are rocks made of?

Scoring Guidelines:

Teacher will judge assessment.

Post-Assessment:

Two parts:
1) Final project: the class will be divided into three groups, and each group will be assigned a type of
rock. The group must create a short presentation and teach the rest of the class about their rock type.
Groups may create poster boards or Power Point presentations.
2) Quiz: all students will complete a quiz consisting of multiple choice, fill in the blank, and short answer
questions.

Scoring Guidelines:
1) Students will receive a grade (out of 10) based on their participation in creating the presentation, and
their overall role in the group presentation. All group members are expected to share an equal amount
of the work and speaking roles.
2) 20-point quiz graded on a standard rubric

Differentiated Instructional Support

The lesson can be differentiated through the small groups; I will try to balance them based on student level and
academic need. Groups that need additional support will receive it. More advanced students will have the
opportunity to “teach” more during their presentation, as well answer other student questions.
Students who struggle with activity may be given extra time to work, and will have the opportunity to work
one-on-one with myself to complete the worksheet and ask any questions not asked during the class time.

Extension
http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-Learning-Standards-and-
MC/SciFinalStandards121018.pdf.aspx?lang=en-US

Students can look through this site to see exactly what they are expected to learn from this lesson, and how it
ties into the following lessons during the Earth Science unit.

Homework Options and Home Connections

Between Day One and Day Two, students are expected to complete one homework assignment worth 10
points. They will find an example of a rock used within their home, take a photograph of it, and then write a
brief description. They can then email the copy of their assignment, or print it off at home. During class on
Day Two, some examples will be put onto the smart board for students to share.
Interdisciplinary Connections
Language Arts: writing (homework assignment, project) and presentation skills (speaking)
History: ability to relate to the time periods of when different rocks/minerals were discovered and/or classified

Materials and Resources:

For teachers Smart board

Computer

For students Microscope

Magnifying glasses
Camera (smartphone, tablet, etc.)
Computer
iPad
Smart board
Rock kits

Key Vocabulary
Metamorphic
Sedimentary
Igneous
Minerals
Silicate
Index Minerals

Additional Notes