Grade 4 Unit 4 Rocks And Minerals - North Carolina
Grade 4Unit 4Rocks and MineralsCompetency Goal 2Writers:Catherine AlligoodFrancine BockJudy Campbell1
Unit Title/Unit number: Rocks and Minerals/ Unit 2III. Time frame for Unit: 4-5 WeeksIV. Major GoalNCSOS Competency Goal 2: The learner will conduct investigationsand use appropriate technology to build an understanding of thecomposition and uses of rocks and minerals.V. Objectives in RBT Tag ChartUnit Title: Rocks and MineralsNumber of Weeks:NumberCompetency or ObjectiveNumber2.01Describe and evaluate the properties of e that minerals have a definitechemical composition and structure, resulting inspecific physical properties including: hardness,streak color, luster, and magnetism.Explain how rocks are composed of minerals.Show that different rocks have differentproperties.Discuss and communicate the uses of rocks andminerals.Classify rocks and rock-forming minerals usingstudent made rules.Identify and discuss different rocks and mineralsin North Carolina including their role in geologicformations and distinguishing geologic regions.A2B2B3B2B2A2VI. NC English Language Proficiency (ELP) Standard 4 (2008)- for LimitedEnglish Proficient students (LEP)English language learners communicate information, ideas, and conceptsnecessary for academic success in the content area of SCIENCE.Suggestions for modified instruction and scaffolding for LEP students and/orstudents who need additional support are embedded in the unit plan and/or areadded at the end of the corresponding section of the lessons. Thesesuggestions are presented in a text box. The amount of scaffolding needed willdepend on the level of English proficiency of each LEP student. Therefore,entering, beginning, and developing level students will need more support with2the language needed to understand and demonstrate the acquisition ofconcepts than expanding or bridging level students.
VII. MaterialsLesson 1(Per group of 4-5 students) rock and mineral samplesthat are numbered (enoughof each kind so that everystudent group gets the samesamples), and hand lensesfor each student*a great introductory rockcollection is available for 15.00from Sargent Welch. It includes15 rocks (5 igneous, 5metamorphic, and introductory-rockcollection/p/IG0041250/Lesson 2Per Student:Science Notebook2 Chocolate Chip Cookies (storebought – crunchy)Toothpick2 Paper towelsRock (preferably granite – availablethrough science suppliers or atbusinesses that carry landscapematerials)Lesson 3Per Student:Student NotebookHand lensToothpick1 piece of plain white paperSmall amount of crushed granitePer GroupQuartz, feldspar, mica (1piece ofeach sample per group)3
Lesson 4Per Group:Collection of Rocks – can be thesame one used in lesson 1Rock Guide Books6 rock samples not yet used by thestudentsPer Student:Hand lensLesson 5Per Student:Science notebookHand lensMineral Identification Data ChartMohs Hardness Scale WithExamples of Common TestsSmall piece of chalk1 piece of Feldspar (labeled a. butnot named)1 piece of Talc (labeled b. but notnamed)Per Group:Set of four minerals, numbered butnot named: (1) Fluorite, (2)Gypsum, (3) Calcite, (4) QuartzPenny, unbent paper clip, emptyglass baby food jarCopy of Mohs Hardness ScalePer Class:Several sample minerals of theteacher’s choosingLesson 6Per Pair of Students Magnetite Magnet Streak plates (small unglazed4
porcelain plate) 1 piece of pyrite 1 piece of hematite Several sample minerals thatare colorfulLesson 7Rock and mineral samples fromNorth CarolinaNC Department of TransportationmapsKey to Rock and MineralSpecimensRock and Mineral IdentificationCardsYarnRock and Mineral Matching Game2.07Objective AssessmentVIII. Big IdeasIn North Carolina fourth grade students are required to investigate thecomposition and uses of rocks and minerals.The goal of this standard is to think and analyze in terms of systems.Thinking and analyzing in terms of systems will help students keeptrack of mass, energy, objects, organisms, and events referred to inthe other content standards.In these years, students should accumulate more information aboutthe physical environment, becoming familiar with the details ofgeological features, observing and mapping locations of hills, valleys,rivers, etc., but without elaborate classification. Students should alsobecome adept at using magnifiers to inspect a variety of rocks andsoils. The point is not to classify rigorously but to notice the variety ofcomponents.By the end of the 4th grade, students should know that5
Waves, wind, water, and ice shape and reshape the earth'sland surface by eroding rock and soil in some areas anddepositing them in other areas, sometimes in seasonal layers.Rock is composed of different combinations of minerals.Smaller rocks come from the breakage and weathering ofbedrock and larger rocks. Soil is made partly from weatheredrock, partly from plant remains-and also contains many livingorganisms.Materials may be composed of parts that are too small to beseen without magnification.When a new material is made by combining two or morematerials, it has properties that are different from the originalmaterials. For that reason, a lot of different materials can bemade from a small number of basic kinds of materials.These Benchmarks were found under “The Physical Setting” forScience Benchmarks lintro.htmThe National Science Standards divides science into three standards:life science, physical science, and earth and space science. Whenlearning about rocks and minerals students utilize the physicalscience standards: properties of objects and materials andmagnetism as well as the earth and space science standards:properties of earth materials and changes in the earth and sky.IX. Unit NotesThe study of rocks and minerals in fourth grade builds on theknowledge that the students gained in first grade as they began todevelop an understanding of solid earth materials. In order for thestudents to achieve a true understanding of rocks and minerals theymust experience the rocks and minerals by physically using them intheir study. Putting together a classroom collection can be doneeconomically, and can be utilized for many years. In this unit many ofthe rocks and minerals suggested can be substituted for others towhich you might have greater access. What the students learn infourth grade lays the groundwork for their study of landforms in fifthgrade.6
X. Global ContentNC SCSGrade 42.02, 2.03, 2.062.05, 2.06, 2.072.06, 2.052.03, 2.042.032.01, 2.02, 2.03,2.04, 2.052.01, 2.02, 2.04,2.05, 2.072.04, 2.05, 2.0721st Century SkillsCommunication SkillsConveying thought or opinionseffectivelyWhen presenting information,distinguishing between relevantand irrelevant informationExplaining a concept to othersInterviewing others or beinginterviewedComputer KnowledgeUsing word-processing anddatabase programsDeveloping visual aides forpresentationsUsing a computer forcommunicationLearning new software programsEmployability SkillsAssuming responsibility for ownlearningPersisting until job is completedWorking independentlyDeveloping career interest/goalsResponding to criticism orquestionsInformation-retrieval SkillsSearching for information via thecomputerSearching for print informationSearching for information usingcommunity membersLanguage Skills - ReadingFollowing written directionsIdentifying cause and effectrelationshipsSummarizing main points afterreadingActivity1, 2, 61, 71, 42, 322,3,4,53,5,73,4,77
2.04, 2.05, 2.072.01, 2.022.01, 2.02, 2.032.062.03, 2.062.062.01, 2.02, 2.03,2.04, 2.05, 2.06,2.072.03Locating and choosingappropriate reference materialsReading for personal learningLanguage Skill - WritingUsing language accuratelyOrganizing and relating ideaswhen writingProofing and EditingSynthesizing information fromseveral sourcesDocumenting sourcesDeveloping an outlineWriting to persuade or justify apositionCreating memos, letters, otherforms of correspondenceTeamworkTaking initiativeWorking on a teamThinking/Problem-SolvingSkillsIdentifying key problems orquestionsEvaluating resultsDeveloping strategies to addressproblemsDeveloping an action plan ortimeline3, 752,511, 211,2,3,4,5,6,72XI. VocabularyCrystals – found in minerals and have a regular geometric shapeGeologists – scientist who study rocks and minerals to help us learnabout the formation of the earthGranite – rock composed of the minerals: Quartz, Mica, and FeldsparHardness - how resistant a mineral is to being scratched8
Igneous rocks - formed from minerals that have melted deep withinthe EarthLuster - the way a mineral reflects lightMagnetic minerals – minerals which show magnetic properties. Twoexamples are magnetite and hematiteMetamorphic rocks - formed from igneous, sedimentary, or othermetamorphic rocks which contain minerals that have been changedby heat, pressure, or chemical actionMineral - occur in nature and have definite chemical compositionsand physical properties. They are the raw materials of rocks.Mohs scale – used by geologists to classify a given mineral’shardnessRock - earth materials made up of different kinds of mineralsScratch test – used to determine the hardness of a mineralSedimentary rocks - formed as particles settle to the bottom ofoceans and lakesStreak color - when an unknown mineral is rubbed against a streakplate (unglazed piece of porcelain) it may produce a colored line if itis softer than the streak plateStreak plate - unglazed porcelain material that is used to determinethe streak color of a mineral by rubbing a mineral over its surfaceLEP Modification: During the unit provide LEP students with additional supportwhen introducing new vocabulary. Use visuals and/or a physical action to correspondwith each term. Keep new terms visible on a word wall and/or have LEP studentsmake a mini picture dictionary to reinforce and support vocabulary throughout the unitstudy.9
Activities/LessonsLesson 1: How Can Rocks and Minerals Be Put into Groups?Lesson 2: That’s the Way the Cookie Crumbles!Lesson 3: Can We Take a Rock Apart?Lesson 4: Grouping RocksLesson 5: How Hard is That Mineral?Lesson 6: What’s in a Streak? And, Can a Mineral Attract aMagnet?Lesson 7: Are They From North Carolina?10
Unit Title: Rocks and MineralsLesson 1: How Can Rocks and Minerals Be Put into Groups?Length of Lesson: 4 class periodsObjective Included:2.06 Classify rocks and rock-forming minerals using student-maderules.Language (ELP) Objectives: LEP students will- Listen and respond to oral presentations about rocks andminerals- Discuss and explain method for sorting rocks and mineralsin small groups- Write or draw a reflection to defend reasoning for groupingrocks and mineralsLesson Introduction:Rocks are earth materials made up of minerals. Mineralsoccur in nature and have definite chemical compositions and physicalproperties. They are the raw materials of rocks. Geologists studyrocks and minerals to help us learn about the formation of the earth.Geologists classify rocks according to their properties orcharacteristics that can be observed and also by how they areformed. Minerals are classified by using observable properties suchas color, hardness, luster, cleavage, and streak. 4th grade studentsusually do not know how scientists put rocks and minerals intogroups. In this lesson the students try to make their own set of rulesfor sorting their rock and mineral samples.Materials:(per group of 4-5 students) rock and mineral samples that are numbered (enough of eachkind so that every student group gets the same samples), andhand lenses for each student*a great introductory rock collection is available for 15.00 fromSargent Welch. It includes 15 rocks (5 igneous, 5 metamorphic,and 5 sedimentary)11
-rockcollection/p/IG0041250/Engage:Process Skills: Observe, CommunicationHave many rocks and minerals on display in the classroom toelicit interest by the students. Ask the students to name some rocksand minerals that they have heard of. As they name different rocksand minerals make a list on chart paper of the things they name. Useone color marker to make this list. The students may name somethings that are not rocks or minerals. That is alright. Add them to thelist as well. At this point the students probably use the terms rocksand minerals but don’t really know what they are. Explain to thestudents that they are beginning a unit about rocks and minerals andthey will learn many new things. Tell them that throughout the unitwhen a rock or mineral is named you (or a student) will check it off ofthe list the class has made. Also explain that when a rock or mineralis discussed in class that is not on the list it will be added to the listwith a different color marker.At the end of the unit the list will be studied and if there areitems listed on it that have not been checked they will be researchedto see if they really are a rock or mineral. Ask the students if theyknow how rocks and minerals are put into groups. It is okay that atthis point many of them will not know the difference between a rockand a mineral. This discussion and list making will probably last aclass period.LEP Modification: Entering and beginning LEP students will nothave the vocabulary to participate expressively in this activity.However, they can benefit from the exposure to their peers’suggestions, especially if the terms suggested by students areaccompanied with visual images (prepare a library of clip art ormagazine clippings or sketch as you go).Explore:Process Skills: Classify, Observe, CommunicateExplain to the class that today they will be geologists(scientists who study rocks and minerals to help us learn about theformation of the earth) and they will work with their student groups to12
place the rock and mineral samples into groups. Tell the studentsthat they will be able to decide on the way that the rocks and mineralswill be put into groups. However, they must be able to explain to theclass their reasoning for the groups that they form. Give each groupof students samples of rocks that include igneous, metamorphic,and sedimentary rocks as well as several minerals of your choosing.Have the students examine each rock/mineral sample with a handlens before making any grouping decisions. It is best to time this partof the activity. The amount of time that you choose shouldcorrespond to the number of samples you are using.After the students have taken time to examine all of thesamples allow them to begin grouping the samples. As the studentswork, circulate around the room and ask questions about theirreasoning such as: What rule did you use to form this group? Do youthink all of the groups are sorting the rocks and minerals this way?Make sure that they are including every sample in a group and notleaving any samples by themselves. Give the students 10-15minutes for this part of the activity. When the time is up ask thestudents not to move their rock/mineral samples anymore. As thestudent groups hear other student groups explaining their reasoningthey will often want to change what they have done. This can beavoided by having the no hands on the table during discussion rule.LEP Modification: All LEP students can participate, even if nonverbally, in the observation and sorting of the samples. They maynot be able to explain their reasoning for sorting, but you could offersome suggestions as to how they may have sorted based on thegroups you see and allow entering LEP students to answer “yes” or“no.” Mixed ability groups and partnering Entering LEP studentswith someone who can provide additional support will be beneficial.Explain:Process Skills: Communicate, ClassifyAsk for groups to volunteer to share how they organized theirrock/mineral samples. As they show their groupings to the classmake sure that they explain the sorting rules that they used. Pointout to the class when similarities occur from group to group and whendifferences occur.13
LEP Modification: As other groups are sharing, if there are differentsorting rules, you should show how they sorted (on overhead, infront of class, or call students over to the desk of that group) so thatLEP students can make the connection between what they see andthe language they hear.When all of the student groups finish sharing ask the class whyall of the groups did not use the same rules when sorting therock/mineral samples. Discuss with the class whether or not it wouldbe hard for scientists to study rocks/minerals if all of the scientistsused different rules to organize them. Lead the class to therealization that by using common rules scientists are better able tostudy rocks and minerals. Explain that one way scientists could putthe samples into different groups would be to separate them by rockor mineral. Introduce the definition of a mineral as something thatoccurs in nature and has a definite chemical composition and definitephysical properties. Minerals are the raw materials of rocks. Rocksare made up of different kinds of minerals. Tell the students which oftheir samples (identify these by the numbers on them) are minerals.LEP Modification: The definition of mineral will have to bescaffolded. Use visuals and examples to demonstrate “occurs innature,” “chemical composition,” and “physical properties.”Elaborate:Process Skills: Classify, Observe, Communicate, InferAsk the students to move their rocks and minerals into separategroups. Explain that even though they have divided their samples upinto two groups they can go farther. Tell the students that they aregoing to focus on the rock group for awhile. Take up the mineralsamples. Have the students try to place their rocks into differentgroups. Encourage them to use their hand lenses to observe themany physical properties of their rocks. Visit the different groups andask them questions such as: How are these rocks alike? How arethey different? How can you tell that these rocks are made of morethan one material? Have the students start collecting informationabout their rocks in their science notebooks. As they begin to makeconnections about which rocks they think go together ask them todraw their rocks and record observable properties of the rocks in their14
science notebooks. Make sure that they also record the number onthe rock so that they can accurately identify the rock later.For homework ask the students to each bring in a rock the next day.Have some extra rocks available in the classroom for students whomay have trouble bringing one from home.LEP Modification: Allow entering and beginning level LEPstudents to point to and/or rephrase your questions so that theycan respond “yes/no” or with either/or options. Model what youmean by “recording observable properties.” Entering andbeginning LEP students can either draw or label them with a wordbank provided.Evaluate:Process Skills: Classify, CommunicateWhen the students bring in their rocks the next day have themlabel their rocks with their initials so they will not confuse them withrocks belonging to other students. In small groups have the studentsplace the rocks into groups. Then as a class start placing somegroups together based on the rules that the students havedetermined. When the class feels comfortable with the groups thatthey have made have them write in their science notebooksdefending their choice of groups. For each group of rocks thestudents must explain their reasoning. Make sure that you check thescience notebooks to assess the students’ ability to defend theirreasoning for their groups of rocks and minerals.LEP Modification: All LEP students can participate in theclassification activity. Accept the following modifications fromentering, beginning, and developing LEP students for sciencenotebook evaluation: Entering: Labeled features of classification (word bankprovided, teacher can prompt
life science, physical science, and earth and space science. When learning about rocks and minerals students utilize the physical science standards: properties of objects and materials and magnetism as well as the earth and space science standards: properties of earth materials and chan
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Metamorphic Rocks and the Rock Cycle Section 2: Igneous and Sedimentary Rocks. Section 2 and 3: Rocks and the Rock Cycle There are 3 different types of rocks: Sedimentary Igneous Metamorphic They are all made of minerals One rock can turn into a different type, during the rock cycle. All rocks are formed during different processes.
XY chart: Metamorphic rocks XY chart: Metamorphic and weathering processes. XZ chart: Ignmus rocks. . XZ chart'. Sedimentary rocks XZ chafi Metamorphic rocks and processes, and weathering si chart: Igneous rocks. . . si chart: Sedimentary rocks . . si chart: Metamorphic rocks and processes, and weathering k chart
Sedimentary rocks Sedimentary rocks are those rocks which are formed by the weathered sediments of pre existing rocks (igneous or metamorphic rocks). The geological processes that involved in the formation of sedimentary rocks are as under: 1. Weathering, 2. Erosion, 3. Deposition, 4. Compaction 5. cementation
Sedimentary Rocks and Sedimentary Basins Reading Stanley, S.M., 2015, Sedimentary Environments, - Ch. 5. Earth Systems History On Ecampus Sedimentary Rocks Intro Origin of sedimentary rocks - Clastic Rocks - Carbonate Sedimentary Rocks Interpreting Sedimentary Rocks - Environment of deposition
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
23. To make rocks easier to study, they are classifi ed into three main groups: igneous rocks, sedimentary rocks, and metamorphic rocks. 24. Let’s take a closer look at these three groups of rocks. 25. Graphic Transition – Types of Rocks 26. Temperatures within the Earth can be so hot that solid rock is melted into a liquid called molten .
Igneous rocks can form aboveground from quick-cooling lava and underground from slow-cooling magma. Sedimentary rocks are made from cemented and compacted sediments. Metamorphic rocks are formed underground when a rock is exposed to intense heat and pressure. All rocks can weather and erode. All rocks can melt into magma.
