The Pet Rock Project - NSTA Learning Center

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SCIENCE SAMPLER FIGURE 1 Pet Rock Project directions 1. Your assignment is to find a rock—igneous, sedimentary, or metamorphic—that you wish to “adopt.” 2. You may turn in your rock “as is,” or you may alter your rock in a number of ways to personalize it. However, at least part of the original rock’s surface must be visible. 3. When you turn in your pet rock, please also turn in a paper that answers the following questions: • Where and when did you find this rock? • Why did you choose this rock? • What type of rock do you have? Why do you think it is this type? • Describe any tests or ways you might determine exactly what type of rock you have. • Have you altered your rock in any way? If so, describe. Why have you done this? • Draw your own version of the rock cycle. • Locate your pet rock on the rock cycle. • Describe how YOUR rock could possibly be transformed into the other rock types on your rock-cycle diagram. Your pet rock is due on ________ by the end of class. (http://3dparks.wr.usgs.gov/nyc/common/geologicbasics. htm). Students are asked, “Can one type of rock form the other types of rocks?” and “Can a rock of a certain type form a new rock of the same type?” The teacher encourages students to describe the rocks they encounter in their daily lives. We have used the “Geological Sense of Place” writing template activity (Clary and Wandersee 2006) to probe students’ childhood memories and experiences with rocks and Earth processes. Students can also be grouped, and asked to explain the statement, “Your house comes out of a mine.” Each group produces a cooperative list of household materials that originate as rocks or minerals. Teachers may explore, as a historical-cultural option, the concept of pet rocks that was developed by Gary Dahl as a marketing gimmick in 1975. As the perfect undemanding “pet,” these rocks became a commercial success, and made Dahl a millionaire (Polson Enterprises 2006). Students may be divided into cooperative learning groups, and investigate the historical, political, and cultural context into which the pet rock marketing success evolved. Each group can identify the favorable characteristics of “pet rocks,” the probable “roles” these “pets” fulfilled in their owners’ lives, and hypothesize whether a similar marketing gimmick would be successful today. Creativity in the construction of pet rocks can be demonstrated through various websites that have used decorated rocks as fund-raisers (www.uwlax.edu/geography/html/Pet-Rock Making.htm), and as hands-on activities within English classes for speakers of other languages (www. mrshurleysesl.com/petrocks.html). Introduction of these rock projects to students when the project is first assigned can illustrate the range of possibilities for the Pet Rock Project, and also reassure reluctant learners that creativity within the project is not difficult. The original Pet Rock Project comprised a two-week period of rock-finding, investigating, and reporting. Figure 1 summarizes the original handout for the project. We think that within a typical middle-level class that meets daily, the Pet Rock Project should be allotted a five-day period for location and development of a rock sample, preferably with a weekend available for students to initially collect their rock samples. The rubric utilized in scoring the projects is also provided to students (Figure 2).The teacher directs students to locate a rock outside of the classroom, and identify the rock as igneous, sedimentary, or metamorphic. (Alternatively, the instructor may bring in a bucket of known rocks, and allow students to choose a favorite to use in this project. Teacher-supplied rocks would shorten the required time for the activity; we feel a minimum of three classroom days would be appropriate in this situation. Whereas we personally like the idea of students procuring their own rocks, we acknowledge that in some schools this may present a problem for the majority of students.) Students may decorate or embellish their pet rocks, as long as some of the original rock material is left unaltered and exposed. Students then develop their own version of the rock cycle, and locate their rock within the rock cycle. Students have a variety of options in which to create a rock cycle, including an electronic 6 0 SCIENCE SCOPE
SCIENCE SAMPLER FIGURE 2 Pet Rock Project rubric.* Student name ___________________ CATEGORY 10 8 6 4 Required elements The project includes all required elements as well as additional information. All required elements are included in the project. All but one of the required elements are included in the project. Several required elements are missing. Explanatory paragraph: Accuracy At least four accurate facts are displayed. Three accurate facts are displayed. Two accurate facts are displayed. Less than two accurate facts are displayed. Originality Several of the components reflect an exceptional degree of student creativity in their construction or display. One or two components used reflect student creativity in their creation or display. The components are made by the student, but are based on the designs or ideas of others. No components made by the student are included. Graphics Attractiveness All components are related to the topic and make it easier to understand. All borrowed components have a source citation. The project is exceptionally attractive in terms of design, layout, and neatness. All components are related to the topic and most make it easier to understand. All borrowed components have a source citation. The project is attractive in terms of design, layout, and neatness. All components relate to the topic. Most borrowed components have a source citation. The project is acceptably attractive though it may be a bit messy. Components do not relate to the topic OR several borrowed components do not have a source citation. The project is distractingly messy or very poorly designed. It is not attractive. * This rubric may be modified according to the background and skills of the student population, and the extent of the investigation of the rock cycle in the classroom. version, a collage, a poster, or a plain-paper version. Students may use website images, their textbooks, or photographs from magazines or journals. All outside materials, whether from the internet or paper journal, should be cited by students. (We assume that the teacher has provided basic directions to students on how to conduct internet searches, including information on image searches and reliability of websites, before students are encouraged to use the internet.) Although these activities were originally assigned as out-of-class assignments, they can easily be incorporated into the traditional classroom. In addition to producing their pet rock, students develop a written report justifying the identification of their rock, and describing how their pet may be turned into the other types of rocks. Creativity is encouraged. O c t o b e r 2007 6 1
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The Pet Rock Project - NSTA Learning Center

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