Project G.L.A.D.
Newhall School District
Earth Science: Rocks and Minerals
(Level 4)
IDEA PAGES
I.
UNIT THEME – Include cross-cultural sensitivity theme
 Systems and interactions in earth science
 The structure of the earth is always changing
 Rock cycle
 Cultures are influenced by the geological processes around them
II.
FOCUS/MOTIVATION
 Cognitive Content Dictionary
 Inquiry chart
 Observation charts
 Music and poetry
 Read-aloud
 Picture file cards
 Big book
 Field trip to Vasquez Rocks
 Guest speaker (geologist)
 Geologist awards
 Realia: examine mineral and rock collections
 Films on volcanoes, rocks, and minerals
III.
CLOSURE/ASSESSMENT
 Process charts/learning
 Letter to parents
 Student generated test questions
 Class poems, narrative, expository
 Assessment of team tasks
 Earth science unit test
IV.
CONCEPTS – Grade 4
SCIENCE
 The properties of rocks and minerals reflect the processes that formed them
 Characteristics of sedimentary, igneous, and metamorphic rocks
 Use diagnostic properties to identify rock-forming minerals
 Waves, wind, water, and ice shape and re-shape the earth’s surface
 Change occurs both slowly and rapidly
 Natural forces erode rocks and landforms
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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IDEA PAGES
V.
LANGUAGE ARTS STANDARDS
ELA STANDARDS - Grade 4
Reading:
1.0
Word Analysis, Fluency and Systematic Vocabulary Development Word
Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and
accuracy and with appropriate spacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to
determine the meaning of words and phrases.
4.1
Use knowledge of root words to determine the meaning of unknown words within a
passage.
1.4 Know common roots and affixes derived from Greek and Latin and use this
knowledge to analyze the meaning of complex words (e.g. international).
2.0
Students read and understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed.
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e. g., full
comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas
presented in the text itself, including illustrations, titles, topic sentences, important
words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known
information and ideas.
2.5 Compare and contrast information on the same topic after reading several
passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in
expository text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to
Use computer commands or video games).
3.0
Literary Responses and Analysis:
Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature,
including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each
event on future actions.
3.3 Use knowledge of the situation and setting and of a character's traits and
motivations to determine the causes for the character's actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of
one character type and develop theories to account for similar tales in diverse
cultures (e.g., trickster tales).
3.5 Define figurative language (e.g., simile, metaphor, hyperbole,
personification) and identify its use in literary works.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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IDEA PAGES 3
Writing
1.0
Writing Strategies
Organization and Focus
1.2 Create multiple-paragraph compositions:
1.3 Use traditional structures for conveying information (e.g., chronological
order, cause and effect, similarity and difference, and posing and answering a
question).
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces,
appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia,
on-line information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use
those print materials.
2.0
2.4
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text.
Writing Applications (Genres and Their Characteristics)
2.1 Write narratives:
2.3 Write information reports
Write summaries that contain the main ideas of the reading selection and the
most significant details.
Written and Oral English Language Conventions
1.0
Written and Oral English Language Conventions Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives,
adverbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating
conjunctions in writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of
nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents. Capitalization
1.6 Capitalize names of magazines, newspapers, works of art, musical compositions,
organizations, and the first words in quotations when appropriate. Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Rocks and Minerals – Level 4 CA
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IDEA PAGES 4
Listening and Speaking:
1.0
Listening and Speaking Strategies Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration
in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and
formal presentations.
1.3 Identify how language usage (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and instructions. Organization and Delivery of Oral
Communication 1.6 Use traditional structures for conveying information (e.g., cause and
effect, similarity and difference, and posing and answering a question).
1.7 Emphasize points in a way that help the listener or viewer to follow important ideas
and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance
meaning.
Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming
opinions on issues.
2.0
Speaking Applications (Genres and Their Characteristics):
2.1 Make narrative presentations:
2.2 Make informational presentations:
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues,
using clear diction, tempo, volume, and phrasing.
Listening and Speaking (Grades 3-5 ELD Standards)
Comprehension
Beginning Level:
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/participate in short conversations/using gestures
Early Intermediate Level:
Ask/answer questions using phrases/simple sentences
Restate/execute multi step oral directions
Intermediate Level:
Ask/answer questions using support elements
Identify key details from stories/information
Early Advanced Level:
Identify main points/support details from content areas
Advanced Level:
Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
Beginning Level:
Uses common social greetings
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Early Intermediate Level:
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
Intermediate Level:
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive words/paraphrasing Early
Advanced Level:
Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating & soliciting information
Appropriate speaking based on purpose, audience, subject matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
Advanced Level:
Question/restate/paraphrase in social conversations Speak/write based
on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English
grammatical forms/sounds/intonation/pitch
Reading - Word Analysis (Grades 3-5 ELD Standards)
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
Beginning Level:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
Early Intermediate Level:
Read orally recognizing/producing phonemes not in primary language
Recognize morphemes in phrases/simple sentences
Intermediate Level:
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
Early Advanced Level:
Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced
Level:
Use roots & affixes to derive meaning
Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 ELD Standards)
Vocabulary & Concept Development
Beginning Level:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple questions/answers)
Demonstrate comprehension of simple vocabulary with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Early Intermediate Level:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read own narrative & expository text aloud with pacing, intonation, expression Intermediate
Level:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in texts
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation, expression Use content
vocabulary in discussions/reading
Recognize common roots & affixes
Early Advanced Level:
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing, intonation, expression Advanced
Level:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent read.
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, intonation
Reading Comprehension
Beginning Level:
Answer fact questions using one/two word response
Connect simple test read aloud to personal experience
Understand & follow one-step directions
Sequence events from stories read aloud using key words/phrase
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter headings
Early Intermediate Level:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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IDEA PAGES 7
Intermediate Level:
Orally respond to comprehension questions about written text
Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in literature/content texts
Early Advanced Level:
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal experience
Identify function of text features: format/diagrams/charts/glossary Draw
conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text Identify
organizational patterns in text: sequence, chronology
Advanced Level:
Make inferences/generalizations, draw conclusions from grade level text resources Describe main
ideas with support detail from text
Identify patterns in text: compare/contrast, sequence/ cause/effect
Writing Strategies and Applications (Grade 3-5 ELD Standards)
Penmanship, Organization & Focus
Beginning Level:
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical forms
Early Intermediate Level:
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, chart
Write paragraphs of at least four sentences
Write words/simple sentences in content areas
Write friendly letter
Produce independent writing
Intermediate Level:
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing central idea using grammatical form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Early Advanced Level:
Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Write multi-paragraph narrative & expository for content areas
Advanced Level:
Write short narrative for all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
Beginning Level:
Begin own name and sentences with capital letter
Use period at end of sentence
Early Intermediate Level:
Begin proper nouns & sentences with capital letter
Use period at end of sentence/use some commas
Edit for basic conventions
Intermediate Level:
Produce independent writing
Use standard word order
Early Advanced Level:
Produce independent writing with correct capitals, punctuation, spelling
Edit for basic conventions
Use standard word order
Advanced Level:
Use complete sentences and correct order
Use correct parts of speech
Edit for punctuation, capitalization, spelling
Produce writing with command of standard conventions
Reading Literary Response and Analysis (Grades 3-5 ELD Standards)
Narrative Analysis of Grade-Level Appropriate Text
Beginning Level:
One/two-word oral responses to factual comprehension questions
Word/phrase oral response identifying characters and settings
Distinguish between fiction & non-fiction
Identify fairy tales, folk tale, myth, legend using lists, charts, tables
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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IDEA PAGES 9
Early Intermediate Level:
Orally answer factual questions using simple sentences
Orally identify main events in plot
Recite simple poems
Orally describe setting of literature piece
Orally distinguish among poetry, drama, short story
Orally describe character of a selection
Intermediate Level:
Paraphrase response to text using expanded vocabulary
Apply knowledge of language to derive meaning from text
Early Advanced Level:
Describe figurative language (simile, metaphor, personification)
Distinguish literary connotations from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is resolved
Recognize first & third person in literary text
Advanced Level:
Describe characteristics of poetry, drama, fiction & non-fiction
Evaluate author's use of techniques to influence reader
Describe directly stated & implied themes
Compare & contrast motives of characters in work of fiction
VI.
SCIENCE STANDARDS
EARTH SCIENCE- Grade 4
4.0
The properties of rocks and minerals reflect the processes that formed them. As a
basis for understanding this concept:
a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks
by referring to their properties and methods of formation (the rock cycle).
b. Students know how to identify common rock-forming minerals (including quartz, calcite,
feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.
5.0
Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for
understanding this concept:
a. Students know some changes in the earth are due to slow processes, such as erosion, and
some changes are due to rapid processes, such as landslides, volcanic eruptions, and
earthquakes.
b. Students know natural processes, including freezing and thawing and the growth of roots,
cause rocks to break down into smaller pieces.
c. Students know moving water erodes landforms, reshaping the land by taking it away from
some places and depositing it as pebbles, sand, silt, and mud in other places (weathering,
transport, and deposition).
Rocks and Minerals – Level 4 CA
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IDEA PAGES 10
Investigation and Experimentation
6.0 Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the
other three strands, students should develop their own questions and perform
investigations.
a. Differentiate observation from inference (interpretation) and know scientists' explanations
come partly from what they observe and partly from how they interpret their observations.
c. Formulate and justify predictions based on cause-and-effect relationships.
f. Follow a set of written instructions for a scientific investigation.
VII.
HISTORY/SOCIAL SCIENCE STANDARDS
4.1
Students demonstrate an understanding of the physical and human geographic
features that define places and regions in California.
4.1.2 Distinguish between the North and South poles; the equator and the prime meridian;
the tropics; and the hemispheres using coordinates to plot locations.
4.1.4 Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and
explain their effects on the growth of towns.
4.1.5 Use maps, charts and pictures to describe how communities in California vary in land
use, vegetation, wildlife, climate, population density, architecture, services, and
transportation.
VIII. MATH/SCIENCE/SOCIAL STUDIES SKILLS/UNDERSTANDINGS
STATISTICS, DATA ANALYSIS, AND PROBABILITY- Grade 4
SDAP 1.0 Students organize, represent, and interpret numerical and categorical data and
clearly communicate their findings.
SDAP 1.1 Formulate survey questions; systematically collect and represent data on
a number line; and coordinate graphs, tables, and charts.
SDAP 1.3 Interpret one- and two- variable data graphs to answer questions about a
situation.
SDAP 2.0 Students make predictions for simple probability situations.
SDAP 2.1 Represent all possible outcomes for a simple probability situation in an
organized way (e.g., tables, grids, tree diagrams).
SDAP 2.2 Express outcomes of experimental p4robablity situations verbally and
numerically (e.g., 3 out of 4; ¾).
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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IDEA PAGES 11
IX.
VOCABULARY
earthquake
tsunami
mantle
ash
dormant
gases
volcano
deposition
luster
metamorphic rock
cementation
landslide
shield volcano
X.
fault
fissures
core
cone
dust
lava
landforms
mass movement
hardness
sedimentary rock
flood plains
creep
cinder cone volcano
seismograph
seismologist
plates
crater
eruption
magma
weathering
mineral
rock
rock cycle
delta
glacier
composite volcano
Richter Scale
geologists
plate tectonics
crust
extinct
steam
erosion
streak
igneous rock
pressure
mudslide
glacial till
RESOURCE AND MATERIALS – Nonfiction
Zoehfeld, Kathleen. How Mountains are Made
Lauber, Patricia. Volcanoes and Earthquakes, Scholastic 1985
Wyler & Ames. Secrets in Stones, Scholastic 1970
Farndon, John. 1000 Facts on Planet Earth, Barnes and Noble, 2002
Wood, Jenny. Volcanoes, Scholastic, 1990
Nayer, Judy. Rocks and Minerals, Learning Horizons, 2001
Merrians, Deborah. Earthquakes and Volcanoes. Troll, 1996
Green, Jen. Closer Look at Volcanoes. Copper Beech Books, 1996
Steele, Philip. Volcanoes. Barron’s, 1999
Branley, Franklyn. Earthquakes. Harper Collins, 1990
Morris, Neil. Earthquakes. Barron’s, 1999
Walker, Jane. Fascinating Facts About Volcanoes. Millbrook Press, 1994
Edwards, Phyllis. “The Life Story of a Rock.” Avenues. Hampton Brown, 2004
Heiligman, Deborah. Earthquakes. Scholastic, 2002.
RESOURCES AND MATERIALS – Fiction
Chanek, Sherilin. The Coolest Rock. (Narrative Input)
Costigan, Shirleyann. What Is It?
Hurst, Carol Otis. Rocks in His Head.
Lewis, Thomas P. Hill of Fire. Harper Trophy, 1971
Conrad, Pam. “Call Me Ahnighito.” Avenues. Hampton Brown, 2004
RESOURCES AND MATERIALS – Music
Mellencamp, John Cougar. “Rockin’ in the USA.”
Avenues Big Book, CD #2. “Found a Pebble.”
Avenues Big Book, CD #2. “Rock Chant.”
RESOURCES AND MATERIALS – Technology
http://volcano.und.edu/vwdocs/vwlessons/lessons/Slideshow/Slideindex.html
http://wrgis.wr.usgs.gov/parks/rxmin/index.html
www.kidskonnect.com/content/view/97/27/
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Project G.L.A.D.
Newhall School District
Earth Science (Level 4)
UNIT PLANNING PAGES
I.
FOCUS/MOTIVATION
 Geologist awards, badges, bookmarks, notebooks
 Poetry/Songs/Chants: “Rock Chant,” “The Volcano Story,” “Rock Chant,” “Geologist
Bugaloo,” “Here, There,” “Yes, Ma’am,”
 Read-Aloud: Rocks in His Head
 Personal Interaction
 Inquiry Chart: What do you think you know about rocks and minerals? What do you want to
know about rocks and minerals?
 Realia
 Cognitive Content Dictionary with signal word
 Observation Charts
 Behavior management: three personal standards, zero noise signal
II.
INPUT
 10/2 lecture with primary language
 Pictorial input of world map
 Comparative input chart on talc/quartz
 Pictorial input on rock cycle
 Big Book: The Changing Earth
 Narrative Input– The Coolest Rock
III.
GUIDED ORAL PRACTICE
 T-Graph for social skills/Team points
 Process Grid: rock characteristics
 Poetry and chanting: “Rock Chant,” “The Volcano Story,” “Rock Chant,” “Geologist
Bugaloo,” “Here, There,” “Yes, Ma’am,”
 Personal interaction
 Farmer-in-the-Dell/Sentence Patterning Chart
 Exploration Report
 Picture Files-observe, classify, categorize
 Expert groups: rocks
 Process grid
 Team tasks
IV.
READING/WRITING
A.
Total Class Modeling
 Found poetry
 Poetry group frame and flip chant
 Cooperative strip paragraph with responding, revising, and editing
 Narrative
 Story Map
Rocks and Minerals – Level 4 CA
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PLANNING PAGES 2
B.
V.
VI.
Flexible Group/Small Group Practice
 Team Tasks
i. Mind Map
ii. Process grid
iii. Expository Paragraph
iv. Flip chant – Narrative
v. Strip book – Poem
 ELD Review
 Ear-to-Ear Reading
 Flexible Group Reading – leveled
 Labeling of charts
 Focused Reading
 Big Books
 Expert groups
C.
Individual Activities
 Learning log
 Journals
 Personal response
 Individual tasks
 Listen and sketch: Rocks in His Head
D.
Reading/Writing Workshop
 Mini-lesson
 Write
 Author’s Chair
 Conference
EXTENDED ACTIVITIES FOR INTEGRATION
 Guided imagery trip – a day in the life of a rock
 Poetry
 Music
 Rock recipes
 Acrostic using words, definitions from unit
CLOSURE/ASSESSMENT
 Portfolio assessment: teacher and self-assessment
 Assessment of skills in group frames and learning logs
 Team exploration
 Teacher/Student Rubric
 Process all charts
 Teacher/student generated test
 Personal exploration with a rubric
 Learning logs
 Individual tasks
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Project G.L.A.D.
Newhall School District
Rocks and Minerals Level 4
Sample Daily Lesson Plan
Day 1
Focus/Motivation
 Three Personal Standards/Awards (Make good decisions, Solve Problems, Show
Respect)
 Zero noise signal to get attention
 Cognitive Content Dictionary (CCD)
 Observation Charts
 Inquiry Chart: What do you know about Rocks and Minerals? What do you want to
know about Rocks and Minerals?
 Pass out portfolios, numbered heads, and names on folders
Input
 Graphic Organizer of World Map [Pacific Centered Map] (7 continents, 5 oceans, ring of
fire—Pacific Plate)
o 10/2 lecture with primary language groups (7 continents, 5 oceans, etc.)
o Learning Log Entry
o ELD Review of Pictorial
 Big Book of The Changing Earth
 “Rocks Here, Rocks There” Chant
Guided Oral Practice
 T-Graph for social skills
 Team Points
 Picture file activity (Rocks and Landforms)
 Exploration Report
Input
 Comparative Input Chart: Quartz and Talc
o 10/2 lecture with primary language groups
o Learning Log
o ELD Review
Writer’s Workshop
 Mini lesson
 Free choice Writing
 Author’s Chair
Closure
 Home/School Connection: Be a Rock Collector
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Sample Daily Lesson Plan
Day 2
Focus/Motivation
 3 Personal Standards
 Cognitive Content Dictionary
 Process Home/School Connection
 Review World Map with word cards and picture file cards
 “Rocks Here, Rocks There” Chant with movements (highlight and add pictures and
sketches)
 Review comparative input with word/picture cards
Guided Oral Practice
 “Geologist Bugaloo” Chant
Input
 Narrative Input of The Coolest Rock
o Personal Interaction
 Rock Cycle Song
Guided Oral Practice
 Team Tasks: (team color key, exploration report, pictorial of world map, comparative
input of Talc and Quartz , team dictionary, add to observation charts)
 T Graph
 Expert groups with text and mind map
Closure
 Interactive Journals – letter to trainers
 Home School Connection – Mineral Interview
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Sample Daily Lesson Plan
Day 3
Focus/Motivation
 Three Personal Standards
 Cognitive Content Dictionary
 Team Process Home/School Connection
 Review narrative input with conversation bubbles and words cards
 “Rocks and Minerals Yes, Ma’am” Chant
Guided Oral Practice
 Sentence patterning chart (SPC) - geologists
o Reading game
o Trading game
o Here/There Chant
 Oral Team Evaluation
 Class flip book using Here, There poetry frame, referencing SPC
 Team Tasks: (sentence patterning chart, flip book, add sketches or picture cards to chants)
Reading/Writing
 Team Points – Revisit Oral Evaluation
 Mind Map of Quartz
 Process grid (first row using class mind map, second/third using expert groups)
 Cooperative strip paragraph
o Read, respond, revise, edit
Guided Oral Practice
 Songs and chants
Closure
 Interactive journals
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Sample Daily Lesson Plan
Day 4
Focus/Motivation
 Three Personal Standards – Bookmark Awards
 Cognitive Content Dictionary – “stumper” word – student selected vocabulary
 Review Narrative with story map
Guided Oral Practice
 Listen and sketch (Rocks in His Head)
 Process inquiry chart
Reading/Writing
 Geologists can…Geologists can’t strip book
 Team Tasks (add strip book, preview written evaluation, process grid)
 Flexible reading group
o Clunkers and Links
o ELD retell of narrative with group frame
 Written evaluation of T graph
 Focused reading, read the walls with personal CCD or picture dictionary
 Ear-to-ear reading with poetry book
Writer’s Workshop
 Mini-lesson on sketching to get started
 Free choice writing
 Author’s Chair
 Conference
 Publishing
Closure
 Interactive Journal
 Poetry and chants
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
17
Sample Daily Lesson Plan
Day 5
Focus/Motivation
 Three Personal Standards – Scientific Notebook Awards
 Cognitive Content Dictionary
Reading/Writing
 Class Writer’s Workshop of rock cycle narrative
Guided Oral Practice
 Expository text for “juicy” words
 Found poetry
 Songs and chants
Reading/Writing
 Team Tasks
o Flexible Reading Groups
 Struggling readers – Review strip paragraph
 Team presentations of team tasks
 Individual tasks:
o add to personal cognitive content dictionary
o narrative
o chants
Writer’s Workshop
 Mini lesson: Important Frame (The Important Book)
 Free choice writing
 Author’s Chair
Closure
 Write a letter to parents
 Awards games: Jeopardy, Family Feud, Trivial Pursuit
 Pass out posters and charts
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
18
Super Geologist Awards… just add pictures!
Hot, molten rock found inside of the Earth is called
magma.
A fault is a fracture in rock along which large
blocks of rock have slipped past each other.
Rocks usually form in flat layers called strata.
Cinder cones are built up from ash, with little
lava.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
19
Big Book:
The Changing Earth
Adapted by Jenni Dent
The surface of the earth is
always changing.
Rivers wear away rock and
produce deep canyons.
Waves eat away at sea cliffs,
turning them into beach sand.
Winds carrying sand grind away
at desert rock.
Glaciers scrape away the tops of
mountains.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
20
The surface of the earth is
always changing.
Weathering is the process of
breaking rock into soil, sand,
and other tiny particles called
sediment.
Water weathers rock.
Rivers carve deep canyons in
rock. Ocean waves weather
cliffs and cause them to fall into
the sea.
Water that seeps into tiny cracks
in rocks freezes and expands,
breaking the rocks apart.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
21
The surface of the earth is
always changing.
Erosion is the process of moving
sediment from one place to
another.
Deposition is the process of
dropping, or depositing,
sediment in a new location.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
22
The surface of the earth is
always changing.
Water can erode great amounts
of sediment.
Waves deposit sediment as new
sand on beaches.
Rainfall erodes sediment and
carries is into rivers and
streams.
Rivers pick up the sediment and
move it down stream or onto the
banks or floodplains of the river.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
23
The surface of the earth is
always changing.
Wind weathers rock.
Wind can carry bits of rock and
sand that weather rock surfaces.
Wind erodes dry sediment more
easily, as seen by the landforms
in the deserts of the American
Southwest.
Wind also blows sand into large
mounds called dunes.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
24
The surface of the earth is
always changing.
Ice weathers rock.
Glaciers are rivers of slowly
moving ice that form when it is
too cold for snow to melt.
The weight and size of glaciers
gives them enormous power to
carve out the landscape. They
also move large rocks and
deposit them in another place.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
25
Graphic Organizer: Pacific Centered World Map
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
26
Pictorial Input: Rock Cycle
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
27
Pictorial Input: Comparative Input Chart
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
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Narrative Input The Coolest Rock from Avenues by Hampton-Brown, 2004
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
29
Poetry
Booklet
ROCKS &
MINERALS
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
30
Rock Chant
(using the Here/There chant format)
Lyrics by Jenni Dent
Rocks here, rocks there,
Rocks, rocks, everywhere
Igneous rocks hardening
Sedimentary rocks layering
Metamorphic rocks changing
And molten rock oozing
Rocks under the crust
Rocks inside the mountain
Rocks in the landslide
And rocks at the beach
Rocks here, rocks there,
Rocks, rocks, everywhere
Rocks! Rocks! Rocks!
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
31
There are Rocks on Every Mountain
Sung to the tune of “She’ll Be Comin’ Round the Mountain”
Lyrics by Jenni Dent
Minerals on Earth are pure in form
They have crystals and are solid, that’s the norm
Hardness, luster, color, and streak
They are classifying techniques
Ge--ologists will use these to inform.
There are many different types of rocks on Earth
Each one has something special ‘bout its birth
Two or more minerals form each one
But how on the Earth do they come
To become the rocks we see every day?
Sedimentary rocks are found near water
It takes thousands of years to form in layers
Sandstone pressed and cemented together
Made from sediments eroded by weather
Limestone may have a fossil of an ancient dinosaur!
Molten lava cooled and hardened form the next-Type of rock and it is called igneous
Obsidian when lava cools fast
Pumice full of bubbles of gas
Dark Basalt has very fine crystals.
Metamorphic rocks are not original
They have changed from heat and pressure don’t ‘cha know
Slate can split into thin sheets
Gneiss is used to make the streets
Granite is the most common of them all.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
32
Geologist Bugaloo
I’m a geologist and here to say,
I study the earth’s changes every day.
At times I look at data; at times I research soil,
Sometimes I even go out and look for oil.
Gneiss, granite, marble, too,
Doing the geologist bugaloo.
Using math and science every day,
I examine earth’s layers in many ways.
Some changes happen slow; some changes happen fast
Like fossils that were formed underground in the past.
Gneiss, granite, marble, too,
Doing the geologist bugaloo.
By: H. Haggart and P. Zamperin
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
33
Rocks and Minerals Yes, Ma’am
Is this a mineral?
Is this a mineral?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, ma’am
Yes, ma’am
It’s the building block of rocks
It’s tested by hardness
Quartz and Talc
Diamond and Gypsum
Is this a rock?
Is this a rock?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, ma’am
Yes, ma’am
2 or more minerals
Wavy stripes or sediment
Granite and sandstone
Marble and basalt
Is this the rock cycle?
Is this the rock cycle?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, ma’am
Yes, ma’am
Forces changing rocks
Cemented together
Igneous--Metamorphic
Sedimentary
Are you through?
Are you through?
Did you tell me true?
Did you tell me true?
What did you chant?
What did you chant?
Yes, ma'am
Yes, ma'am
Yes, ma'am
Yes, ma'am
Rocks and Minerals!
Rocks and Minerals!
By: J. Dent & P. Zamperin
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
34
Project GLAD
EARTH SCIENCE UNIT
Home/School Connection
Interview your parents or any adult. Ask them if they have ever had or if they
could show you a mineral. Many mothers may have some gems or minerals in
their jewelry. Many birthstones are minerals.
See what you can find! Sketch and write about your discussion and your
exploration.
Proyecto GLAD
Unidad de ciencias del Planeta Tierra
Concesión de hogar/escuela
Entreviste a sus padres o cualquier adulto. Pregúntelos si ellos han tenido o si
ellos le podrían mostrar un mineral. Muchas madres pueden tener algunas gemas
o los minerales en sus joyas. Muchas piedras natalicias son los minerales. ¡Vea lo
que usted puede encontrar! Hacer usa esquema y escriba acerca de su discusión y
su exploración.
Parent Signature/ Firma de Padre: _______________________________________
Student Signature/Firma del Estudiante: ________________________________
Date/Fecha: _______________________
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
35
Project GLAD
EARTH SCIENCE UNIT
Home/School Connection
Be a rock collector! With your parents, look around outside your home and pick
up any interesting rocks. Sketch them and tell about their characteristics and
where you found them.
Proyecto GLAD
Unidad de ciencias del Planeta Tierra
Concesión de hogar/escuela
¡Sea un recaudador de piedra! Con tus padres, busca alrededor de su hogar y
recoge alguna piedra interesante. Hacer usa esquema de las piedras y escribe
acerca de sus características y acerca de donde las encontrastes.
Parent Signature/ Firma de Padre: _______________________________________
Student Signature/Firma del Estudiante: ________________________________
Date/Fecha: _______________________
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
36
Project GLAD
EARTH SCIENCE UNIT
Home/School Connection
Interview your parents or any adult. Have they ever collected rocks? Why did
they? Do they still have their collections? What could be fun about rock
collecting? Sketch and write what you could learn.
Proyecto GLAD
Unidad de ciencias del Planeta Tierra
Concesión de hogar/escuela
Entreviste a sus padres o cualquier adulto. ¿Ellos han colectado piedras? ¿Por
qué? ¿Todavía tienen sus colecciones? ¿Qué podría ser divertido acerca de
colectar piedras? Hacer una esquema y escribir que podrías aprender.
Parent Signature/ Firma de Padre: _______________________________________
Student Signature/Firma del Estudiante: ________________________________
Date/Fecha: _______________________
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
37
EXPERT GROUP
BASALT
Basalt is the most common type of rock on Earth (and probably on the Moon, Mars, and Venus too). It
makes up about 70 percent of the Earth’s surface. Most of the ocean floor is basalt. Rocks made in cooled and
hardened magma are called igneous rocks. Basalt is found where shifting continental plates have pulled and
stretched the earth, such as in California, Oregon, Washington, and New Mexico. Devil’s Tower in Wyoming is a
very large formation of basalt.
Basalt is a type of lava. It is one of the earliest lavas to erupt from any volcano, coming straight up from the
mantle in huge amounts. It is very hot and very fluid when it comes up. Basalt is usually dark in color because of
its high content of iron and magnesium. This extrusive igneous rock is usually black or very dark gray in color. It is
very fine grained, and sometimes you can see dark green crystals.
When basalt lava erupts from a volcano, it can quickly flow for hundreds of miles, forming volcanoes with
gentle slopes (it is hard to pile up something that flows easily). Basalt is the hottest type of lava that is erupted.
Basalt in Hawai'i is usually around 1140 to 1160 degrees Celsius when it erupts. In Hawaii, the black sand beaches
are made of weathered basalt.
Where roads have been cut through areas of basalt, the walls look like big, dark building blocks stacked on
top of each other. Basalt that has been sandwiched between layers of sandstone is called “traprock”. This makes a
strong rock, and it is often crushed and used for building materials. Crushed basalt is used for railroad ballast,
aggregate in highway construction, and is a major component of asphalt.
Information sources: Evert. Rocks, Fossils and Arrowheads. 2002.
King. The Complete Guide to Rocks and Minerals. 2003.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
38
EXPERT GROUP
GRANITE
Granite is formed when hot, liquid magma from under the surface of the earth cools slowly while
remaining in the lithosphere. Because it cools or hardens very slowly, the minerals in granite are large and visible,
making it a very coarse-grained rock.
Granite has soft black flakes of mica, the first to crumble from weathered surfaces. It has pale crystals of
quartz, too, and this never crumbles. The large feldspar crystals give variety to the colors of granite. Most granites
are light grey or pinkish in color, but can also be dark grey or red, depending on the feldspar.
Granite is by far the most common of all the intrusive igneous rocks. Granite is usually present where
continental plates collided. Although granite forms only deep underground, it is often seen on the surface because
its high quartz content makes it so tough it survives long after softer rock around it has been worn away by
weathering.
Yosemite National Park’s Half Dome is made of granite. Since granite resists weathering, large geological
features are usually made of granite. Other well known examples in the United States are Stone Mountain in
Georgia and Mount Rushmore in South Dakota.
Some gravel is made of granite. Slabs of granite can be shined to a smooth finish for tabletops, counters,
and floor tiles. Granite may also be used for decorative stone pieces found in buildings. Monuments, paving blocks,
and cemetery markers are often made of granite.
Information Sources: Evert. Rocks, Fossils, and Arrowhead. 2002
Farndon. The Complete Guide to Rocks and Minerals. 2006
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
39
EXPERT GROUP
MARBLE
Marble is a metamorphic rock made deep in the earth. Metamorphic rocks are rocks that have been
changed by heat, pressure, or chemicals. The word metamorphic comes from the Greek “meta” and “morph” which
means to change form.
Marble is made from calcite or limestone. Since limestone is usually found near marine environments,
that’s where you will find marble. It is formed when beds of limestone were buried deep in the crust and altered by
the heat and pressure of overlying rocks.
The texture of marble can look sugary. Different metamorphic conditions and minerals in the original
limestone can give marble many different colors and patterns. Sometimes these impurities cause marble to look like
ripple ice cream, as the rock swirled in the heat. Marble is soft enough to carve, but is tough enough to survive in
dry conditions. It is, however, easily weathered or corroded by acid rain.
Crushed marble can be used in mixtures of concrete. Marble’s smooth texture makes it perfect for
sculpting; statues are often made of marble, and it is used as decoration on the fronts of buildings. When polished, it
makes beautiful, decorative stone for columns and tabletops. In ancient Greece and Rome, people used white
marble to make statues, and they used colored marble to make hard floors. The Taj Mahal in India, the Parthenon in
Greece, and the Lincoln Memorial in Washington D.C. are made of marble. The Leaning Tower in Pisa, Italy has
many marble panels and columns.
Information Sources: Evert. Rocks, Fossils, and Arrowhead. 2002
Farndon. The Complete Guide to Rocks and Minerals. 2006
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
40
EXPERT GROUP
SANDSTONE
Sandstone is a common sedimentary rock that may be white, gray, or yellow-tan to dark red. It is made up
of even-sized grains of sand, which are rounded particles of quartz, closely cemented, or stuck, together. Sandstone
is formed when rocks break apart and sink to the bottom of rivers and streams. In this way different layers are built
up. The weight of the layers of sand and water press down on the bottom layer. Each tiny grain of sand begins to
stick to another one. Sandstone is made up from grains of sand, especially quartz, feldspar, or simply sand-sized
fragments of rock.
Water typically is the agent of creating sandstone. Sandstone can be found near rivers, lakes, and in
regions where the earth was once covered with water. Some specimens of sandstone contain fossil fragments,
footprints, and even the remains of dead animals. These rocks are often layer upon layer of shells and marine
animals that have been compressed together. Sometimes the sand can be piled up by desert winds, blowing particles
of sand until they are cemented together. They may be seen in the shape of dune walls and other formations, such as
the Great White Throne in Zion National Park and Arches National Monument in Utah.
Sandstone is used in walls and buildings, because it is strong and easy to quarry. After it has been taken
from the quarry, it is cut into blocks and used in the building of things. Many buildings are made of blocks of
sandstone. In the eastern United States, houses made of sandstone are often called “brownstones.” Sandstone can
also be crushed and used like sand.
Information sources: Evert. Rocks, Fossils and Arrowheads. 2002.
Farndon. The Complete Guide to Rocks and Minerals. 2006.
Hyler. The How and Why Book of Rocks and Minerals. 1960.
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
41
Mind Map for Expert Groups
Name of Rock or Mineral
Formation Location
Uses
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
Type of Rock or Mineral
Interesting Facts
How it was formed
42
Rocks and Minerals Process Grid
Name of
rock or
mineral
Type of
rock or
mineral
How it
was
formed
Rocks and Minerals – Level 4 CA
Newhall School District (Project GLAD 07/08)
Formation
location
Uses
Interesting
facts
43