What’s Locked in Rocks?
Grade 5
Jr. Rock Hounds Investigation Labs
Post-Visit Teacher Activity Resource
Packet and Evaluation
Howard B. Owens Science Center
Fall 2014
Dear Visiting Classroom Teacher:
It is hoped that you and your students enjoyed your visit to the Howard B.
Owens Science Center today for the 5th Grade - “What’s Locked in Rocks?”, Jr.
Rock Hound Investigation Labs Program.
This Post-Visit Resource Packet contains a variety of suggested activities to
assess, apply and extend what the students explored during their field trip at the
Science Center. Some activities are on-line and others do not require computers.
The packet also contains a Post Program Evaluation. Thank you for taking time
to complete and return the form to Owens. Your feedback is important to us in
program design as well as in providing important documentation of the benefits of
having a school system owned and operated Science Center to support classroom
instruction.
The staff of the Owens Science Center looks forward to your feedback and
next visit!
Sincerely,
Sallie M. Smith
Sallie M. Smith
Science Instructor
Howard B. Owens Science Center
Curriculum Documents
Prince George’s County Public Schools
What’s Locked in Rocks?
Post Visit Teacher Resource Activity Packet
- Table of Contents -
Rock Formation and Classification
The Rock Cycle Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*Become a Rock Expert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*Rock Expert Quiz
Creating a Local School Community Rock Exhibit . . . . . . . . . . . . . . . .
Page
1
2
3
Exploring the Use of Minerals in Everyday Life
*Observe Common Objects Made of Minerals . . . . . . . . . . . . . . . . . . .
Homemade Geodes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Fascinating Fossils
*Layers of Time Fossil Dating Game . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fossils Found in Maryland Map Reading Activity. . . . . . . . . . . . . . . . . .
Fun with Fossils Post Visit Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher Read Aloud Book Recommendation . . . . . . . . . . . . . . . . . . . . .
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Program Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rock Around the World
NASA Lunar Rock Loan Program
Jr. Rock Hound Merit Badge Program
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What’s Locked in Rocks? Student Assessment . . . . . . . . . . . . .
What’s Locked in Rocks? Teacher Assessment Answer Key . . . . . .
What’s Locked In Locks? Program Evaluation . . . . . . . . . . . . .
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* Indicates that a computer is necessary to complete the activity.
Curriculum Documents
Prince George’s County Public Schools


- The Rock Cycle Song –
Sing the “Rock Cycle Song” with your students to help them remember
the names and characteristics of rock types. Have a student lead if you
are not comfortable.
Source Credit: This song is included in this packet with permission from Jane
Carlson-Pickering.
Curriculum Documents
Prince George’s County Public Schools
1.

Become a Rock Expert!
Computer Activities
http://learn.fi.edu/fellows/fellow1/rocks/expert/i
ndex.html
Put your Jr. Rock Hounds to work in reviewing how igneous, sedimentary and
metamorphic rocks are made in the “Become a Rock Expert” Rock Hound Computer
Activity.
Colorful pictures are displayed of each rock sample with paragraph
information provided about its formation. Students may also click on a see how this
rock type was formed animation.
Students may then test their knowledge by taking a Rock Hounds “Rock Expert
Quiz” which focuses on the characteristics of each rock type classifying rock
samples as igneous, sedimentary or metamorphic rock types.
Students completing the quiz successfully have the option of printing out a Rock
Hound Expert Congratulations Certificate with their name on it.
*Teacher Note: If you are viewing this Post Visit Document on a computer with
Internet access, you can visit the site above without retyping the http address by
clicking on the link while depressing the Ctrl button on your computer keyboard.
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Curriculum Documents
Prince George’s County Public Schools
2.
- Creating a Local School Community Rock Exhibit One way of having students continue to apply and extend their new knowledge of
identifying and classifying rocks is by creating a “School-Community” Rock Exhibit.
A class rock collection could be as simple as displaying all of the student rocks that
were tested and identified at Owens. All that would be needed is an area for
display and rock specimen information labels completed by each student to provide
information about their tested rock specimen.
Essential Materials:
Student rock specimens
Student rock specimen information cards or labels
Display area (containers – optional)
Even better would be to have students apply learned skills to classify and identify
additional rock specimens from the Pre-Visit “Discovering Rocks” activity.
A school librarian would be a good resource to locate existing rock identification
books for the classroom project.
The American Museum of Natural History has step-by-step instructions for
creating student rock exhibits located at:
http://www.amnh.org/explore/ology/earth/?fid=29533
Exhibit displays could be organized according to locations where the rocks were
found, by rock type (igneous, sedimentary, metamorphic), composition or some
combination of methods.
Once the collection is created younger students or the school PTA could be invited
to view the class collection. It would also be great to invite a local geologist or
someone from a local Rock Hound Club to see the student collection and answer
student questions.
Curriculum Documents
Prince George’s County Public Schools
3.
The link below will provide information for contacting local Maryland Rock, Fossil
and Gem Clubs:
http://www.amfed.org/efmls/clubs.htm#Maryland
Also the USGS has an “Ask a Geologist” email address for student questions:
[email protected]
As a special opportunity students can send a rock to Mars Scientists from AZ
State University for analysis as part of a “Rock Around the World” program. The
site also includes a “Rock of the Week” feature.
http://ratw.asu.edu/
Favorite On-line Rock Identification Websites Include:
 Neighborhood Rocks – Rock Names
http://www.saltthesandbox.org/rocks/names.htm
Curriculum Documents
Prince George’s County Public Schools
4.

Exploring the Use of Minerals in Everyday Life
Exploration Computer Activity
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0505/es
0505page01.cfm?chapter_no=visualization
In this short on-line computer exploration activity, students scrolling a computer
mouse over six minerals will be able to identify objects in everyday life made from
these minerals.
* A student worksheet has been provided on the next page of this document.
Curriculum Documents
Prince George’s County Public Schoo
5.
Name:
Date:
Exploring the Use of Minerals in Everyday Life
Worksheet Created by: Sallie M. Smith, H.B. Owens Science Center, PGCPS
Rocks are made out of minerals. In this short computer internet activity, you will
explore and identify how six minerals are used to make objects used in everyday
life.
Directions:
1. Please record the names of the six minerals shown on your computer screen
in the left side of the table below. The names of the minerals are on under
the left side of each picture. “Halite” is the first mineral shown.
2. Then, move your computer mouse cursor over each mineral picture to see
what object is made from that mineral.
3. Finally, record the name of the everyday object made from the each of the
minerals listed on the right side of the table.
MINERALS
shown in the pictures
EVERYDAY OBJECTS
made from the minerals
1.
2.
3.
4.
5.
6.
*This worksheet is designed for student completion of the Exploring Earth: “Observe Common Objects
Made of Minerals” On-line activity located at:
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0505/es0505page0
1.cfm?chapter_no=visualization
Curriculum Documents
Prince George’s County Public Schools
6.
Homemade Geodes
Sometimes rather large, colorful crystals form inside the cavities of rocks. Rocks
containing these crystal cavities are called geodes.
Activity
Create geodes that simulate the real geodes found in nature with the following
activity.
Materials: half of a coconut shell (Simulated geodes will
be formed inside the shells.); a large paper cup of hot
water; alum or Epsom salt (found in pharmacies); red,
green, and blue food coloring in dropper bottles; spoon for
stirring; magnifying lens
Directions
1. Have students work in small groups for this activity.
Distribute the materials to each group.
2. Have students dissolve the alum (or Epsom salt) in
the cup of hot water.
3. Add a drop of food coloring to the solution.
4. Pour enough of the solution into the coconut shell to fill it. The shells will need
to sit for several days until the liquid has evaporated.
Have students write observations each day. Once the geodes have formed, ask
students to discuss the simulation and compare it to the formation of naturallyformed geodes. Exhibit the geodes and crystal gardens for students and parents.
© Teacher Created Resources, Inc. #240 Thematic Unit–Geology
Curriculum Documents
Prince George’s County Public Schools
7.

Fascinating Fossils
- Layers of Time Fossil Dating Game –
http://www.amnh.org/ology/features/layersoftime/
Your students are going to love learning about the work of paleontologist
Sterling Nesbitt as they see fossil excavation in the field and in his lab.
Students also learn how the history of life is written in rocks playing the
“Layers of Time Fossil Game”.
Curriculum Documents
Prince George’s County Public Schools
8.
Name:
Date:
Fossils in Maryland
By: Sallie M. Smith, H.B. Owens Science Center, PGCPS
Q. What types of fossils have been found in Maryland?
Fossils in Counties of Maryland
http://www.mgs.md.gov/esic/fs/fs7.html
Maryland Geologic Survey
http://www.mgs.md.gov/esic/fs/fs7.html
Directions: Study the map above carefully to answer the questions below:
1. What is the main purpose of this map? (What information is being provided
to readers of the map?
Curriculum Documents
Prince George’s County Public Schools
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2. Looking at the map symbol key, please list the types of fossils that have
been found in Maryland:
3. What types of fossils have been found in Prince George’s County?
4. According to this map, in which counties have dinosaur fossils been found?
5. What types of fossils have been found in Frederick County?
6. According to this map, what counties should someone visit if they wanted to
find shark teeth fossils?
7. In how many counties have “Trilobite” fossils been found?
8. In how many counties have “Dinosaur” fossils been found?
9. Which fossil type has been found the most?
Curriculum Documents
Prince George’s County Public Schools
10.
10. Which fossil type has been found the least?
Brief Constructive Response:
If you could go fossil hunting anywhere in Maryland, where would you like to go and
what would you hope to find? What tools would you take with you? Who would you
tell if you found a fossil?
Curriculum Documents
Prince George’s County Public Schools
11.

Fun With Fossils Post Visit Activity
http://www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw/skeletal_jigsaws/skeleton3.swf
Activity Description: In this computer activity students are challenged to become
paleontologists and construct the skeletons of prehistoric animals from fossil bones.
There are four levels of the challenges to meet the changing needs of student
participants.
A “help” button can be used to name bone parts and if necessary, students can a “click
to hold” button which will provide skeletal outlines for correct bone placement.
Curriculum Documents
Prince George’s County Public Schools
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Once the animal is put together correctly it will briefly come to life and walk off the
screen.
Students are congratulated and invited to the next challenge
In the activity students learn what it is like to work as a paleontologist, are introduced to
basic bone anatomy and types of prehistoric animals. The activity could be used in a
computer lab, classroom computer station or simply share the link for home enrichment.
Curriculum Documents
Prince George’s County Public Schools
13.
Teacher Read Aloud Book Recommendation
“Rare Treasure” by: Don Brown
http://www.amazon.com/Rare-Treasure-Anning-Remarkable-Discoveries/dp/0395922860
“Rare Treasure” - Front Flap Excerpt
By: Don Brown
Before the word “Dinosaur” was even invented, an English girl discovered a remarkable skeleton
on the rocky beach at Lyme Regis. Thus began a lifelong passion for the woman who became
one of the first commercial fossil collectors.
Mary Anning left school at age eleven, but she spent a lifetime teaching herself about fossils and
combining the rugged ribbon of shore bounded by crumbling cliffs and crashing waves. Her work
yielded an astounding treasure-trove: fossils of long extinct creatures that thrilled the customers
of her shop and excited the finest scientists.
Mary Anning, who lived from 1799 to 1847, overcame the dangers and the limitations imposed on
women of her era to reconstruct ancient life from the bones that lay buried in the ground. With his
trademark graceful prose and lyrical watercolors, Don Brown distills the life story of this rare
treasure of history.
14.
Read Aloud Techniques:
Book Selection: Choose books that are age appropriate.
Be sure you enjoy the book you have chosen!
Preparation: Read the book to yourself before reading it to your children. Practice
how you will create an interactive experience for the children. Think about the
questions you will ask. Asking questions keeps children involved and stimulates their
minds and imaginations.
Interaction: Allow children to see the pictures as you read. Invite the children to make
to join you in making sounds and movements that are associated with the story.
Change Your Voice: Your voice is a powerful way to hold a child’s interest and
attention. Use your voice to make imitations and intonations. Yawn when a character
is tired.
Expression: Use eye contact and lots of facial expressions. Smile!
Have Fun: Your enthusiasm will be contagious and the children will learn that it can
be fun to read because you have been their reading role model.

Curriculum Documents
Prince George’s County Public Schools
15.
Three Great Program Opportunities
1.
http://ratw.asu.edu/
Scientists Need Your Help!
Mars Scientists from AZ State University are asking students from around the world to help them
understand the red planet. Send in a rock collected by you or your classroom from your region of
the world and we will use a special tool like the one on the Mars Exploration Rovers to tell you about
the composition of the rock. The site also includes a “Rock of the Week” feature.
Lunar and Meteorite Sample Loan Educators Program
2
Goddard
http://ares.jsc.nasa.gov/education/lmdp/index.cfm
Lunar Sample Disk Kit
The collection of rocks from the Moon is a tangible legacy of the U.S. Apollo
Space Program. NASA makes a small portion of this "extraterrestrial" material
available for classroom use. Educators who have attended a three (3)hour lunar
sample certification workshop are authorized to borrow the Lunar Sample Disk.
The Lunar Sample Disk contains six labeled lunar samples embedded in a plastic disk. The disk includes
three soil and three rock sample, that are representative of the moon's geology. The lunar rock samples
include anorthosite, basalt, and breccia. The lunar soil samples consist of highland, mare, and orange soils.
The Lunar Sample Disk kit contains the sample disk, and a copy of the Exploring the Moon activity guide,
The Moon: Geologic History and Future Exploration slide set. Additional information, activities and
videotapes accompany the kit. Disks are sent via registered mail to educators for one to two week loan
Meteorite Sample Disk Kit
Meteorites are rocks from space that have survived their passage through the
atmosphere to land on Earth's surface.
The Meteorite Sample Disk contains six labeled meteorites embedded in a 15
centimeter diameter plastic disk. These pieces of asteroids represent the
products of basic planetary processes: accretion, differentiation, volcanism and
impact. The Meteorite Sample Disk package contains the sample disk, a copy of
the Exploring Meteorite Mysteries activity guide, and the Exploring Meteorite
Mysteries slide set. Disks are sent via registered mail to educators for one to two
week loan periods.
Curriculum Documents
Prince George’s County Public Schools
16.
Three Great Program Opportunities
continued, . . .
3.
Future Rockhounds of America
Merit Badge Program
http://www.amfed.org/fra/fra_badge.htm
Visit the link above for information about starting a “Future Rockhounds of
America Merit Badge Program” in your community.
Curriculum Documents
Prince George’s County Public Schools
17.
What’s Locked in Rocks?
Howard B. Owens Science Center’s
Visiting Student Assessment
1. The Earth's outermost and thinnest layer is called the
a. inner core.
b. crust.
c. mantle.
d. outer core
2. Which best describes the formation of the igneous rock?
a. The rock was formed by magma that cooled slowly.
b. The rock was formed by earthquakes.
c. The rock was formed by heat and pressure warping a rock.
d. The rock was formed by layers of particles pressing downward.
3. Which best describes the formation of sedimentary rock?
a. The rock was formed by magma that cooled slowly.
b. The rock was formed by earthquakes.
c. The rock was formed by heat and pressure warping a rock.
d. The rock was formed by layers of particles pressing downward.
4. Which best describes the formation of metamorphic rock?
a. The rock was formed by magma that cooled slowly.
b. The rock was formed by earthquakes.
c. The rock was formed by heat and pressure warping a rock.
d. The rock was formed by layers of particles pressing downward.
5. Looking at the layers of rock shown in the illustration below, which
layer of rock is the oldest?
Curriculum Documents
Prince George’s County Public Schools
18.
6. How is chemical weathering different from physical weathering?
a. In chemical weathering, the rock breaks into smaller pieces.
b. In chemical weathering, rock turns directly into soil as it is
weathered.
c. In chemical weathering, plants and animals are the cause of
weathering.
d. In chemical weathering, the material that makes up the rock or soil
is changed.
7. Color is not considered the most useful property for mineral
identification as:
a. Some minerals can display a variety of colors
b. small amounts of impurities (other things added during formation) can
change a minerals appearance in color.
c. both “a” and “b” are correct
8. A mineral’s streak is
a. the way a mineral reflects light
b. the way the mineral reacts to vinegar acid
c. the dolor of the mineral in powder form
d. a minerals resistance to being scratched
9. A mineral that forms when magma cools very slowly deep inside the
Earth has very
a. large crystals
b. small crystals
c. no crystals
9. Fossils are generally found in
rocks.
a. Igneous rocks
b. Sedimentary rocks
c. Metamorphic rocks
10. Which of these would be most likely to become a fossil?
a. a crab washed upon the sea shore
b. a clam in the ocean suddenly buried by a large mud slide
c. a deceased deer on the roadside
d. a spider in your house
Curriculum Documents
Prince George’s County Public Schools
19.
What’s Locked in Rocks?
Howard B. Owens Science Center’s
Visiting Student Assessment
Teacher Answer Key
B
1. The Earth's outermost and thinnest layer is called the
a. inner core.
b. crust.
c. mantle.
d. outer core
A
2. Which best describes the formation of the igneous rock?
a. The rock was formed by magma.
b. The rock was formed by earthquakes.
c. The rock was formed by heat and pressure warping a rock.
d. The rock was formed by layers of particles pressing downward.
D
C
D
3. Which best describes the formation of sedimentary rock?
a. The rock was formed by magma that cooled slowly.
b. The rock was formed by earthquakes.
c. The rock was formed by heat and pressure warping a rock.
d. The rock was formed by layers of particles pressing downward.
4. Which best describes the formation of metamorphic rock?
a. The rock was formed by magma that cooled slowly.
b. The rock was formed by earthquakes.
c. The rock was formed by heat and pressure warping a rock.
d. The rock was formed by layers of particles pressing downward.
5. Looking at the layers of rock shown in the illustration below, which
layer of rock is the oldest?
Curriculum Documents
Prince George’s County Public Schools
20.
D
6. How is chemical weathering different from physical weathering?
a. In chemical weathering, the rock breaks into smaller pieces.
b. In chemical weathering, rock turns directly into soil as it is
weathered.
c. In chemical weathering, plants and animals are the cause of
weathering.
d. In chemical weathering, the material that makes up the rock or soil
is changed.
C
7. Color is not considered the most useful property for mineral
identification as:
a. Some minerals can display a variety of colors
b. small amounts of impurities (other things added during formation) can
change a minerals appearance in color.
c. both “a” and “b” are correct
C
A
B
8. A mineral’s streak is
a. the way a mineral reflects light
b. the way the mineral reacts to vinegar acid
c. the color of the mineral in powder form
d. a minerals resistance to being scratched
9. A mineral that forms when magma cools very slowly deep inside the
Earth has very
a. large crystals
b. small crystals
c. no crystals
9. Fossils are generally found in
rocks.
a. Igneous rocks
b. Sedimentary rocks
c. Metamorphic rocks
B
10. Which of these would be most likely to become a fossil?
a. a crab washed upon the sea shore
b. a clam in the ocean suddenly buried by a large mud slide
c. a deceased deer on the road side
d. a spider in your house
Curriculum Documents
Prince George’s County Public Schools
21.
What’s Locked in Rocks?
Visiting Teacher Program Evaluation Form
School Name:
Program Instructor:
Date of Your Visit:
Grade Level of Visiting Students:
Visiting Class Size:
Please rate the outcomes and your experiences using a scale from a low of 1 to a high of 5.
Outcomes: The students in your class were able to:
Describe how rocks are formed.
Classify rock types based on physical texture properties.
Identify minerals based on physical and chemical property
testing.
Explain how the remains of plants and animals can become
fossils
Infer past environmental conditions analyzing fossils.
Rating 1-5
Experiences
My class was greeted promptly by the instructor of this program.
The lesson presented modeled 5E’s format for delivery of
science lessons.
The majority of your students were involved throughout the
lesson.
I would recommend this program to other teachers.
The Pre-Visit Materials posted on the Howard B. Owens site
were helpful to my students.
What instructional strategies observed during “What’s Locked in
Rocks?” will be integrated into your classroom instruction?
Rating 1-5
What new science/math content presented to the students will
benefit you as a teacher?
I rate this visit to the Howard B. Owens Science Center.
Please provide any comments you would like the Program Administrator or teacher to
have in the space below:
Curriculum Documents
P ince Geo ge’s Coun y Public Schools
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