Grade 4 Science Curriculum

Expected performances (B5)  The student will be able to:

a. observe and test the physical properties of rocks and minerals (such as color, texture, luster, hardness, streak, chemical reaction, magnetism.)

b. describe the physical properties of rocks and relate them to their potential uses.

Required Activities:

Engage:  Students are asked to bring a rock to class to start a Class Rock Collection.  Have students draw a picture of their rock and describe its physical traits.  In pairs or groups, discuss how the rocks in that group are the same or different.

Teacher notes:  Students should recognize that all rocks are solid Earth materials that vary in size and appearance.

Students should wear goggles when working with rocks.

It is suggested that students keep science journals/notebooks.  (Refer to teacher resource Science Notebooks, Writing About Inquiry by Brian Campbell for appropriate models for written response and scientific drawings.)

Teacher notes:  Students complete an on-going chart of uses of various rocks and minerals.  “What’s a Rock Good For Anyway”  (see Appendix)  (B5b)  Also see teacher resource “How are Rocks and Minerals Used?”

Characteristics of a mineral:  a solid material that is formed by nature in or on the Earth’s crust, a material that has a crystal form, a material that has its own set of properties, a material that is not formed by a living thing.

Rocks are mixtures of minerals and are classified according to how they are formed.

When testing for magnetism, use magnets from Electricity unit and use Activity Sheet 6 (cross out acid, replace with Magnet.)

Computer alert:  Keep magnets away from computers!

Assessment:

Given an unknown rock sample, students will perform tests, record observations and identify the sample.

Assessment Delta Section 1 and Section 3  (B5a,b)

Optional Activities:

Any activities from Delta Rocks and Minerals.

Rock or Mineral?  Cookie activity (see Appendix) is a good activity to compare rocks to minerals.  NOTE:  check for food allergies.

Students explore the origin of gemstones.

Students will observe that samples can be composed of one or more minerals.  (see Appendix) “What’s in my Cookie”, Teacher Created Materials  (B5b)

Grow crystals “Reading A to Z” Gems  (B5a)

Expected performances (B6)  The student will be able to:

a. explain how rocks and minerals are formed (e.g. igneous, sedimentary, metamorphic.)

b. relate the properties of rocks to the possible environmental conditions during their formation.

Required Activities:

1. Using informational text, students illustrate and describe the formation of igneous rocks.  (B6a,b  BINQ1,2)  (Technology standard 5)

Teacher notes:  See internet resources for sites above.

2. Students explore and describe the formation of sedimentary rocks.  “How does a conglomerate form?” Science Horizons, pg. 306.  (B6a,b  BINQ1,6)

3. Students explore and describe the formation of metamorphic rocks.  Session 6:  “Formation of Metamorphic Rocks”, GEMS, Stories in Stone, pgs. 75 – 81  (B6a,b  BINQ1,3,6)

4. Students illustrate the rock cycle.  Delta Science Reader Rocks and Minerals, pg. 13  (B6a,b)

Teacher notes:  Model ROCK CYCLE Activity:  “Walk Through the Rock Cycle”, Rocks and Minerals, Teacher Created Materials, pgs. 25 - 27 (see Appendix) is an excellent activity, but takes prior knowledge of the rock cycle.

Assessment:

Using drawing software, students illustrate and label the rock cycle.  (Technology standard 3)

Delta Assessment Section 3, #6 – 8.

Vocabulary

• Hardness – the ability of a mineral to resist being scratched

• Igneous – a rock that formed from cooled magma or lava

• Luster – the way a mineral’s surface reflects light

• Magnetic – able to attract iron or steel object

• Metamorphic – a rock that formed when another kind of rock was squeezed and heated deep inside the Earth’s crust

• Mineral – a solid natural material that has a crystal form

• Rock – mixtures of minerals and are classified according to how they are formed

• Rock Cycle – the process of rocks changing into other kinds of rock

• Sedimentary – a rock that formed when sediments were pressed and cemented together

• Streak – the color of the mark that a mineral makes when it is scraped on a white tile

Optional Activities:

Exploration of tectonic plates

Layers of the Earth

Students cracked Earth activity

Volcanoes, earthquakes and tsunamis

Resources Needed:

Student:

Teacher:

Internet:

Rock and mineral definitions/color photos, http://www.gpc.edu/~pgore/geology/historical_lab/rocks_minerals.php

Rocks in Connecticut, http://www.wesleyan.edu/ctgeology/LISproject/connecticut_rocks.htm

Rock cycle, http://www/cotf.edu/ete/modules.msese/earthsysflr/rock.html

Teacher and student resource, http://womeninmining.org

Interactive with or without the reference book, http://www.rockandmineral.dke-guides.com

CURRICULUM CONNECTIONS

Art: Students investigate rocks and minerals as sources of pigments. Students investigate materials commonly used in outdoor sculptures and monuments.

Health: Students investigate rock salt as an effective ice-melter.

Mathematics: Students estimate the weight, in grams, of each of the rock specimens in their set.  After weighing the rocks, students arrange them in order from lightest to heaviest.  Is there a relationship between the rock’s size and its weight?

Social Studies: Students research important mineral resources found in Connecticut and the products made from these materials.

Bold face indicates CORE expected performances to be assessed by CMT.