Title: What Is A Rock?

Teacher: Sonya Peters Grade Level: Fourth Lesson Time Frame: 40 minutes

Lesson Context: Students will participate in whole group observation by examining a variety of
rock samples. They will then draw the three kinds of rocks. Vocabulary will be included in each lesson.

ALCOS: 7.) Describe geological features of Earth, including bodies of water, beaches, ocean
ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps. 2.) (Art) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.

Lesson Focus-Engagement: The focus of this lesson is to introduce the basic definition and
characteristics of rocks. Primarily, students will be engaged by exploring various kinds of rocks and making their own discoveries. Students will think about the contents of rocks. What is a rock?

Science Concepts: Rocks are made-up of minerals.

There are three groups of rocks: igneous, sedimentary, and metamorphic. Rocks are formed both within and on the surface of the Earth.

Skills: observing, communicating, exploring, classifying, drawing Student Objectives:

After this lesson students should be able to: 1. Name the three group classifications of rocks 2. Describe both similarities and differences between rock samples 3. Design a rock information book

Safety Notes: Students are to observe all class rules.

Students are not to put the rocks in their mouth. Students will not throw the rocks. Students will wash their hands at the end of the lesson.

Focus Question: 1. What is in a rock?

2. What is a mineral? 3. What are the three group classifications of rocks?

Engagement:
Class Discussion (15 minutes) Teacher will bring out a tray of cookies and pass them out such that each student has two cookies. Teacher will ask if anyone has ever watched a grown-up make cookies. Teacher will explain that ingredients are first put into a bowl. The ingredients are then mixed together and baked. The heat causes the ingredients to change into something new. It will be explained that some rocks form in a very similar way. Teacher will ask students what they think would be the ingredients of a rock, or rather, what is in a rock?

Exploration:
Rock Observation (5 minutes) Students will observe rock and mineral collection and participate in whole group discussion. They will discuss similarities and differences between the rocks. Teacher will encourage students to notice characteristics such as color, texture, size, and weight differences. Students will conduct hardness and streak tests and record data on sheets provided. (This activity will require extra time; teacher will make accommodations for completion of tests throughout the unit.)

Explanation:
Class Discussion (10 minutes) Teacher will discuss rock and mineral contents. The three rock groups (igneous, sedimentary, and metamorphic) will be defined. Students will add the following vocabulary words to their science note cards: rock, mineral, intrusive, extrusive

Extension:
Homework Students will be asked to find two pictures of rocks on the internet. They will need to bring them to school the next day. The rocks will be added to the rock book unit project.

Questions:
1. Do all rocks contain the exact same minerals? 2. Can you name three ways that people use rocks?

Evaluation: Formative Assessment: (10 minutes) Students will create a three-way foldable. They will
place the names of the three kinds of rocks on the outside flaps. Students will draw an example of each of the rock types on the inside of the foldable. Students can use the rock samples as a guide.

Evaluation/ Assessments:
Formative (See evaluation above) Do students know the three kinds of rocks? Students will create a foldable. Observation check Teacher will monitor student progress and offer assistance as needed.

Materials and Supplies Needed: rock collection (on loan from AMSTI), cookies (two per
student), materials for foldables: blank colored paper, colors, markers, scissors, construction paper. rock group cut-outs (letters for book titles), hardness and streak data sheets, unglazed ceramic tiles

Advance Preparation: Gather and prepare rock collection display, collect supplies for foldables
and booklets, search for additional photo examples to use during instruction (optional) Management Plan: Students are to follow all class rules. They are to be informed of the rules regarding safety during this lesson. Students with special needs will participate in all lesson activities. Directions will be repeated and personal assistance granted, if necessary.

Title: Where and How are Igneous Rocks Formed? Teacher: Sonya Peters Grade Level: Fourth Grade
learn the three levels of the Earth (core, mantle, and crust).

Lesson Time Frame: 40 minutes

Lesson Context: Students will discover where and how igneous rocks are formed. They will ALCOS: 7.) Describe geological features of Earth, including bodies of water, beaches,
ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps. 2.) (Art) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.

Lesson Focus-Exploration: This lesson encourages students to explore rocks further by

helping them understand the actual formation process for igneous rocks. Students will participate in an observation and illustration exercise that will help them understand how igneous rocks are formed.

Science Concepts: Igneous rocks are formed when melted rock hardens.
Igneous rocks are located both on and within the Earth.

Skills: communication, recording data, posing questions, explore ideas Student Objectives:
After this lesson students will be able to: 1. Explain how igneous rocks are formed. 2. Explain where igneous rocks are located. 3. Name the three levels/ layers of the Earth

Safety Notes: Students are to observe all class rules.

Students are not to put rocks in their mouth. Students will not throw the rocks. Students will wash their hands at the end of the lesson.

Focus Questions: How do you think igneous rocks are formed?

Where can igneous rocks be found?

Engagement:
Video and Class Discussion (5 minutes) Question: How are rocks formed from an erupting volcano? Teacher will allow students to share their answers. Students will then watch the video Igneous Rocks for Kids.

Exploration:
Experiment (15 minutes) Students will observe as teacher melts the wax of a candle. Teacher will allow wax droplets to form on a tray. Students will make predictions as to what the wax droplets will do at room temperature. As students watch the wax droplets harden, teacher will ask students to compare what they saw in the video, to what they witnessed in observing the wax. Teacher will introduce the three layers of the Earth. Questions: How does the results of the wax experiment compare with igneous rock formation? Where on or within the Earth do you think igneous rocks are formed?

Explanation:
Class Discussion (10 minutes) Teacher will explain the process of igneous rock formation. Lava is melted rock. When a volcano erupts, melted rock reaches the Earths surface. The melted rock cools and hardens on the Earths crust. This is the formation process of extrusive igneous rocks. Teacher will lead class in an activity focused on drawing a volcano while describing extrusive and intrusive igneous rock formation. Teacher will draw the volcano on the board and students will follow along while drawing and labeling their own volcanoes. Students will enter the following vocabulary words in their science books: igneous rock, lava, volcano, granite, Earths core, mantle, and crust

Elaborate/ Extension:
Homework Students will search for a picture example of an igneous rock. These can be found on the internet or in a magazine. Teacher will provide picture examples for those students who do not have access to a home computer. Students will draw a picture of the rock. These drawings will be added to the Rock Group booklet project.

Evaluation: Formative Assessment: (10 minutes) Students will be given a copy of the article Beneath Our
Feet: The Four Layers of Earth. Students will write the words igneous rocks in the space representing the layer of the Earth on which these rocks are formed. Students will review the facts in the article and complete a brief quiz the following day. Observation Check: Teacher will monitor students during tomorrows the quiz. Materials and Supplies Needed: video- Igneous Rocks For Kids, one wax candle, a match, one flat metal tray, picture examples of igneous rocks, Beneath Our Feet: The Four Layers of Earth, article (one for each student)

Advance Preparation: Teacher should acquire and test igneous rock video. Teacher should
collect multiple picture examples of igneous rocks, and make copies of article Management Plan: Students are to follow all class rules. They are to be informed of the rules regarding safety during this lesson. Students with special needs will participate in all lesson activities. Directions will be repeated and personal assistance granted, if necessary.

Title: The Formation and Location of Sedimentary and Metamorphic Rocks Teacher: Sonya Peters Grade Level: Fourth Lesson Time Limit: 50 minutes

Lesson Context: Students will learn where and how sedimentary rocks are formed.
They will also learn how metamorphic rocks form within the Earth.

ALCOS: 7.) Describe geological features of Earth, including bodies of water, beaches,
ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps. 2. (Art) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.

Lesson Focus-Explanation: This lesson will focus on a detailed explanation of

sedimentary and metamorphic rock formation. After completion of this lesson, students will have a basic understanding of the three rock groups and their formation processes.

Science Concepts: Sedimentary rocks are formed over time as layers of sediments are
squeezed and stuck together. Metamorphic rocks are formed when heat and pressure change rocks.

Skills: observation, recording data, Student Objectives:

Students will be able to: 1. Explain where and how sedimentary rocks are formed 2. Explain where and how metamorphic rocks are formed

Safety Notes: Students are to observe all class rules.

Students are not to put rocks in their mouth. Students will not throw the rocks. Students will wash their hands at the end of the lesson.

Focus Questions: How are sedimentary rocks formed?

How are metamorphic rocks formed?

Engagement:
Video and Class Discussion (10 minutes) Teacher will show students examples of sedimentary rocks from the rock collection. Question: How do you think sedimentary rocks are formed? After students have had time to respond to the question, they will watch the video Sedimentary Rocks for Kids. Teacher will show students examples of metamorphic rocks from the rock collection. Question: How do you think metamorphic rocks are formed? After students have had time to respond to the question, they will watch the video Metamorphic Rocks for Kids.

Exploration:
Modeling Clay Activity (10 minutes) Students will further explore the sedimentary rock formation process by participating in an activity. Each student will have three different colored, golf-ball sized pieces of modeling clay. Students will also have a small amount of small gravel and a piece of aluminum foil. Students will combine the gravel into each of the pieces of clay. Now, students will break apart one of the pieces of clay and let the pieces fall onto the aluminum foil. They will they do the same thing to the next piece of clay. This time students will let the pieces fall on top of the pieces on the aluminum foil. Students will repeat this process for the last clay piece. Students will now squeeze the new sedimentary rock between their hands to warm it up. Question: How does the modeling clay activity resemble the sedimentary formation process in the video?

Explanation:
Explanation and Class Discussion (15 minutes) Teacher will review the process of the formation of igneous rocks. Question: How does this process differ from the formation processes for sedimentary and metamorphic rocks? Teacher will allow time for responses. Teacher will explain the formation processes for sedimentary and metamorphic rocks. Teacher will discuss the processes of weathering and erosion as being part of the formation process of sedimentary rocks. Explanation of metamorphic rock formation will include discussion of the heat and pressure required to change the form of any other kind of rock, into a new metamorphic rock. Question: In what layer of the Earth are metamorphic rocks formed? Students will enter the following vocabulary words in their science booklets: sedimentary rock, metamorphic rock, weathering, and erosion.

Extension:
Homework Students will search for picture examples of both sedimentary and metamorphic rocks. These can be found on the internet or in a magazine. These pictures will be added to the Rock Group project.

Evaluation: Formative Assessment: (15 minutes) Students will create three information 2-way
foldables. One will contain facts about sedimentary rocks, the second one will contain facts about metamorphic rocks. The third foldable will contain facts about igneous rocks. Students will take out their Earth layers information sheet and write the words sedimentary and metamorphic rocks in the space that correctly identifies where these rocks would be found within or on the Earth. All foldables are to be added to students book projects at the completion of this task. Teacher will administer Beneath Our Feet: The Four Layers of Earth quiz. Observation Check: Teacher will check all student foldables for accuracy prior to placement into science booklets.

Materials and Supplies Needed: videos- Sedimentary Rocks for Kids, and
Metamorphic Rocks for Kids, three containers of modeling clay (different colors) enough for all students to have a golf- ball sized sample of each color), one small square of aluminum foil for the top of each students desk, one pack of blank paper for foldables (enough for all students), Earth layers quiz

Advance Preparation: Teacher will acquire the videos required for the lesson. The
modeling clay, and aluminum foil will be prepared for the activity.

Management Plan: Students are to follow all class rules. They are to be informed of the rules regarding safety during this lesson. Students with special needs will participate in all lesson
activities. Directions will be repeated and personal assistance granted, if necessary.

Title: Fossils Teacher: Sonya Peters Grade Level: Fourth Grade

formation process.

Lesson Time Limit: 55 minutes

Lesson Context: Students will learn the basic definition of a fossil. They will explore the fossil ALCOS: 7.) Describe geological features of Earth, including bodies of water, beaches,
ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps. 2.) (Art) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.

Lesson Focus- Extension: This lesson will allow students to extend their knowledge of rock
formation to include fossil formation. Students will discover where fossils are most often found. Students will complete the unit project entitled: Rock Groups. They will incorporate basic fossil facts into this project.

Science Concepts: Fossils are the remains of such things as dead plants or animals that become
trapped in sediment. The sediment hardens and becomes rock. Not all fossils were once-living things.

Skills: observing, posing questions, recording data, extend prior knowledge Student Objectives:
Students will be able to: 1. Define fossil 2. Explain the fossil formation process

Safety Notes: Students will observe all class rules.

Students are not to put rocks in their mouth. Students will not throw the rocks. Students will wash their hands at the end of the lesson.

Focus Questions: What are fossils?

How, do you think, fossils are formed?

Engagement:
Introduction to Fossil Samples (10 minutes) Teacher and students will share a variety of fossil samples. Question: What is a fossil? Students will be allowed to answer the question. Question: How were these fossils formed?

Exploration:
Observation of fossil samples (10 minutes) Students will observe differences amongst the fossils. Question: Can you predict what each fossil might have been? Students will interact with one another and discuss their ideas. After students have explored all of the samples, they will return to their seats and teacher will engage them in whole group discussion regarding their observations.

Explanation:
Explanation and Class Discussion (15 minutes) Teacher will provide the definition of a fossil. It will be explained that fossils are most often found in sedimentary rocks. Question: Do you remember our lesson on sedimentary rocks? When a dead plant or animal becomes buried by sediment, eventually the sediment hardens. The plant and animal remains become trapped in rock and form a fossil. Students will enter the following vocabulary words in their science booklets: fossil, trace fossil, mold, and cast. Teacher will explain that not all fossils are formed from once-living things. Trace Fossils are things such as worm holes, burrows, and droppings.

Extension: Summative Assessment

Unit Project: Rock Groups booklet: (15 minutes) Students will complete their unit project. Teacher will guide students in completing their booklets entitled Rock Groups. This booklet will have a front and back cover composed sheets of construction paper. Students will have blank white paper for the pages of the booklet. Students have been collecting pictures of the three rock groups. Teacher will now supply pictures of fossils. Students will choose the pictures of the fossils that they want for their booklets. Students will decorate the front and back covers of their books with a rock theme. Students will then bind their booklets and incorporate names, pictures, and facts (students must choose ten facts to include in their booklets). The facts can come from informational texts provided and information learned from videos and/or class instruction.

Summative Assessment Rubric: This rubric was created to aid students in understanding the
requirements of the science booklet project. An example is included at the end of this document.

Evaluation:
Informal Oral Summary (5 minutes) Teacher will briefly summarize the knowledge acquired thus far in this series of unit lessons. Students will be asked to each take a turn and cite the most interesting fact that they have learned in this study. Through this exercise students will be reminded of the concepts presented.

Materials and Supplies Needed: collection of fossil samples, art supplies to include: scissors,
glue, staplers, construction paper (colored), white copy paper (enough for all students), crayons, markers, colored pencils, and pictures of fossils

Advance Preparation: Teacher will acquire fossil collection. Art booklet supplies are to be
organized on a table in the classroom prior to lesson.

Management Plan: Students are to follow all class rules. They are to be informed of the rules regarding safety during this lesson. Students with special needs will participate in all lesson
activities. Directions will be repeated and personal assistance granted, if necessary.

Title: The Multiple Uses for Rocks Teacher: Sonya Peters Grade Level: Fourth
ways that we use rocks.

Lesson Time Limit: 60 minutes

Lesson Context: There are multiple uses for rocks. Students will explore the various ALCOS: 7.) Describe geological features of Earth, including bodies of water, beaches,
ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps. 2.) (Art) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.

Lesson Focus-Evaluation of Topic and Literary Emphasis/ Comparison:

Students will compare the many ways that rocks contribute to our society, to the many uses for the tree in the book entitled The Giving Tree.

Science Concepts: Minerals that are in rocks, have a multitude of uses.

Rocks are composed of two or more minerals. Rocks serve the environment in a multitude of ways.

Skills: communication, compare/contrast, extend prior knowledge Student Objectives: Students will be able to:
1. Describe two uses for the minerals that are in rocks. 2. Define three uses for rocks in our physical environment. 3. Create a collage representing various uses for rocks.

Safety Notes: Students will observe all class rules.

No further rules for safety will be necessary for this lesson.

Focus Questions: What are some uses for rocks in our world?
What are some uses for minerals in our world? What were some of the things created from the tree in the book entitled The Giving Tree.

Engagement:
Literature Read-Aloud (10 minutes) Teacher will engage students by reading the story entitled The Giving Tree. Teacher will emphasize the contributions that the tree makes throughout the story.

Exploration:
In-Class Computer Activity (10 minutes) Teacher will divide students into groups of 4 to 5. Students will be asked to search the computer in an effort to discover as many uses for rocks as possible. Question: What are some of the many uses for rocks that you have found? Have you used rocks for a certain purpose at your own house? Teacher will allow time for students to respond to the questions.

Explanation:
Whole Class Instruction (15 minutes) Teacher will explain that just like the tree in The Giving Tree, rocks and minerals have many uses. For example: Feldspar is a mineral important in rock-forming. Its industrial uses range from making glass, ceramics, and ever soaps. Gold is a mineral used for making jewelry and for use in the dental profession. Rocks such as marble are used to make counter tops for homes and ever floor tiles. The rock limestone, is used for stone in buildings and is used to make cement. Teacher will provide students with the following vocabulary words: gravel, cement, and stone

Extension:
Compare and Contrast (10 minutes) Teacher will lead students in a discussion. Students will relate the multiple uses of the tree in the book The Giving Tree, to the many uses of rocks. Question: Can anyone tell me how one of the uses of rocks that you found on the computer search, compares to the uses of the tree the story? How are the tree in the story and rocks alike?

Evaluation: Formative Assessment (15 minutes)

Collage Group Activity : Teacher will assist students in creating a collage. Students will go through magazines and newspapers and cut out pictures that represent the various uses for rocks. Students will assemble the collage and teacher will display it in the classroom. Students will receive 10 participation points for work on this informal formative assessment project. This evaluation was conducted in an effort to observe students ability to connect information that they learned about rocks in the unit study, to possible uses of rocks in modern society. Students are also able to reflect on the story The Giving Tree for an example of something in our world that has multiple uses. **Observation Check: Teacher will monitor students progress during collage activity. Materials and Supplies Needed: Book entitled The Giving Tree, art supplies for collage: an assortment of magazines and newspapers, two poster boards, glue, scissors, markers Advance preparation: Acquire book The Giving Tree, prepare art supply table in classroom, check computers and prepare them for student use Management Plan: Students are to follow all class rules. Students with special needs will participate in all lesson activities. Directions will be repeated and personal assistance granted, if necessary.

Bibliography/References
Primary Resource: The initial primary source for this unit, was the current textbook for this fourth grade class, Scott Foresman Science. Foresman, Scott, (2007). Scott Foresman Science, United States of America: Pearson Education, Inc. Frank, Marjorie., and Jones, Robert M. (2000). Harcourt Science. Orlando, FL: Harcourt School Publishers, Inc. Silverstein, Shel, (1992). The Giving Tree. United States of America: HarperCollins Publishers. Technology: smartboard, classroom computer Materials: listed within individual lesson plans

The following internet based videos were used in this unit. Hyperlinks also are located in the appropriate section of the actual lessons. Igneous Rocks for Kids http://www.youtube.com/watch?v=FnoHDRPJjkw&feature=relmfu Sedimentary Rocks for Kids http://www.youtube.com/watch?v=NygkD8uATng&feature=relmfu Metamorphic Rocks For Kids http://www.youtube.com/watch?v=-MSK3n5uNvg&feature=relmfu

SCIENCE UNIT PROJECT RUBRIC ROCK GROUPS BOOKLET

Name__________________________ Student Number_______

This assignment is worth a total of 40 points. Points will be awarded as per the following rubric. Criteria The required entries are as follows: 1. 3-Way Foldable 2. 10 Facts About Rocks 1 2 3 4 5 1 2 3 4 5 Points

3. 10 Vocabulary Words and Definitions 4. Beneath Our Feet, The Four Layers of Earth 5. Volcano Illustration 6. Hardness Test Data Sheet 7. Mineral Scratch Test Data Sheet 8. Creativity: Points Awarded for Effort, not Artistic Ability

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 Total Points Earned------------------40