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Transcript
4th Grade Rocks & Minerals Unit
Curriculum Standards
3.1.a
3.1.b
3.1.c
3.1.d
I Can Statements
Unit Objective: I can identify the basic properties of minerals and the three types of rocks: igneous, sedimentary, and metamorphic.
Describe the differences between minerals and rocks.
I can tell you the differences between minerals
and rocks.
Observe rocks using a magnifying glass and draw shapes and colors of the minerals.
I can observe rocks using a magnifying glass and
then draw the shapes and colors of the minerals
I see.
Sort rocks by appearance according to the three basic types: sedimentary, igneous, and
I can sort rocks into the 3 basic types
metamorphic (sedimentary: rounded-appearing mineral and rock particles that are
(sedimentary, igneous, and metamorphic) by how
cemented together, often in layers; igneous: with or without observable crystals that are they look.
not in layers or with or without air holes or glasslike; metamorphic: crystals/minerals,
often in layers)
Classify common rocks found in Utah as sedimentary (sandstone, conglomerate, shale),
I can tell you if common Utah rocks are
igneous (basalt, granite, obsidian, pumice), and metamorphic (marble, gneiss, schist - mica) sedimentary, igneous, or metamorphic rocks.
Vocabulary:
 Minerals: inorganic solids that occur naturally in Earth’s crust and are usually made of 2 or more elements. They have a definite
crystal structure.
 Sedimentary: rocks formed as sediment settles in layers
 Igneous: rocks formed from magma
 Metamorphic: rocks formed when other rocks are changed through heat and pressure
Rocks & Minerals Unit Plan
Day
Obj.
Lesson/Activity


1
Make sure students have taken the pretest for this unit before beginning.
Introduction video: Bill Nye – Earth’s Crust
o Near the beginning, after he uses bread as an example, Bill shows a model of
the Earth and gives information about each layer. Pause after each layer to
let students take notes on p. 1 of their packet – Inside Our Earth. They can
write down what it is made of, temperature, etc.
o The middle of the video talks about volcanoes and geysers, but at about
13:00, Bill talks about Tectonic Plates and how they work.
o The end of the video talks about mining for sapphires and earthquakes and
how they make scientists think the core of the Earth is solid.
Notes/Materials



Give pretest
Copy packet for the unit
Set up video

2-3
3.1.a
3.1.b




4-5
3.1.b
3.1.c
3.1.d

6-7
3.1.b
3.1.c
3.1.d

8-9
3.1.b
3.1.c
3.1.d
Intro. Minerals: Definition and basic properties (properties – shiny/dull,
metallic/nonmetallic, magnetic/nonmagnetic, transparent/translucent/opaque, color,
soft or hard, etc.) focus on the ones they will see in rocks
o Minerals (video on Wendy’s computer) is somewhat slow, but has great
information about what minerals are and their properties.
o Look at mineral samples and record information on p. 2 in the packet
o May want to show students the Periodic Table of Elements
Minerals in Utah – discuss and look at map in packet (p. 3)
Mock Rocks: Use actual or cookies
o Have students complete the activities on p. 4 in their packet
Discuss how this mock rock is like a real rock made of minerals
Igneous Rocks – focus on how they look, properties, examples
o Discuss how they are made – students draw on p. 5 and record info about
the igneous rocks
o Students study igneous rocks from the rock kits: Using the definition on
the Igneous page (p. 5) in their packets, they find and draw the correct
rock. They can also label characteristics of the rock.
o PowerPoint - tells characteristics of igneous rocks and shows great pictures
of the different igneous rocks.
o Crystal-Growing Experiments (if time/needed) – recipes/instructions are on
the signs/bags – these take a few days but make sure to discuss and how it
takes time for larger crystals to grow.
Sedimentary Rocks
o Discuss how they are made – students draw on p. 6 and record info about
the sedimentary rocks
o Students study sedimentary rocks from the rock kits: Using the definition
on the sedimentary page (p. 6) in their packets, they find and draw the
correct rock. They can also label characteristics of the rock.
o PowerPoint - tells characteristics of sedimentary rocks and shows great
pictures of the different sedimentary rocks.
o Do activities with clay to demonstrate layers and mixing with gravel to make
a conglomerate.
Metamorphic Rocks
o Discuss how they are made – students draw on p. 7 and record info about
the metamorphic rocks (Limestone to Marble; Granite to Gneiss; Mica to
Schist)
o Students study metamorphic rocks from the rock kits: Using the definition
on the metamorphic page (p. 7) in their packets, they find and draw the


Materials: Mineral Samples; Mock
rocks or cookies with several
ingredients; magnifying glasses
May want to grow crystals
throughout the unit to show slow vs.
fast cooling.

Materials: Student and Teacher Rock
Sets – Igneous Rocks, magnifying
glasses, Crystal Experiment bags with
instruction signs, foods to melt, hot
plate, cold pan, something to keep
food warm

Materials: student and teacher rock
sets – Sedimentary Rocks; magnifying
glasses, clay sticks, fish aquarium
gravel

Materials: student and teacher rock
sets – Metamorphic Rocks; magnifying
glasses, clay sticks, paper and
crayons/pencils

1011
3.1.b
3.1.c
3.1.d


12
1314
15
3.1.d
3.1.c



correct rock. They can also label characteristics of the rock.
o PowerPoint - tells characteristics of metamorphic rocks and shows great
pictures of the different metamorphic rocks.
o Clay – squish for heat and pressure
o Do activities for showing how one rock is changed into another
Classifying Rocks
o Students use pictures of common Utah Rocks and other rock samples to
complete p. 8 in their packets. They can use the reference sheet on p. 9 to
help them.
Sci-ber Site – What Kinds of Rock Am I? has pictures where you choose the type
based on appearance
Rock Cycle: Discuss and fill out organizer (if haven’t already) on p. 10
o Students complete Rock Recycle Wheel (p. 11) – discuss
o http://www.learner.org/interactives/rockcycle/diagram.html (good model
online with a little more detail than ours – click on complete the cycle - red)
Complete Study Guide
Use: Be a Rock Hound (p. 12) as a type of assessment to see if students can match
the type of rock to the description
Post Test









Copy Rock Cards (and number); copy
the top page of the Rock Hounds
activity
Materials: rock kits, scissors, glue
Set up computer if you are going to
use the Sci-ber site
Copy the top of the wheel
Set up computer if you want to show
the online rock cycle model
Materials: Brads
Copy Study Guide
Copy the top page of the Rock
Hounds activity; scissors/glue
Copy Post Test – use real rocks or
pictures of rocks to help students
Shared Reading Possibilities:

Rock Songs – The Rock Cycle and Out of the Rock

Rock Cycle Song (to Row, Row, Row Your Boat)

Classifying Rocks

Rocks and Minerals
Books:

Jenn has several

Wendy has the team books

The Guided Reading Library also has several – big books, smaller, etc.
Other Resources Available:

If Rocks Could Talk section is cute, but it has deformed conglomerate which is a metamorphic that we don’t use
http://www.amnh.org/education/resources/rfl/web/earthmag/look/index.htm

This site shows rocks being made through simple animations – it’s okay, but not great
http://www.childrensmuseum.org/geomysteries/faqs.html

On this site, you can test rocks virtually. There are only a few rocks, but it tests for wear, floating, permeability, split, etc. Kind of fun.
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtml