What is so COOL about

Rocks?
Grades: 3-7
OVERVIEW: Rocks are part of our Earths
geological formations that play not only an
important role in the make-up of our surroundings, but hold significant value to many different
cultures.
OBJECTIVES:
Know: Structures of cinder cone volcanoes, the
natural process of volcanic eruptions. The different rock types and their purposes.
Understand: Sedimentary, igneous,
metamorphic rocks, cinder cone volcanoes, erosion and other geologic concepts.
Be Able to Do: Distinguish different geologic
formations by representation of the rock cycle
process.
GUIDING QUESTION: What do rocks tell us
about our Earth?
DURATION and GROUP SIZE:
60 minutes, 25 or less
MATERIALS:
Pen/Pencil
Poster board
ASSESSMENT:
Drawing of rock cycle

KEY VOCABULARY:
Cinder Cone Volcanoes or scoria/spatter cones,
are piles of leftover volcanic ash and debris that
close up the crack in the Earaths crust. Capulin
Volcano National Monument is a great example
of a cinder cone volcano. Common words associated with the Albuquerque volcanoes: magma,
core, mantle, crust, lava, basalt, heat, pressure,
eruption, igneous rock.

Understanding volcanoes allows us to understand

how the inside of our Earth works. Students will
get a hands-on experience with cinder cones and
gain insight into how a volcanic eruption actually
works.

PROCEDURE
Have a ranger from Petroglyph National Monument present the geology trunk with the class
This trunk contains examples of all three rock types plus models to help students become familiarized with different rocks and their formations before the lesson. To schedule this trunk
visit, please call (505)-899-0205 ext. 332.
Prior to lesson:
Teach students the word, geology. Show a model of the Earth with the different layers and discuss why
those layers are different temperatures. Inform students that different temperatures produce different
rock types.
Step 1:
Go over basic rock information with students. This is a good time to show an example of how each of
these rocks are formed (briefly, since students will complete a more specific example of this when they
finish their projects). If possible, give student rock examples of each type: Sedimentary, Igneous, Metamorphic to help demonstrate the physical differences. (**Rock examples may be borrowed at the New
Mexico Museum of Natural History) Contact the museum at (505) 841-2853 for information also
see website: www.nmnaturalhistory.org/kits.html
Step 2:
Break students up into groups. You may designate groups into categories: sedimentary, metamorphic,
and igneous rocks, OR focus them more specifically on intrusive and extrusive igneous rock. Each
group will research via internet, outside, library and/or classroom material selections, about basic rock
information for their group that they selected. For example, if a student were in a sedimentary rock
group, that student and his/or her team would be responsible for researching information about sedimentary rocks. Example probing questions to be answered: What is unique about these rocks? How do
they form? Where do you find most of these rocks? What are three different rocks that fit into this rock
category...how do you know? After research is complete, have students grab poster board and markers
and draw an example of where one would find their rock on the earths surface and how their rock fits
into the rock cycle.
EXTENSIONS:
Have students venture outside and pick up a rock. Have them write up which category they think that
their rock is in (Igneous/Metamorphic/Sedimentary) and why. Have them write about specific features
that the rock has to help them explain their answer. Display rocks and descriptions as if the students
are entering into a science fair. Have them take notes on other students work.
Have students research different types of volcanoes and/or volcanic rock. Have them draw or make a
3D model of the volcano and label it with descriptions.

Drawing of the Albuquerque Volcanoes, by: NPS

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