#Record my thinking rock cycle how to#

While the “Development” portion of the Sampling Rocks lesson continues with a read aloud of Everybody Needs a Rock and an activity, we recommend saving this portion for the Expand phase of the unit. What can we learn about the rocks on the playground by looking at this collection of rocks? Do we need more information? Why or why not?

Note: We recommend following the “Development” procedure found in Sampling Rocks until you ask students the following question: The lesson How Does My Garden Grow? Writing in Science Field Journals provides guidance in using field journals, which may help students keep track of observations and measurements. You may wish to refer to the related lesson Rock Hunters to ensure that students make careful and rich observations. When students return to the classroom, use the “Development” section of Sampling Rocks to help them group, measure, and observe their rocks. Next, students collect rocks from the schoolyard (or other desired location). Set the purpose for the lesson using the “Motivation” section of the lesson Sampling Rocks. Make sure that the conversation includes the schoolyard (or other nearby location) in which you will hunt for rocks.

#Record my thinking rock cycle how to#

Tell the students that they are going to learn how to make careful observations of rocks.īegin this phase of the unit by asking students to brainstorm all of the places they might look for rocks. If you have multiple copies of a book (or several similar books), you might choose to have students read individually or small groups of students share them. Next, read a nonfiction book to the class, such as Let’s Look at Rocks or Rock Basics from the Virtual Bookshelf. You may wish to record student questions or begin a class KWL or KLEW chart. (Students may want to bring in rocks from home, so this conversation might span several days.) Engage students in conversations that will elicit and activate their prior knowledge and prompt them to ask questions about rocks. Ask students if they have ever looked at rocks or collected them. Read Rocks in His Head by James Stevenson (from this issue’s Virtual Bookshelf) aloud to the class.

IRA/NCTE Standards for the English Language Artsġ – Students read a wide range of print and nonprint texts.ģ – Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.Ĥ – Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ – Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ħ – Students conduct research on issues and interests.Ĩ – Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.ġ1 – Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2 – Students use spoken, written, and visual language to accomplish their own purposes. Communicate investigations and explanations.Use data to construct a reasonable explanation.Employ simple equipment and tools to gather data and extend the senses.Ask questions about objects, organisms, and events in the environment.Science content standards are found in Chapter 6 of the National Science Education Standards. National Science Education Standards: Science Content Standards

It uses text and inquiry to help students develop an understanding of the rocks and their characteristics, the concept of a scientific sample, and the ability to take measurements and make detailed observations. This unit of study was developed to provide students with opportunities to examine rocks and make observations about them.