5th+Grade+Rock+Index+Lesson

Rock Identification/Index Lesson Plan
5th Grade Science

Stage One—Desired Results
1.8.5.B GRADE 5  A.  Locate information using appropriate sources and strategies.  ·  Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases).  ·  Use tables of contents, indices, key words, cross-references and appendices.  ·  Use traditional and electronic search tools. S8.D.1.1.1—Explain the rock cycle as it changes in solid earth and rock and rock types found in PA EU 3 Library materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. EU 10 Information may be readily accessed and evaluated through print and electronic sources. How is a nonfiction information book structured to help find information? How can I use an index and table of contents to locate the information I need? How do scientists create systems of classifications in order to understand the physical world? --meanings of the following library terms: Index, Alphabetical Order, Table of Contents --meanings of the following scientific terms (introduced by classroom teacher, reinforced by librarian): mineral, color, streak, luster, hardness, igneous, sedimentary, metamorphic, rock Use the index of a field guide to locate a specimen. Record specific information about a specimen. Identify which rock specimens are classified as igneous, sedimentary, and metamorphic. Identify whether a specimen is mineral or rock by using the table in a field guide
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Stage Two—Assessment Evidence
Students will identify and classify rocks and minerals recording the information in a work sheet that has been designed to illustrate how a rock collection could be organized.  ·  Teacher observation:  · How facile are students in using the index? Stage Three—Learning Plan
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Introduction: Librarian will use the Introduction of __Smithsonian Handbooks, Rocks and Minerals__ to review scientific concepts of mineral, color, streak, luster, hardness, igneous, sedimentary, metamorphic, rock. 1. The hook—Students will empty collection of colored images of rocks and minerals. 2. Librarian will ask a series of questions which require students to explore the structure of the field guide—  ·  If I couldn’t remember what the difference between a rock and mineral, what page would I turn to?  ·  What page would I go to, if I needed to know characteristics of a sedimentary rock?  ·  Librarian will role model how to use the index to find information about Anthracite and Sulfur. 3. Students will then be instructed to classify and record information about the rock and mineral images using the index and recording the page number and other pertinent information on worksheets. 4. At the close of the lesson, the librarian will share other field guides in the library. 1.__ Smithsonian Handbooks, Rocks and Minerals__ 2. Lamented color images of rocks and minerals 3. Mineral and Rock Identification Worksheet 4. List of Rocks and Minerals to Identify
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