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Earth Materials Explorations with Molly McLaughlin

Keystone teachers became geologists to explore rocks, minerals and soil through observing, describing, testing, questioning, discussing, and (we hope!) having fun. The mostly K-4 teachers were joined by upper grade colleagues whose students also study the properties of these fascinating earth materials.

Even ordinary rocks can be interesting, and they're cheap and easily available. Georgene selects a sample to study.
Observation is key. Terri, Kathy, and Susan see what they can learn by taking a closer look.
A rock that has dandruff? Recording observations can generate wonderful descriptive language.
Teachers use their own observations as a basis for sorting rocks into groups.
Lila, Pam, Georgene, and Carol share observations and questions about their rocks.
What happens if we get it wet? Larry, Suzanne, Deb, and Kerry try to find out more.
The group discusses observed properties they think might relate to rock formation.
Georgene selects samples of the minerals that make up rocks.
Comapring the properties of minerals can help to understand the history of rocks as well as the possible uses for these earth materials.
The tools for testing extend the senses, and provide fuller descriptions of our minerals.
How hard can it be? Scratch test comparisons provide important information about mineral properties.
Shedding a little light on the subject, teacher-geologists find out how much light can pass through the minerals.
The teachers use their observations and test results systematically as they prepare profile sheets describing the properties of each mineral.

Explore the dynamics of changing earth materials with Susan.
Go online in the Unisys Teacher Technology Center with Shelby.
Back to the beginning.

The Franklin Institute gratefully acknowledges the generous support of the National Science Foundation and Unisys Corporation.

The Franklin Institute National Science Foundation Unisys

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The Franklin Institute is the Demonstration Site for the Eisenhower Mid-Atlantic Consortium, providing science and math resources for teachers.

This material is based upon work supported by the National Science Foundation under Grant No. 9819641.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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