Date(s): March 04th, 2023 To March 24th, 2023 Duration: 3 Weeks (8 Hours) Period/Block: 60 Minutes

Teacher: Haseeb Ur Rehman Toor Grade: 4 Subject: Science (E & S)

Title of the Plan: Earth and Space Science - Rocks, Minerals and Erosion
Curriculum Outcome(s) & Indicators: Lesson objective(s) for learners:

RM 4.1: Investigate physical properties of rocks and Students can identify the differences between rocks and
minerals, including those found in the local minerals.
environment. Students can define and document the characteristics and
locations of rocks that exist in their local environment.
RM 4.2: Assess how human uses of rocks and Students can identify objects that are made from rocks and
minerals impact self, society, and the environment. minerals (e.g., nickel, table salt, pottery, cement, bricks, jewellery,
bicycle, nutrients, battery, soda can, plumbing pipe, and sidewalk).
RM 4.3: Analyze how weathering, erosion, and fossils Students can identify and research ways in which products made
provide evidence to support human understanding of from rocks or minerals can be recycled and reused extensively.
the formation of landforms on Earth. Students can explain how rocks can be classified as igneous,
sedimentary, or metamorphic based on the processes..
Students can predict the effects of weathering on various
landforms (e.g., cliff, cave, valley, river, waterfall, and beach).
Materials Needed: Laptops, iPads, internet, projector, Instructional Strategies: Differentiation Ideas:
worksheets, vocabulary papers, tablets, books, KWL Rock and Mineral chart; Individual, pair and group work,
samples and photos of rocks, minerals, and fossils, virtual field trip; Lab Stations; highlights important points,
and construction papers and search rocks, minerals Notes; Learning Experiential practice rocks and minerals
and fossils from different websites. Approach; Direct and explicit vocabulary dictionary, and
instructional approach; Research microscope.
and Online Challenges;
Worksheets; Videos; and
Comprehensive Exam
5E Planning Guide Time/Duration Activities, Labs, Demonstrations, Projects, Assessment, etc.
ENGAGEMENT 60 Minutes Showing a number of YouTube videos on the properties of rocks,
Describe how you will capture students’ minerals, weathering, erosion and fossils from Science Experts
interest.
Think… Quick Start! Videos to engage students and ask questions below:
What kind of questions do you hope the
students ask? as decided by my Video 1: https://www.youtube.com/watch?v=F_t4LC13utM
co-op teacher. Video 2: https://www.youtube.com/watch?v=7MvXv66b5h4
Each video would Video 3: https://www.youtube.com/watch?v=dQ-AWUV4o4A
be 10 minutes long Video 4: https://www.youtube.com/watch?v=LFob6BY_W_E
in the beginning of Video 5: https://www.youtube.com/watch?v=exS9gFXgib0
each lesson to Video 6: https://www.youtube.com/watch?v=R48zYr-S7v0
engage students in
the topic. Then, I Sample Questions to be asked to Students below:
must ask 1. What is a rock and its types?
2. How many different kinds of rocks are there?
 questions to link it 3. What makes certain rocks valuable?
with lessons.. 4. Why are rocks so hard?
5. Can diamonds melt and if diamonds are the hardest rock,
what is the second strongest?
6. Why are some lava rocks black and others are red?
7. What is the biggest gem in the world?
8. How do rocks form their shape and form in the ocean?
9. How do you find the age of rocks?
10. What are minerals?
11. What does “metamorphic" mean?
12. What are two things that cause rocks to change?
13. What metamorphic rocks can form from limestone?
14. Name two other types of metamorphic rocks.
15. What are the main causes of weathering, erosions and
fossils?
EXPLORATION 60 Minutes (i) Rock Collector KWL Chart and Instructions:
Describe the hands-on/minds-on student Here, I would create the physical awareness of rocks among
activity/ies.
students by visualizing different rocks in the class, their names, and
What conceptual questions will you use to minerals. I would instruct students to follow my instructions on
encourage and/or focus students’ Google Doc., to collect different rocks with cautions to document
exploration?
them in a KWL chart of Rocks and Minerals.
Activity 1 Link:
https://docs.google.com/document/d/1T-kOJ7U3unwbkeOTFL
An4_Qtlv1rwM51KPNbDxP5GKE/edit

60 Minutes (ii) Testing Rocks through Different Ways:

Here, students would be taught how to analyze the rocks in a
scientific fashion on below link:

Activity 2 Link:
https://docs.google.com/document/d/1IMOnYA_yPdWvuPuuPV
UYq5UPxcx1MN7X-4t9UMY1lno/edit
EXPLANATION 60 Minutes Here, students will have more opportunity to explore about rocks
Describe the strategies/activities you will use and minerals from this website below:
to encourage the students to explain and
connect their exploration to the concepts.
Website Link:
What kinds of questions/activities will you use https://educatorpages.com/site/Riversideschoolscience/pages
so students can justify their explanations?
/rocks-and-minerals-images

60 Minutes Rocks & Minerals Dictionary Activity: Teacher would also

provide them the pictures of different rocks and minerals for this
activity below:
ELABORATION 60 Minutes Visit this website: http://www.fossilmuseum.net/Education.htm
Describe how students will develop a more and fill in the chart for three rocks and minerals from this page
sophisticated understanding (in depth and/or
breadth) below:
Rocks and Minerals Uses Web Quest

What vocabulary will be important? Next, I will bring students to read the Story Book: The Yesterday
60 minutes Stone by Peter Eyvindson stories from the Keepers of the Earth.
How is this concept connected to daily life?
Students will now work on understanding new words and
researching how rocks and minerals are used and write a report on
their discoveries.
Differences in Weathering and Erosion

Scientific Experiments
Highlight local areas where there is evidence of erosion and/or
weathering.

Students will be able to readily recognize the signs of both when

they can see it for themselves.

Do the following experiment with the class:

(1) Place rocks that crumble easily, such as shale, in a

hard plastic container with water. Shake the container
vigorously for about ten minutes. Then open the
container to examine the rocks. Have they changed in
any way? Filter the water through coffee filters to see
how many smaller pieces of rock remain.
 I can write out this experiment in the Scientific Method so that
students can understand the process as I carry out the
procedure.

Other experiments the students can do to examine erosion

and weathering areas.

A. Fill a plastic container with water and freeze it. Examine

what happens to the container.

B. Fill a balloon with water and set it in the Plaster of Paris.

When the plaster has set, put it outdoors or in a freezer, and
examine what happens. Have students complete the KWL
chart. Discuss their answers when they come back to class
with the completed charts.

Ask students what happens to the rock face of a waterfall over

time with tons of water pouring over it. Why do they think this
happens? Encourage them to use the terms weathering and
erosion.

Activity on Weathering and Erosion

EVALUATION 60 Minutes ● Comprehensive reading Formative Testing or Assessment

How will students demonstrate that they have on different Rocks and Minerals
achieved the lesson objective?
Are you looking for formative or summative
information?
 Worksheet # 1
Pre-teach Lexical Items
Instructions: Please read the words below and match the correct picture among the jumbled
pictures and definitions for the key words on the left. Write your answers under the worksheet.

No. Words Pictures Definitions

A.
1 Minerals I. A mineral to break into
flat sheets

2 rock II. when rocks are

subjected to high heat,
high pressure, hot
mineral-rich fluids

B.

3 igneous rock III. A mineral to break

into rough and jagged
pieces

C.

4 cleavage D. IV. deterioration of rocks,

soils and minerals as well
as wood and artificial
materials through contact
with water, atmospheric
gasses, and biological
organisms
5 fracture E. V. when tiny pieces of the
Earth's surface are moved
from one place to another.
This is usually caused by
moving water or wind

6 sedimentary rock F. VI. A mixture of different

minerals

7 metamorphic rock G. VII. pre-existing rocks or

pieces of once-living
organisms

8 weathering H. VIII. Formed by cooling

magma
 9 erosion VIIII. is a coarse-grained
(phaneritic) intrusive
igneous rock composed
mostly of quartz, alkali
I. feldspar, and plagioclase

10 granite J. X. A solid inorganic

substance

Document your answers here:

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 Worksheet # 2
Weathering, Erosion, and Deposition
 Worksheet # 3
Assessment Activity

1. Igneous Rocks: The term “igneous” means “made from fire”. This means that

igneous rocks come from fire or heat. The inner core of the earth is extremely

hot. It is so hot that rocks and minerals are in a liquid state, which is called

“magma” or “molten rock”. In a volcanic eruption, this molten rock rises to the

surface and spills out of the mouth of the volcano. When it cools, igneous rocks

form on the surface of the earth. Sometimes this magma comes up through

fissures or breaks in the earth. According to geologists there are two

classifications of igneous rock. There are “extrusive” rocks and “intrusive”

rocks. When the magma sinks into the ground and cools beneath the surface

among other older rocks, it is hidden from sight and is therefore called

“intrusive”. When the magma cools on top of the ground and rocks form they are

called “extrusive”. Lava is the name given to the liquid that pours out of a

volcano. It too is igneous rock. Two of the most common types of lava rocks are

granite and basalt.

 Tell whether the following statements are True or False

1. Igneous is a word that means made from rocks.

2. The middle of the earth is extremely hot.

3. Lava is always hot, liquid rock.

4. Igneous rock forms in layers.

5. Fissures are cracks in the Earth.

6. Lava is an example of sedimentary rock.

7. Extrusive rocks are found below the surface of the ground.

8. Magma is hot molten rock.

9. Two examples of lava rocks are basalt and limestone.

10. Rocks that form under the ground are called intrusive rocks.

2. Sedimentary Rocks: Millions of years ago layers of loose material formed

sedimentary rocks. These layers are called strata. Sedimentary rocks are formed

from materials of older rocks and the remains of plants and animals. Sedimentary

rock is formed alongside rivers and streams that carry gravel and soil along the

way to the ocean. It can be a large boulder or as small as a grain of sand. Rocks
become broken apart by a process called “weathering”. They get beaten up as

they are carried along in swiftly flowing rivers or in mud slides. The large rocks

settle to the bottom faster because they are heavier and therefore don’t get

carried as far from the source as smaller pieces. Over time different layers of

rock and soil gets built up in rivers and along the bands of creeks and streams.

The weight of each layer presses down on those below, causing them to form

into sedimentary rocks. The water gets squeezed out of the bottom layer and it

becomes firmer. Eventually they change into stone. This is sandstone – a

sedimentary rock. Sedimentary rocks also form on dry land. Volcanic ash and

dust blow out from the volcanoes and deposit on land. Over years it forms into

rocks, called “volcanic tuft”. Shells of sea animals and plants make up another

kind of sedimentary rocks. When a plant or animal in the ocean dies, the shell

sinks to the bottom. Over millions of years, the remains of these dead plants and

sea creatures form in layers on the bottom of the sea. Again one layer presses on

the lower ones, forming sedimentary rocks. This type of rock is called limestone.

There have been times when new lands have risen out of the ocean. This land

came from the buildup of deposits on the bottom that became high enough to

rise above the surface. They are also seen as rocks in the ocean or a lake. These

are also examples of sedimentary rocks called sandstone. Quite often roads can

be drilled through high hills and mountains quite easily because the rocks are

sandstone. Shale is also an example of sedimentary rock.

 Answer these questions about sedimentary rocks

1. Write a definition for each of the following:

a. Strata

b. Weathering

c. Volcanic tuft

2. Name three types of sedimentary rock.

1. ……………………………………

2. ……………………………………

3. ……………………………………

3. Fill in the correct word to complete each sentence:

a. The word comes from the word sediment.

b. Volcanic tuft is made up of and .

c. Limestone comes from the shells of .

d. Sandstone is made from _______________________.

3. Metamorphic Rock: The word “metamorphic” means changed, so metamorphic rock

is rock that has been changed in some way. Either the appearance or the composition (or both)
of the rock has been changed over time. All of these rocks start out as being either igneous or

sedimentary. Changes are caused by intense heat or from pressure in the movement of the

Earth’s crust. Rock deep beneath the surface of the Earth is hot and soft. Sometimes, this molten

rock pushes out of the earth through fissures or volcanic eruptions. With the mixture of heat and

pressure, the rocks are changed to become metamorphic. For example, when limestone is

covered with magma, it develops into a very hard type of rock called marble. Slate and quartzite

are two other kinds of metamorphic rock.

Answer these questions about metamorphic rock

1. What does “metamorphic” mean?

……………………………………………………………………..

2. What are two things that cause rocks to change?

………………………………………………………………………

3. What metamorphic rocks can form from limestone?

………………………………………………………………………

4. Name two other types of metamorphic rocks.

………………………………………………………………………