Week of October
30th (4 days)
Common Core
Science
Day 1
Science
Day2
Science
Day 3
Science
Day 4
4.P.2.2
Minerals
Explain how minerals are identified using tests for the
physical properties for hardness, color, luster, cleavage,
and streak.
4.P.2.2
Minerals
Explain how minerals
are identified using
tests for the physical
properties for
hardness, color, luster,
cleavage, and streak
4.P.2.2
Minerals
Explain how minerals
are identified using tests
for the physical
properties for hardness,
color, luster, cleavage,
and streak.
4.P.2.2
Minerals
Explain how minerals
are identified using tests
for the physical
properties for hardness,
color, luster, cleavage,
and streak .
Language
Objective
We will evaluate minerals by certain properties that
scientists use.
We will identify certain
properties and uses for
for minerals.
Materials
Science text
Pages C6-7
Leveled Readers:
1) Rocks Don’t Just Sit There
A few rock samples to observe and touch.
Science text
Pages C6-9
We will identify igneous
rocks and how they are
formed.
Science Text Pages 1011
We will identify
metamorphic and
sedimentary rock.
Text pages C12- C13
Supplemental reader”
Rocks Don’t Just Lie
There
What are some
characteristics of your
rock?
What are metamorphic
rocks and how are they
formed?
What is the difference
between igneous,
sedimentary, and
metamorphic rock?
Show video on how
igneous rocks are
formed.
SW read in small groups
the leveled reader
Rocks: They Don’t Just
Sit There. SW complete
a graphic organizer to
show what they have
Link to Prior
Learning
Lesson
Input/Modeling
TSW discuss what they already know about rocks and
minerals they have seen lying around. Explain that
minerals are not made by humans nor can they be
made of materials that were once living. They always
have a chemical composition.
Students will watch “Everybody Needs a Rock” Teacher
tube video to get them interested in rocks.
http://teachertube.com/viewVideo.php?video_id=259135
Work on WordsVocabulary (for
minerals, luster,
igneous,
metamorphic, and
learned.
sedimentary
How can we identify mineral properties using these
tests? How can you interpret clues in rocks?
What are some
common uses of
minerals that we use
everyday?
TW take students outside and let them find a rock to put
in a baggie to keep and return to the classroom with.
SW complete the
graphic organizer on
page C7 on the
properties and uses of
of minerals together.
Independent
Practice
SW write about why they chose the rock they did and
what qualities they noticed in their rock in their science
journal.
SW complete the
lesson outline page
119 while referencing
the text.
Complete page 121
What Are Metamorphic
Rocks?
Summary/Closure
SW share their reflections of what they wrote.
SW share their
reflections of what they
wrote.
SW share their
reflections of what they
wrote.
SW share their
reflections of what they
wrote.
Differentiation
Student pairs/ Graphic organizer/T Small group
Student pairs/ Graphic
organizer/T Small
group
Student pairs/ Graphic
organizer/T Small group
Student pairs/ Graphic
organizer/T Small group
Key
Question(s)/Key
Vocabulary
Terms
Guided Practice
How do rocks change?
SW read aloud pages
C2-C13 taking notes in
Science journal.
How do rocks change
over time?
**Work on Writing, SW
create an acrostic poem
using either igneous,
metamorphic, or
sedimentary as the main
word.
TW share one she
created
SW work on poems.