TThe History of the Earth: Supplemental Guide 6A | The Three Types of Rocks 111

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

What Have We Already Learned? 5 minutes

Review with students the three words that Gerry the Geologist said

they should always keep in mind when thinking about rocks: heat,

pressure, and time. Use Image Cards 1–3 as clues. Ask students to

share how heat, pressure, and time affect things on the earth, such as

volcanoes, geysers, and the layers of the earth. Remember to repeat

and expand upon each response using richer and more complex

language, including, if possible, any read-aloud vocabulary.

Tell students that all rocks can be sorted into three categories

because of how they were formed by heat, pressure, and time.

Interactive Read-Aloud 5 minutes

Tell students that you will need their help during the read-aloud.

Preview actions that you would like students to do whenever you

say certain words during the read-aloud:

• Igneous: Whenever students hear the word igneous, they should
  hold up their index fi nger like it is a candle and pretend to blow
  out the fl ame to demonstrate the heat of fi re.


• Sedimentary: Whenever students hear the word sedimentary,
  they should continuously place one fl attened hand on top of the
  other to demonstrate the formation of layers.


• Metamorphic: Whenever students hear the word metamorphic,
  they should hold out both hands and then clasp them tightly
  together to demonstrate pressure.

TThe Three Types of Rockshe Three Types of Rocks

6 A