1. Grade 4 Big Idea VI: Earth Structures
Topic 13
Properties of Minerals and Types of Rocks
Department of Science

2. Big Idea 6: Earth Structures
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure).
SC.4.E Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.
SF Textbook: Earth Science Unit B
Additional Supplemental Resources
ScienceSaurus Handbook Minerals and Rocks pp
Mineral Properties
Gizmo: Mineral Identification
Rocks, Minerals, & Soils
Game: Rocks, Minerals, & Soils
Guide to Florida’s Rocks and Minerals
Florida’s Rocks and Minerals
Glossaries, photos/images, and links on rocks/minerals
Rocks for Kids  
Rocks and Minerals Projects
This Planet Really Rocks!
All About Rocks and Minerals
Teachers can guide students through this animation to teach students about the rock cycle.
Rock Cycle Animation
Weathering and Erosion
ScienceSaurus Handbook: Earth’s Changing Surface pp
Lesson Plans for inquiry based activities related to changes in Earth’s surface.
Model Volcanoes Lesson Plan:
ScienceSaurus Handbook: Natural Resources and the Environment pp
Bill Nye Videos: The Earth and
Reuse, Recycle, Renew
Renewable Resources
Recycling and Composting  
Scott Foresman Grade 5: Directed Inquiry: How does oil rise through Earth? p. 300

3. Minerals and You
Every solid material made from nature that’s neither plant or animal--not a living thing is a mineral or made from minerals. Minerals touch our lives in hundreds of ways each day. Life as we know it would not exist without them. What are some minerals that touch your lives? Click here for minerals in your house.
Engage - Say: You wake up in the morning and turn on a light. You wash your face, brush your teeth, and get dressed. You turn on the TV and eat breakfast – a bowl of cereal, a glass of juice, or maybe toast and an egg. You gather your book bag and head out the door—ready to start the day. And almost everything you’ve done so far– and everything you’ll do for the rest of the day—would be impossible without minerals. See T. packet handout: Minerals and You for more information. Read the slide.
So what are minerals? That’s right: solid material made from nature that’s neither plant or animal--not a living thing is a mineral or made from minerals. Students write in their step-book or notebook.
Explore: Click on hyperlink: What are minerals? Discuss. Pass out AIMS Rock’s and Minerals foldable booklet to make. Discuss and then pass out hand lens and some salt (mineral) to observe. Rock salt is best. Ahead of time you can also dissolve some salt in water and let the water evaporate and salt crystals will remain.
Ask: What are some minerals that you touch your lives? Students record responses in their step-book or notebook/journal.
Let’s look at some minerals to see what else we can learn. Go to the next slide.

4. What are minerals? A Mineral is
A solid material that is formed by nature in or on Earth’s crust
A material that has a crystal form
A material that is not formed by a living thing
A material that has its own set of properties:
color streak color hardness
luster cleavage
Minerals by Name
Explore and Explain: Observation Activity: Pass out a bag of minerals samples to each group. Have each student choose a mineral and write a list of as many qualitative properties or characteristics as possible. Students can place the minerals in the center of the group and exchange the descriptions and try to find the mineral that is being described.
Have students watch the video that is hyperlinked (A Mineral is ) and/or read in their SF gr. 4 book pp , lesson 1: How are minerals identified? and /or ScienceSaurus handbook pp to learn how scientists define minerals. Student take notes and define a mineral. Next click on A material that has its own set of properties: and ask what are the properties that scientists use to identify one mineral from another? (color, streak color, hardness, luster, cleavage) Which of these properties did they use when they observed the minerals? Students add properties to their notes.
Now let’s observe a mineral more closely and identify more of its properties. Pass out A Closer Look at a Mineral worksheet and the following materials: streak plate, penny, paperclip, balance, mass pieces, graduated cylinder, container of water.
Discuss what new quantitative properties students were able to observe.

5. Department of Mathematics and Science
Mineral Stations Lab
Station # 1: Streak Station # 2: Luster (metallic or non-metallic) Station # 3: Breakage – Fracture vs. Cleavage Station # 4: Color Station # 5: Hardness Station # 6: Who am I? Write your station responses in your notebook.
Explore: See the Minerals’ Station teacher edition in science.dadeschools.net Elementary Instructional Resources Grade 5 Q3 for additional information at
Ahead of time set up Minerals Station cards and find minerals needed for each station and any other resources per station.
Department of Mathematics and Science

6. Mineral Identification
Sample #
Color
Feels
Texture
Streak
Smells
Odor
Luster
Magnetic
Chemical
Hardness
Weight
Mass
Use the print copy of the SC 4 E 6 1 A Closer Look at a Mineral Lab.Q3.Student Essential Lab and/or use Guided Inquiry Scott Foresman pp Mineral Identification lab direction and worksheet for students that was part of the PD packet.
After students observe and identify properties of the mineral samples, they can use the Minerals chart from the Step Book and the Minerals Identification chart in the teacher resource pack and online mineral sites to identify the names of the minerals.

7. Is it a Rock. What is a rock. How do you decide if something is a rock
Is it a Rock? What is a rock? How do you decide if something is a rock? Copy the list below? Circle the things that are rocks.
cement block
dried mud
hardened lava
asphalt (road tar)
glass
piece of clay pot
coral
limestone
iron ore
concrete
coal
brick
a grave stone
marble statue
granite
Explain your thinking: What reasoning did you use to decide if it was a rock?
Pre-assessment: Earth and Space Assessment Probes: Is it a Rock , NSTA Press can be found in the Learning Village through Middle School Science Tab for grades 6, 7 or 8, Formative Assessments Volume 2. This is the second probe on rocks. The first probe could also be done which assesses the concept that rocks come in all sizes. This is a second grade benchmark.

8. Rocks: What are Rocks? Three main types: Solid earth material
Make up the crust of the Earth
Mixture of one or more minerals
Range in size from giant mountains to grains of sand
Can be smooth or rough, shiny or dull, one color or many colors
Three main types:
1. Sedimentary Rock
2. Igneous Rock
3. Metamorphic Rock
Engage and explore: First click on the hyperlink Rocks and play the video. Next Distribute a collections of rocks to each group. Have them observe their group’s collection and write down how their properties and how they are alike and difference. Discuss observations. Click on the hyperlink What are Rocks ( Discovery Education video) for a discussion. Have students use the key characteristics to write a definition of rocks in their notebook. Discuss.
Have students define a rock in their notebook and skim SF Gr. 4 Lesson 2 pp , 246, 248 for the names of the three types of rocks. They can also use AIMS booklet Rock Types for reading, note-taking and discussion. Click on the hyperlink: Three main types: > Discuss.

9. Sedimentary Rocks
Form when layers of rock particles get pressed together at or near Earth's surface
“Layered” rocks
May contain fossils
Common near bodies of water or where water existed in the past
Explore and explain: Open hyperlink: Sedimentary Rocks and read, explore and discuss. Have sample of sedimentary (limestone – schoolyard /home backyard) rocks. I
Read SF Gr. 4 Lesson 2 pp to learn more about sedimentary rocks.
Students take notes on main characteristics.
Extend: Gr. 4 AIMS activity: Settleling on Sediments
Log in to
Gr. 4 Take in to the Net. Go to Games and click on Earth Science Unit, chapter 8 Active Art for Sedimentary Rock Formation animation. If not registered, click on the register button. See access code in the pacing guide Supplementary Resource page.
ASK: What type of rocks do we find in Miami and South Florida? (sedimentary - limestone) How do you know? ( some answers: limestone rocks contain fossils of ocean life from when south Florida was covered by water. Limestone is mined here for making of cement.)
Evaluate: What do we call the breaking down of rock that creates sediment? That’s right- weathering.
Let’s look at some types of physical weathering. Go to the next slide.

10. Igneous Rocks Form when magma (hot liquid rock) cools and hardens
Common near volcanoes
“Fire formed” rocks:
granite scoria obsidian pumice
Pumice is a gas-charged igneous rock.
Can you identify some others?
Explore and explain: Open each of the three hyperlinks as your work through the characteristics of igneous rocks to learn more. Read SF Gr. 4 Lesson 2 pp Students identify their main properties or characteristics and take notes.
You can look at specific types through the site and/or actual rocks if available.
Evaluate: Ask them to identify granite (#1) obsidian (#2) and scoria ( #3) from the picture. 2 3 1 5 4

11. Metamorphic Rocks
Form when underground rocks are changed due to high pressure
“Changed” rocks
Common in mountains
Explore and Explain: Open hyperlink: Metamorphic Rocks and read, explore and discuss. Have sample of metamorphic rocks if available. Read SF Gr. 4 Lesson 2 pp. 248.
Students take notes on main characteristics.
Extend: Gr. 4 AIMS activity: Metamorphic Munchies.

12. Observe and Classify Rocks Lab Inquiry
Three Main Types
1. Sedimentary Rock
2. Igneous Rock
3. Metamorphic Rock
Objectives: Students observe properties of sedimentary, igneous, and metamorphic rocks.
Students classify rocks based on their properties as sedimentary, igneous, or metamorphic rocks.
 Materials: Two Igneous Rocks (obsidian and pumice or scoria*)
Two Sedimentary Rocks (conglomerate and compact limestone or chalk*)
Two Metamorphic Rocks (slate and marble*)
*Suggested rock types
 Procedures for Exploration:
Divide class into small groups of six students.
Pass out samples of rocks that include rocks from the 3 types.
Students choose a rock to observe, and identify its properties in their journals.
Students can place the rocks in a group and have members read their descriptions and see who can identify the designated rock.
Students use the dichotomous key placemat sheets to classify their groups rocks into the three types of rocks: sedimentary, igneous, and metamorphic.
Students explain their classifying reasoning. 
Evaluation: Students complete Earth Science Review III worksheet.

13. Rock Cycle
Explore and Explain: Students can review the types of rocks by looking at the Rock Cycle. Read SF Gr. 4 Lesson 2 pp. 249.
Extend: You can use the GR. 4 AIMS activity : Tri Grouping Rocks pp

14. Just Between the Two of Them
Explore , Explain and evaluate: Find two samples: one of a rock and the other a mineral.
Materials:
-hand lens
-a rock – granite and a mineral- quartz. You can substitute depending on what is available. You just need to have one rock and one mineral to compare.
-Worksheet or display format and students copy in notebook.
This activity is from the AIMS Gr. 4 Earth Science: Just Between the Two of Them activity. Follow suggestion of the Gr. 4 AIMS Earth Science TE handout pages Ask essential question p What can you learn about these two samples by making careful observations. use Also Rocks and Minerals passage p. 203.
Granite
Quartz

15. Just Between the Two of Them Observations
Sample One -
Sample Two-
Sketch and Observations
Sketch and Observations
This activity is from the AIMS Gr. 4 Earth Science: Just Between the Two of Them activity.

16. Just Between the Two of Them Connected Learning
How are rocks and minerals alike and different?
What are the three types of rocks?
Which type of observation—sketch or written-
do you think gave you the best observations about the two samples? Why?
How did the reading passage help you learn more about rocks and minerals?
5. What are you wondering now?
This activity is from the AIMS Gr. 4 Earth Science: Just Between the Two of Them activity.

17. Is it a Rock. What is a rock. How do you decide if something is a rock
Is it a Rock? What is a rock? How do you decide if something is a rock? Copy the list below? Circle the things that are rocks.
cement block
dried mud
hardened lava
asphalt (road tar)
glass
piece of clay pot
coral
limestone
iron ore
concrete
coal
brick
a grave stone
marble statue
granite
Explain your thinking: What “rule” or reasoning did you use to decide if it was a rock?
Evaluation: Earth and Space Assessment Probes: Is it a Rock , NSTA Press can be found in the Learning Village through Middle School Science Tab for grades 6, 7 or 8.

18. Rocks and Minerals Review
Rocks are made of _____,
which are natural, nonliving solid crystals.
The way a mineral’s surface reflects light is called its ___.
Clay minerals cement layers of sediment together to form __________.
_________ is formed deep within Earth’s crust.
Rock that has changed from one type to another type of rock is called.
Igneous Rock
Luster
Mineral
Sedimentary rock
Metamorphic Rock
Evaluate: Students match up the use of a vocabulary word with the sentence that uses it correctly.

19. The Importance of Rocks & Minerals
Name
Rock
or Mineral
Type of
Use 1. 2. 3. 4. 5. 6.
Extend: Students can research different rocks and minerals and collect data to fill in the table. Students may be able to bring in samples, too.