Minerals and Rocks. Rocks Aggregates (mixture—can be separated) of minerals.
GRADE 4 Rocks, Minerals, & Materials...
Transcript of GRADE 4 Rocks, Minerals, & Materials...
GRADE 4
Rocks, Minerals, &
Materials Engineering TEACHER'S GUIDE
Harford County Public Schools
102 South Hickory Avenue
Bel Air, MD 21014
Revised September, 2010
(9.30.10)
Science Rocks, Minerals, & Materials Engineering, Grade 4
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Unit Description
The Rocks, Minerals, & Materials Engineering (RMME) unit, consisting of twelve activities and one
content literacy extension, is designed to help students construct knowledge relating to basic
concepts about earth science, technology, the engineering design process, and the field of materials
engineering. This unit integrates science activities with lessons from the Engineering is Elementary
(EiE) unit, “A Sticky Situation: Designing Walls – Materials Engineering.” Incorporating
engineering concepts into the elementary science curriculum is part of Harford County’s SySTEMic
Elementary Engineering Project and this unit was first implemented in fourth grade classrooms
during the School Year 2009-2010. The unit is an integration of new and revised (from the Rocks &
Minerals unit) science activities and the EiE unit.
Incorporating best instructional practices in daily science instruction should include the use of
formative and summative assessments to inform instruction and evaluate student progress. The use
of checklists, exit slips, and/or checking a specific response to a “What Have We Learned?” question
are examples of formative assessments that can easily be used in the classroom to evaluate student
progress and to make instructional decisions. Two sample summative assessments are provided to
assist teachers in evaluating student progress although other evaluative measures should be used to
determine grades in science.
*The Maryland Voluntary State Curriculum Standards, Indicators, and Objectives that are
Assessment Limits are indicated with an asterisk (*) for each lesson.
Special thanks to:
Dr. Pamela Lottero-Perdue, Towson University, for providing guidance and professional
development in EiE to many HCPS elementary teachers.
Fourth Grade and GT Teachers at Darlington, North Bend, Jarrettsville, Homestead-
Wakefield, Prospect Mill, Hall’s Cross Roads, and Havre de Grace for piloting the EiE
Materials Engineering unit and providing suggestions for this current version of the new
unit, Rocks, Minerals, and Materials Engineering.
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Activity Title List
Activity 1: What are Rocks and Minerals and how are they Related?
Activity 2: What Properties and Tests can be used to Classify Minerals?
Activity 3: How are Rocks Classified and Formed?
Activity 4: How do Weathering and Erosion Change Earth’s Surface Slowly?
Activity 5: How does the Earth’s Surface Change Rapidly?
Activity 6: What is Technology? How are Earth Materials used in Technology?
(EiE Prep Lesson Modification)
Activity 7: How can Earth Materials be used to Design a Garden Wall?
(EiE Lesson 1)
Activity 8: What is Materials Engineering? How can Materials be used to Solve Problems?
(EiE Lesson 2)
Activity 9: Which Earth Materials make a Good Mortar?
(EiE Lesson 3)
Activity 10: How can we use the Engineering Design Process to Design a Strong Wall?
(EiE Lesson 4)
Activity 11: How have Rocks and Minerals been used in Harford County?
Sample Summative Assessments
Mid-Unit (Activities #1-5)
Final (Activities #1-11)
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Activity
30 Minute
Blocks/Days
Needed
Total Minutes
Needed
Activity 1: What are Rocks and Minerals and how are they
Related?
1 30 minutes
Activity 2: What Properties and Tests can be used to Classify
Minerals?
2 60 minutes
Activity 3: How are Rocks Classified and Formed? 3 90 minutes
Activity 4: How do Weathering and Erosion Change Earth’s
Surface Slowly?
2 60 minutes
Activity 5: How does the Earth’s Surface Change Rapidly? 1 30 minutes
MID-UNIT ASSESSMENT 1 30 minutes
Activity 6: What is Technology? How are Earth Materials
used in Technology (EiE Prep Unit Modification) 1 30 minutes
Activity 7: How can Earth Materials be used to Design a
Garden Wall? (EiE Lesson 1)
2
(Alternative:
ILA lessons)
60 minutes
Activity 8: What is Materials Engineering? How can
Materials be used to Solve Problems? (EiE Lesson 2) 2 60 minutes
Activity 9: Which Earth Materials make a Good Mortar?
(EiE Lesson 3) 3 90 minutes
Activity 10: How can we use the Engineering Design Process
to Design a Strong Wall? (EiE Lesson 4) 4 120 minutes
Activity 11: How have Rocks and Minerals been used in
Harford County? 2 60 minutes
FINAL ASSESSMENT 1 30 minutes
Totals 25
750 minutes
12.5 hours
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MD SC -
Standard
Topic
Maryland State Curriculum - Indicator & Objective
Grade 3-5 (January, 2008)
RMME
Unit Activity
Standard 1.0: Skills and Processes - Students will demonstrate the thinking and acting inherent in the practice of
science.
A. Constructing
Knowledge
1. Gather and question data from many different forms of scientific investigations which include reviewing
appropriate print resources, observing what things are like or what is happening somewhere, collecting
specimens for analysis, and doing experiments.
a. Support investigative findings with data found in books, articles, and databases, and identify the sources used
and expect others to do the same. #11 b. Select and use appropriate tools hand lens or microscope (magnifiers), centimeter ruler (length), spring scale
(weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch
(elapsed time) to augment observations of objects, events, and processes. #2, #9
c. Explain that comparisons of data might not be fair because some conditions are not kept the same. #9 d. Recognize that the results of scientific investigations are seldom exactly the same, and when the differences are
large, it is important to try to figure out why. #9
e. Follow directions carefully and keep accurate records of one’s work in order to compare data gathered. #1-4, #9-10
B. Applying
Evidence &
Reasoning
1. Seek better reasons for believing something than "Everybody knows that . . ." or "I just know" and
discount such reasons when given by others. a. Develop explanations using knowledge possessed and evidence from observations, reliable print resources, and
investigations. #1-11
b. Offer reasons for their findings and consider reasons suggested by others. #9
C. Communicating
Scientific
Information
1. Recognize that clear communication is an essential part of doing science because it enables scientists to
inform others about their work, expose their ideas to criticism by other scientists, and stay informed about
scientific discoveries around the world.
a. Make use of and analyze models, such as tables and graphs to summarize and interpret data. #2
d. Construct and share reasonable explanations for questions asked. #1-11 e. Recognize that doing science involves many different kinds of work and engages men and women of all ages and
backgrounds. #7
D. Technology: Design and
Systems
Design Constraints
1.Develop designs and analyze the products: “Does it work?” “Could I make it work better?” “Could I have
used better materials?”
b. Realize that there is no perfect design and that usually some features have to be sacrificed to get others, for
example, designs that are best in one respect (safety or ease of use) may be inferior in other ways (cost or appearance).
#6-10
c. Identify factors that must be considered in any technological design—cost, safety, environmental impact, and what
will happen if the solution fails. #6-10 Making Models
3. Examine and modify models and discuss their limitations. a. Explain that a model is a simplified imitation of something and that a model’s value lies in suggesting how the
thing modeled works. #10 b. Investigate and describe that seeing how a model works after changes are made to it may suggest how the real
thing would work if the same were done to it. #10
Standard 1.0 Skills and Processes Note: Students learn to use scientific skills and processes to be able to
think and act like real scientists in every science lesson. Teachers must make these skills and processes
apparent to the students while teaching science. Posting skills and processes and referring to those will assist
children to think and act like scientists. These State Curriculum objectives are not explicitly written for every
lesson, but the teacher should choose a specific Skills/Processes Standard and Indicator as a focus for each
lesson from this chart.
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MD SC -
Standard
Topic
MD SC - Indicator & Objective
Grade 4
MD SC - Indicator & Objective
Grade 5
RMME
Unit Activity
Standard 2.0: Earth/Space Science – The students will use scientific skills and processes to explain the
chemical and physical interactions (ie., natural forces and cycles, transfer of energy) of the environment,
Earth, and the universe that occur over time.
A. Materials
and
Processes
That Shape
A Planet
2. Recognize and explain how physical weathering and
erosion cause changes to Earth’s surface.
2. Cite and describe the processes that cause
rapid or slow changes in Earth’s surface.
a. Investigate and describe how weathering wears down Earth’s surface
Water
Ice
Wind
a. Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes,
and flooding which change surface features
rapidly.
#4
#5
b. Cite evidence to show that erosion shapes and reshapes the
Earth’s surface as it moves Earth’s materials from one
location to another.
Water
Ice
Wind
b. Recognize that the natural force of gravity
causes changes in Earth’s surface features as
it pulls things toward Earth, as in mud and rock slides, avalanches, etc.
#4
#5
c. Cite examples that demonstrate how the
natural agents of wind, water, and ice produce
slow changes on the Earth’s surface such as carving out deep canyons and building up
sand dunes.
#4
3. Explain how rock is formed from
combinations of different minerals and that
smaller rocks come from the breakage and
weathering of bedrock (solid rock underlying
soil components) and larger rocks; soil is made
partly from weathered rock, partly from plant
remains ---and also contains many living
organisms.
a. Observe and classify a collection of minerals
based on their physical properties.
Color
Luster
Hardness
Streak
#1
#3
#11
b. Identify and compare the properties of rocks that are composed of a single mineral with
those of other rocks made of several minerals
using their physical properties.
#2
c. Describe ways that the following processes
contribute to changes always occurring to the
Earth’s surface.
Weathering
Erosion
Deposition
#3
#11
*Assessment Limits – Maryland State Content Standards, Indicators, and Objectives that are Assessment
Limits are indicated in each activity with an asterisk (*) and Bold, Italicized words, yet highlighted in
yellow in this document. This means that the objective may be tested on the Grade 5 Science MSA.
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Grade 4 – Rocks, Minerals, & Materials Engineering (RMME)
Materials List
Activity
Item
Quantity RMME
Science Kit
Supplies
Curriculum
Guide
Tchr/Stud.
Provided
Electronic
Materials
Non-
Cons.
Consum. Student
Booklet
#1 Rock Samples Several X
#1 Granite (Igneous rock) 6 X
#1 Rhyolite (Igneous rock) 6 X
#1 Feldspar (Mineral) 6 X
#1 Biotite (Black Mica),
Mineral
6 X
#1 Quartz, Mineral 6 X
#2 Mineral Set (#1-12) 6 X
#2 Paper Signs (Smooth, Rough, Shiny, Dull)
1 of each X
#2 Scrap Paper 6 X
#2 Markers 6 X
#2 Transparency –
Mineral Chart 1
X
#2 Transparency –
Hardness Flow Chart 1
X
#2
Mineral Testing Sets
White Paper
Black Paper
Streak Plate
Hand Lens (2)
Paper Clip
Highlighter
Zipper Bag
Student Mineral
Set (3 minerals)
12 (one bag of
supplies
per pair/trio
of students)
X
X
X
X
X
X
X
X
#2 Streak Plate Cleanser
(Dishwashing Liquid) 1 X
#3 Rock Set (#1-11) 6 X
#3 Crayons
(red, yellow, black) 1 of each
color
X
#3 Rock Type Page Labels 7 X
#3 Hand Lens 12 X
#3 Wax Paper 3 Sheets X
#3 Books 3 X
#3 Sand, Dry Clay, Soil X
#3 Votive Candle 1 X
#3 Matches 1 pack X
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#3 Aluminum Tart Pan 1 X
#3 Clothes Pins (wood) 2 X
#3
Transparency -
Sedimentary Rock
Formation Flow Chart
1
X
#3 Transparency –
Igneous Rock Formation 1
X
#4 Smooth River Rocks 6 X
#4 Sand 7 Cups X
#4 Aluminum Pie Plate 13 X
#4 Water
As
Needed
X
#4 Eye Dropper 6 X
#4 Play Dough 1 can X
#4 Ice Cubes 6 X
#5 PowerPoint –
Earth Changes 1
X
#6, #8 Brick 1 X
#6 Wooden Pencils 6 X
#6 Talcum “Baby” Powder 6 X
#6 Eye Shadow/Blush 6 X
#6 Toothpaste 6 X
#6 Paper Bags 6 X
#6 Mineral Set (talc, mica,
calcite, graphite, fluorite) 6 X
#7 Storybook:
Yi Min’s Great Wall
1Class Set
(provided
per school)
X
#8 Blanket 1 X
#8 Cotton T-Shirt 1 X
#8 Metal Spoon 1 X
#8 Cloth 6 X
#8 Paper 6 X
#8 Straw 6 X
#8-9 Zipper Bags, 6”x 6” 24 X
#9 Paper Plates, white 12 X
#9 Hand Lenses 12 X
#9 Streak Plates 30 X
#9-10 Soil 1 Bag X
#9-10 Sand 1 Bag X
#9-10 Clay Powder 1 Bag X
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#9-10 Mask 1 X
#9-10 Measuring cups, ¼ c 3 X
#9-10 Measuring cup,1 c 1 X
#9-10 Paper towels As
Needed
X
#9-10 Spoons 12 X
#9-10 Masking tape As
Needed
X
#9-10 Newspaper As
Needed
X
#9-10 Deli Containers, small 30 X
#9-10 Water, warm As
Needed
X
#10 Bowl/Pitcher for water 1 X
#10 Craft Sticks 12 X
#10 Paint stick 1 X
#10 Buckets w/lids 3 X
#10 Golf Ball 1 X
#10 Wooden Dowel 1 X
#10 Cake Circles 12 X
#10 Rocks 300 X
#10 Index Card, 4”x 6” 12 X
#10 Student Chairs 2 X
#10 String, 3 ft. long 1 X
#11
Rock Sets –
#2 Slate and #5 Gneiss
ONLY
6 X
#11 Serpentine (green dot) 6 X
#11 Chromite (red dot) 6 X
#11
Transparency –
Harford County Geologic
Map
1
X
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Activity 1: What are Rocks and Minerals and how are they Related? Teacher Pages
Maryland Standards and Indicators
Skills and Processes:
1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to
compare data gathered.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations. 1.C.1.d. Construct and share reasonable explanations for questions asked.
Earth/Space Science:
*2.A.3.b. Identify components of a variety of rocks and compare the physical
properties of rocks with those of minerals to note major differences. (VSC Grade 5)
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials:
A sample of rocks (either from home, from the schoolyard, or from the kit)
6 samples each of the following igneous rocks: granite & rhyolite
6 samples each of the following minerals: feldspar, quartz, biotite (black) mica
Class Time: 30 minutes
Preparation:
1. In the prior class, have students bring in rock samples from home. Another option: Have children
find rocks at recess prior to instruction. If you don’t have time for either of these, use a selection of
rocks from the kit – names of those rocks are not important at this time.
2. Obtain the needed materials from the kit.
3. Group the minerals into six sets, each containing one sample of feldspar, one of quartz, and one of
mica.
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Background:
Rocks and minerals are Earth materials. They are made by the complex processes of and forces in
and on our dynamic Earth.
Most children have encountered and explored rocks since a very young age. However, identifying a
rock is often easier for children than describing what makes something a rock. Rocks are naturally
occurring (i.e., not human made) solid substances that are made of two or more minerals.
Minerals are the basic building blocks of the earth and have their own distinct properties. A mineral
is a solid element or compound from the earth’s crust that has a definite chemical composition
and crystal shape.
Students sometimes identify things like bricks and concrete as being rocks, however, these are
human-made technologies that are composites (blends) of Earth materials like rock, sand, and clay.
Students will confront this distinction in this first activity, and will address the idea that Earth
materials can be combined to create technologies later in the unit.
Students may recognize the word “mineral” from their cereal boxes and daily supplement bottles.
Indeed, we eat small quantities of minerals when we consume things like fruits, vegetables, and daily
supplements.
ScienceSaurus Reference Handbook – pages 166-167
Prior to the Lesson:
1. Gather rocks!
Ideally, have the students collect a rock sample for homework. A great way to set children
up to go find a rock is to read aloud the book, Everybody Needs a Rock by Byrd Baylor and
Peter Parnall (1985). This will help ensure, for example, that the rocks that children collect
are of an appropriate size for classroom instruction. Ask that the children do not purchase
or polish a rock; rather, they should try to find one – small enough to fit in a pocket, and
large enough to not get lost easily. You may want to bring in additional rocks for children
who will forget to bring in theirs.
If this has not been done as a homework assignment, have students collect a rock sample
from the schoolyard ground during recess.
If there is still no time for this, use a selection of rocks from the kit or bring in your own. Be
sure that there is enough rocks for each child to have/handle one.
Note: The purpose of this rock gathering NOT to ultimately try to identify these rocks. Rather, it’s to
simply get students thinking about rocks, and to have a set of ordinary rocks that can be used in the
warm-up.
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Warm-Up: [DOL1, 2]
1. Ask the students to observe the rock that they found (or that you provided) with three of their
senses: Sight, Touch, and Smell. Give them a minute or two to do so, and have them write down
their observation on their Warm-Up sections.
2. In a class discussion, ask the children: Can you describe what your rock looks like, how your
rock feels, or how your rock smells? Say that these are some “physical properties” of our rocks.
Record children’s ideas on the board or in a chart like so:
Physical Properties of our Rocks
Looks Like Feels Like Smells like
Students’ answers might include (accept all answers):
Physical Properties of our Rocks
Looks Like Feels Like Smells like
White
Gray
White and grey streaks
Dirty
Smooth
Rough
Cold
Gritty
Dirt
Mud
It’s stinky
No smell
3. Ask students: Are all of our rocks the same? (Elicit: no). Ask: If they are not the same, what
makes all of these rocks? What do they have in common? (Elicit: They are chunks of the
Earth; they are natural).
Let's Find Out: [DOL2, 3]
4. Tell the students that you brought a rock with you today. It’s a rock called granite. Ask: Have
any of you ever heard of granite before? Where have you seen granite? [Some students may
have granite countertops in their homes or have seen them in others.]
5. Hand out granite samples to groups of students. Ask the students to describe the colors that
they see in these granite samples. [Elicit: white, black, and pink]
6. Explain that one thing that makes a rock a rock is that it is made up of two or more minerals.
Granite is a rock that is particularly good at helping us see its minerals. How many different
minerals do you think are in granite? [Elicit: three – one for each color].
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7. Write down the three colors on the board: White, Black, and Pink. Say that each of these colors is
a different mineral. On the board, next to each color, write the corresponding mineral like so:
Colors in our Granite Sample Minerals in our Granite Sample
White Quartz
Black Biotite Mica
Pink Feldspar
8. Hand out mineral samples of Quartz, Biotite Mica, and Feldspar to each group. Ask children to
compare the mineral samples to the granite (rock) sample.
9. Write the following on the board (or have it on a sentence strip):
Rocks are solid Earth materials that are made of two or more minerals.
10. Now, hand out rhyolite samples to each group of children. Tell the children that this is a rock,
just like granite is a rock. Ask the children to describe the color of this rock and record it in their
table in the Let’s Find Out section. Encourage students to compare the granite sample with the
rhyolite sample. Looking at the samples from a distance, does the rhyolite look like one solid
color or multiple colors like the granite? (if students look closely, they will see multiple colors)
11. Ask: If this rhyolite sample is a rock, what is it made of? (Elicit: two or more minerals).
Ask: Is it easy to see the different minerals in this rock like it was for granite? (Elicit: no; it
looks pinkish/gray-ish).
12. Tell the children that rhyolite is made of the SAME minerals as is granite (quartz, biotite mica,
and feldspar), but it is more difficult to see those minerals. (If a student asks, this is because
rhyolite formed faster than granite, so its mineral crystals are smaller.) The lesson here is that it is
not always easy to see the minerals that make up a rock! Instruct the students to complete their
table as follows:
Color of our Rhyolite Sample Minerals in our Rhyolite Sample
Pinkish/Grayis
Quartz
Biotite Mica
Feldspar
13. Tell the children that they will learn more about the unique properties of minerals like quartz,
biotite mica, and feldspar in the next activity.
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What Have We Learned? [DOL3]
1. Complete the following definition of rocks: Rocks are [solid Earth materials] that are made of
[two or more minerals].
2. Granite and rhyolite are examples of rocks. What are the minerals that make up those rocks?
(Look back at your notes!). [quartz; biotite mica; and feldspar]
3. Is it always easy to see the different minerals that make up a rock? Explain. [No. It is not easy to
see that rhyolite, which looks like one grayish/pinkish rock, is actually made of three different
minerals that are three different colors.]
Notes:
Students should not be expected to memorize that granite and rhyolite are made of a combination
of quartz, biotite mica, and feldspar. Rather, these examples help reinforce the ideas that rocks
are made of two or more minerals, even if the minerals are not distinctively apparent.
You may wish to locate a picture of a granite countertop in a kitchen to show children one
(possibly familiar) way this rock is used.
Special Education Notes:
When presenting any background information to the students, use visuals as often as possible
to make the concepts more concrete for them. This is one reason that actual rock samples are
used throughout this activity. This will not only help out the special education students, but
many others as well. It would also be a good idea to consult with your special educator for
assistance with more specific modifications for your students.
Type the What Have We Learned questions on overheads or onto PowerPoint presentation.
Display and discuss each question one at a time. Allow students to write own answer or copy
from screen. For students who may have difficulty with copying from a distance or with the
physical aspect of writing, the overheads can be copied or the slides can be printed and stapled
into those student’s booklets.
Cross-Curricular Connections:
Language Arts/Art – Read Aloud - Everybody Needs a Rock by Byrd Baylor and Peter Parnall.
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Activity 1: What are Rocks and Minerals and how are they Related? Student Pages #3-4
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials: per group
2 Rock Samples – Granite & Rhyolite
3 Mineral samples – Feldspar, Biotite, Quartz
ScienceSaurus Reference Handbook – pages 166-167
Warm-Up:
1. Describe the physical properties of your rock:
Physical Properties of My Rock
Looks Like Feels Like Smells like
Let's Find Out:
1. List the colors in the granite sample in the first column, “Colors in our Granite Sample.” Your
teacher will help you complete the second column, “Minerals in our Granite Sample.”
Colors in our Granite Sample Minerals in our Granite Sample
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2. Describe the color of the rhyolite sample in the column, “Color of our Rhyolite Sample.” List the
minerals that are in rhyolite in the “Minerals in our Rhyolite Sample” column – they are the same
as for granite.
Color of our Rhyolite Sample Minerals in our Rhyolite Sample
What Have We Learned?
1. Complete the following definition of rocks:
Rocks are ______________________________________________________ that are made of
_____________________________________.
2. Granite and rhyolite are examples of rocks. What are the minerals that make up those rocks?
(Look back at your notes!)
3. Is it always easy to see the different minerals that make up a rock? Explain.
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Activity 2: What Properties and Tests can be Used to Classify Minerals? Teacher Pages
Maryland Standards and Indicators
Skills and Processes:
*1.A.1.b. Select and use appropriate tools, hand lens, or microscope (magnifier),
centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer
(temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to
augment observations of objects, events, and processes.
1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to
compare data gathered.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations. 1.C.1.a. Make use of and analyze models, such as tables and graphs to summarize and
interpret data.
1.C.1.d. Construct and share reasonable explanations for questions asked.
Earth/Space Science:
2.A.3.a. Observe and classify a collection of minerals based on their physical properties:
color, luster, hardness, and streak. (VSC Grade 5)
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces, and are
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials, and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials (per pair/trio of students):
Mineral Testing Sets: zipper bag containing a small piece of white paper; a small piece of black
construction paper; a streak plate; a hand lens; a paper clip; and a highlighter
Three different minerals - see preparation section for how to distribute minerals to pairs/trios - 4
samples of each of these Minerals: #2 Calcite, #3 Feldspar, #4 Pyrite, #5 Galena, #6 Graphite,
#7 Hematite, #8 Halite, #10 Quartz, #11 Talc
For Teacher
One complete set of 11 minerals for teacher use, numbered #1-11 (Fluorite, #12is another mineral
included in the kit which is used in Activity 6. Mineral #12 is Muscovite or clear mica, and it may or may not be part
of the kit. These minerals can be used in this activity at the teacher’s discretion.)
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Paper Signs that say SMOOTH, ROUGH, SHINY, and DULL.
6 Pieces of Scrap Paper
Markers
Transparency - Mineral Chart
Transparency - Hardness Flow Chart
Streak plate cleaner (Dishwashing Liquid)
Class Time: 60 minutes
Preparation: 1. Have a demonstration mineral set available for the Warm-up.
2. Also for the Warm-Up, have sheets of paper ready that say “SMOOTH” and “ROUGH” and
“SHINY” and “DULL,” and have markers and scrap paper available for a student to write on.
3. Prepare mineral testing bags for each pair of students. Each bag will have in it: a small piece of
white paper; a small piece of black construction paper; a streak plate; a hand lens; a paper clip;
and a highlighter.
4. Prepare a transparency of the Mineral Chart.
5. Make a transparency of the Hardness Flow Chart.
6. Prepare 12 sets of three minerals each as described below in the chart - one set of minerals will
be distributed to each pair/trio of students. The Teacher Mineral Sample Set will be used to
model the tests. Each pair/trio will receive one Student Mineral Set:
Teacher Mineral
Sample Set
Student Mineral Sets
4 Sets: 4 Sets: 4 Sets:
#1 Biotite (Black Mica)
#9 Magnetite
#2 Calcite
#3 Feldspar
#4 Pyrite
#5 Galena
#6 Graphite
#7 Hematite
#8 Halite
#10 Quartz
#11 Talc
Background:
Classification is an important skill used throughout the world of science. Classifying tends to
bring order to our understanding of the natural world. This activity exposes students to the ways
in which geologists classify minerals according to physical properties.
Classification of Minerals by Simple Observation:
Geologists may observe the following physical properties by simply looking at and handling
them: color, luster [shine] and texture.
Color, luster, and texture, when used together, are helpful in identifying and classifying minerals.
A mineral can be classified according to its color. The elements making up a mineral determine
its color. Although color is the easiest mineral property to observe, it is not the most reliable for
identifying minerals. The variety of color of some minerals is due to the presence of tiny
quantities of other substances. A mineral can also be classified according to its luster. Luster
refers to the way light reflects from the surface of a mineral and can be classified as shiny or dull.
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A third way to classify minerals is according to its texture. Texture refers to how smooth or rough
the outside of the mineral is.
Classification of Minerals via Testing:
Tests can help geologists further describe and identify minerals. The tests that will be explored
here include streak and hardness.
Many minerals leave distinct marks when rubbed across a “streak plate” – a porcelain surface that is
standard equipment in a geologists field kit. Mineral powder that is left behind when the plate is
rubbed causes the distinctive streak. Very hard minerals do not "streak," they just scratch the plate.
Students will test samples to see whether they leave a distinctive "streak" of color on the streak plate.
The hardness of a mineral is determined by the bonds between its atoms. The stronger the atoms’
bonds, the harder the mineral. Geologists use an easy scratch test to determine the hardness.
Hardness is a measure of how easily a mineral can be scratched. Geologists order minerals on a
relative scale called Moh's Hardness Scale. Each mineral is given a ranking from 1 [soft, like
talc] to 10 [hard, like a diamond]. If calcite [3] scratches talc [1], then calcite is harder than talc.
If quartz [7] scratches calcite [3], then quartz is harder than calcite.
ScienceSaurus Reference Handbook – pages 160-163
Warm-Up: [DOL1, 2]
1. Review the big idea from Activity 1. Ask: How are rocks and minerals related? [Elicit: Rocks
are made of one or more minerals.]
2. Say that today, students will be investigating the physical properties of minerals. Hold up a
mineral sample. Ask: What is an example of a "physical property" of this mineral sample?
[Elicit: color, texture.]
3. Say that scientists use the different physical properties of minerals to "classify" or sort minerals.
Ask: what does it mean to classify or sort? [Elicit: To group like things together.] Emphasize
that there is no correct way to classify. Scientists mutually agree upon a system for convenience,
but it is often debated and revised. (Example: Pluto!)
Texture
4. Call students to a space where all can see a mineral set that is on the floor or on a table. Have
your “SMOOTH” and “ROUGH” labels ready. Tell students that you will demonstrate how you
would sort the minerals by their texture – either smooth or rough. Place the labels on the
table/floor, and then begin to sort the minerals. Talk aloud to yourself, e.g. “Ooh, this one is very
smooth. I’ll put it here. This one is a little smooth but it has bumps on it, so I’ll put it over here in
the rough group.” Be sure to demonstrate by your example that the samples are not perfect. The
minerals will sort out this way according to texture:
Classifying Minerals by Texture
Smooth Rough
Biotite Mica (#1), Calcite (#2), Feldspar (#3),
Halite (#8), Quartz (#10), Talc (#11)
Pyrite (#4), Galena (#5), Graphite (#6),
Hematite (#7), Magnetite(#9)
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Follow-up discussion:
a. Ask the students if they agree with your classification system. Say that scientists
try to agree on classification schemes. Students need not record this. Remove the
“SMOOTH” and “ROUGH” labels, keeping the minerals sorted by texture.
b. Ask all students: Why is it somewhat difficult to sort minerals by texture?
[Answers will vary; some minerals have smooth and rough parts; spectrum of
smoothness/roughness]
Luster
5. Now, ask a volunteer to sort the same mineral set another way: by luster. Have your “SHINY”
and “DULL” labels ready. Explain that luster is how shiny, sparkly or reflective something is. A
mirror would have a very high luster, and chalk would have very low luster. Place the “SHINY”
and “DULL” labels each next to one pile of minerals (that has been sorted according to texture).
Ask: Will these minerals just stay sorted in the same way that they were for texture? [Elicit: no.] Allow a few moments for the student volunteer to classify the minerals by luster,
placing them on/near the “SHINY” or “DULL” labels. Expect the following results:
Classifying Minerals by Luster
Shiny Dull
Biotite Mica (#1), Calcite (#2), Feldspar (#3),
Pyrite (#4), Galena (#5), Halite (#8),
Magnetite(#9), Quartz (#10)
Graphite (#6),
Hematite (#7), Talc (#11)
Follow-up discussion:
a. Ask the other students if they agree with the student’s classification. Again,
reinforce that scientists try to agree on classification schemes.
c. Ask the student volunteer: Were some of the minerals difficult to sort this way?
Why is it somewhat difficult to sort minerals by luster? [Answers will vary; some
minerals have shiny parts; some shinier than others]
Color
6. Remove the “SHINY” and “DULL” labels. Ask: How else can we sort these? [Elicit: By color].
Ask a student to sort them using any system they want, so long as the minerals are sorted by
color. Allow the student to sort the minerals, and provide a marker and scrap paper for them to
label each pile. Have a follow-up discussion:
a. Ask the student to describe her/his system for classifying minerals by color.
[Answers will vary.]
b. Ask other students: Would you classify the colors of these minerals the same
way? [Answers will vary.] Say that although scientists usually agree on one way to
sort things, there is often no one right way to classify.
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c. Ask all students: Why is it somewhat difficult to sort minerals by luster?
[Answers will vary; some minerals have shiny parts; some shinier than others]
7. Have students return to their desks and turn to the Mineral Chart in the Student Booklet, which
has been completed for color, luster, and texture for all mineral samples. Explain that the system
for classifying color that was used here was simple: Dark or Light!
8. Share that we have now classified minerals based on three physical properties. Ask: If I tell you
that I’m thinking about a mineral that is light, shiny, and smooth, which one am I thinking
about? [Calcite, Feldspar, Halite, and Quartz – all 4 meet these criteria]. Ask: Do we need to
describe these minerals a bit more to be able to differentiate (separate) them? [Elicit: Yes!]
Ask: Why? [Because four of them can be described in the same way with regard to color,
texture, and luster.]
9. Ask: Does anyone have any predictions about what hardness or streak might mean? [Accept all responses.]
Let's Find Out: [DOL3]
1. Tell the students that they will learn about streak and hardness tests, and that they will perform
them for each of their three minerals. Teacher will model these tests using the Teacher Mineral
Sample Set before the students perform the tests with their partners.
2. Tell students that they will work in pairs for this activity, and each pair/trio will help create the
Class Mineral Chart by sharing results with the class and recording data collected. Explain that
you will model each test for the class before the groups complete tests independently.
3. Model highlighting the rows of the Mineral Chart for the 3 minerals that the teacher will test.
Hand out prepared Mineral Testing Bags and a set of three minerals to each pair/trio (see
preparation section for grouped sets). Then, have each child in the group highlight the rows of
Mineral Chart for the three minerals that they will be testing.
4. Ask the students to look at how their three minerals were described for color, luster, and
texture. Ask them to place a check mark in each box if they agree with the description. If
they do not agree, have them write their description, below the one provided.
Streak Test
5. Ask the students to remove the white and black pieces of construction paper from their mineral
test bags. Have students discover which of the minerals could be used to draw on the white or
black pieces of paper by experimenting with them.
6. Discuss why some minerals left a mark, while others did not. Stress the idea that some minerals
are too hard to leave a mark. These minerals just scratch the paper.
7. Ask the students to follow along while you read this, which is on the back of the Mineral
Chart:
A geologist uses a small piece of hard porcelain called a streak plate to help identify
minerals. The "streak" is the color of the powdered substance that is left after the mineral
has been rubbed against the streak plate. Many rocks and minerals leave a distinctive streak
when rubbed against the plate. Some minerals are too hard and just scratch the plate.
8. Have the students remove the streak plate from their mineral testing baggies.
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9. Use the Teacher Mineral Sample Set to demonstrate the streak test to the students. Model
recording the results on the Class Mineral Chart. Tell them they will be testing their set of three
minerals using the same test and recording the results on their charts. Ask them to describe the
streak they see as being: White, Gray, Black, or Brown. (This is listed at the top of the streak
column on the Mineral Chart.)
10. Lead a class discussion to record student findings onto a class Mineral Chart (on an overhead or
chart). Ask each pair/trio to share the results for one mineral, and ask if the other groups who
tested that mineral agree. Continue until all of the results for streak have been recorded. (Students
should complete their tables along with the teacher.)
11. Ask students: Why do some minerals leave a streak and others do not? [Elicit: Some
minerals are softer and crumble easier; harder minerals do not crumble as easily to leave a
mark.]
Hardness Test
12. Say that streak tests are one way to measure how hard a mineral is (the harder the mineral, the
more likely to scratch the porcelain). Another way to measure hardness is by scratching the
mineral with soft and hard tools to see if a mark is left in the mineral. A hardness test, then, is
another way to classify minerals.
13. Have students brainstorm examples of items that are easy to scratch and items that are hard to
scratch. [Possible answers could include paint, skin, or metal.]
14. Ask the students to follow along while you read this, which is on the back of the Mineral
Chart:
Geologists test the hardness of minerals by scratching the minerals with certain tools.
Those tools include their own fingernails and different metal scratching devices like knives.
If a mineral can be scratched with a very soft object like a fingernail, it is a very soft
mineral. A mineral is very hard if even a very hard metal cannot scratch it.
15. Model the Hardness Test with the Teacher Mineral Sample Set to demonstrate how to use a
fingernail and a paper clip to scratch a sample.
a. Model careful observation of where you performed the test (to observe the possible
scratch left in the sample) with a hand lens.
b. Also model observation of the tool - the underside of the fingernail or tip of the paper
clip (for residue).
c. Emphasize to the students how easily soft minerals can be destroyed by scratching,
and encourage restraint.
d. Use the overhead transparency of the Hardness Flow Chart to explain the
classification of soft, medium, and hard.
e. Use the Hardness Flow Chart to model that when they have scratched a surface, there
is no need to proceed further. For instance, if a fingernail scratches the mineral, there
is no need to try the paper clip.
f. Model recording results on the Class Mineral Chart for students to copy as an
example.
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16. Have students use the samples they have been given to determine the relative hardness of each.
They should record their findings on their Mineral Chart.
17. Lead a class discussion to record student findings onto the Class Mineral Chart. Ask each
pair/trio to share the results for one mineral, and ask if the other groups who tested that mineral
agree. Continue until all of the results for streak have been recorded. (Students should complete
their tables along with the teacher.)
What Have We Learned? [DOL3]
1. Why it is difficult to classify minerals using any one physical property? Choose one physical
property (color, luster, or texture) to explain your answer. [GQ3] [One of these may be
elaborated: Minerals may have multiple colors in them; some parts may be shiny while other
parts are dull, some minerals are somewhat smooth and somewhat rough.]
2. Why do some minerals leave a streak while others do not? [GQ3] [Softer minerals crumble and
leave a powder residue. Harder minerals do not crumble; they scratch the tiles.]
3. Why might geologists need to perform other tests besides hardness to classify or identify a
mineral? Explain your answer using evidence from this investigation [GQ3] [Geologists need to
consider other properties/tests because several minerals have the same hardness.]
Notes:
After this experiment, the teacher will need to clean the streak plates with the cleanser provided.
The steak plates can be cleaned with water and towel or dishwashing liquid provided in the kit.
Hardness, the resistance of a material to being scratched, is one of the most difficult standards on
which students can agree. It can be difficult for the students to truly see the mark (or lack of
mark) left behind after scratching. Try to have students reach consensus, and re-perform the test
in front of the students if need be, modeling a careful scratch test.
Special Education Notes:
When presenting any background information to the students, use visuals as often as possible
to make the concepts more concrete for them. Spend some time during the lesson developing
vocabulary. This will not only help out the special education students, but many others as
well. It would also be a good idea to consult with your special educator for assistance with
more specific modifications for your students. For this lesson, define the three ways that
minerals can be classified.
When completing the mineral chart, have a buddy or para-educator help record information in
the student’s booklet.
Discuss the What Have We Learned questions as a whole group. Write the answers on the
overhead or the board. You may also want to type the What Have We Learned questions on
overheads or onto PowerPoint presentation. Display and discuss each question one at a time.
Allow students to write own answer or copy from screen. For students who may have
difficulty with copying from a distance or with the physical aspect of writing, the overheads
can be copied or the slides can be printed and stapled into those student’s booklets.
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Extensions:
Moh's Hardness Scale could be a topic for further study or research.
You may want to mention that there are other ways to classify minerals – by what is magnetic
(magnetite), or by what reacts with an acid (calcite).
The video, “Rocks and Minerals: The Hard Facts – Part I” can be used as an extension.
Cross-Curricular Connections: Language Arts
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Mineral Chart (Key)
Name Number Color Luster Texture Streak Hardness
Biotite [Black Mica] 1 Dark Shiny Smooth Gray Soft
Calcite 2 Light Shiny Smooth White Soft
Feldspar 3 Light Shiny Smooth White Hard
Pyrite 4 Light Shiny Rough Black Hard
Galena 5 Light Shiny Rough Gray Medium
Graphite 6 Light Dull Rough Brown Soft
Hematite 7 Dark Dull Rough Brown Medium
Halite 8 Light Shiny Smooth White Medium
Magnetite 9 Dark Shiny Rough Brown Hard
Quartz 10 Light Shiny Smooth White Hard
Talc 11 Light Dull Smooth White Soft
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SMOOTH
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ROUGH
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SHINY
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DULL
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Activity 2: What Properties and Tests can be used to Classify Minerals? Student Pages #5-9
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials (per pair/trio):
Mineral testing bags that contain: a small piece of white paper; a small piece of black
construction paper; a streak plate; a hand lens; a paper clip; and a highlighter
Student Mineral Set (3 mineral samples)
Class Time: 60 minutes
ScienceSaurus Reference Handbook – pages 160-163
Warm-Up: Teacher will discuss classification and physical properties of minerals – color, luster,
texture, and hardness.
Let’s Find Out:
1. Follow your teacher’s directions to work in pairs to complete the streak test and the hardness
test on the minerals. See Mineral Chart for recording data on page 37.
What Have We Learned?
1. Why it is difficult to classify minerals using any one physical property? Choose one physical
property (color, luster, or texture) to explain your answer. [GQ3]
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2. Why do some minerals leave a streak while others do not? [GQ3]
3. Why might geologists need to perform other tests besides hardness to classify or identify a
mineral? Explain your answer using evidence from this investigation [GQ3]
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Mineral Chart
Name # Color Luster Texture Streak – Gray, White,
Black or Brown?
Hardness – Soft,
Medium, or Hard?
Biotite
[Black Mica] 1 Dark Shiny Smooth
Calcite 2 Light Shiny Smooth
Feldspar 3 Light Shiny Smooth
Pyrite 4 Light Shiny Rough
Galena 5 Light Shiny Rough
Graphite 6 Light Dull Rough
Hematite 7 Dark Dull Rough
Halite 8 Light Shiny Smooth
Magnetite 9 Dark Shiny Rough
Quartz 10 Light Shiny Smooth
Talc 11 Light Dull Smooth
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Color
The colors of minerals vary. They can be light or dark, and include pink, green, and other colors.
Luster
Minerals can have a high luster or low luster. High luster minerals look sparkly or shiny, reflecting light like a mirror.
Low luster minerals are dull, and do not sparkle or shine.
Texture
Minerals may be smooth or rough to the touch.
Streak Test
Geologists use a small piece of hard porcelain called a streak plate to help identify minerals. The "streak" is the color
of the powdered substance that is left after the mineral has been rubbed against the streak plate. Many rocks and
minerals leave a distinctive "streak" when rubbed against the plate. Some minerals are too hard and just scratch the
plate.
Hardness Test
Geologists test the hardness of minerals by scratching the minerals with certain tools. Those tools include their own
fingernails and different metal scratching devices (e.g., knives). If a mineral can be scratched with a very soft object
like a fingernail, it is a very soft mineral. A mineral is very hard if even a very hard metal cannot scratch it.
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The mineral is
HARD.
The mineral is MEDIUM
hard.
The mineral is SOFT.
Can a paperclip
scratch it?
Yes
Yes
No
No
Mineral Hardness
Flow Chart
Can a fingernail
scratch it?
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Activity 3: How are Rocks Classified and Formed? Teacher Pages
Maryland Standards and Indicators
Skills and Processes:
1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to
compare data gathered.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations. 1.C.1.d. Construct and share reasonable explanations for questions asked.
Earth/Space Science:
*2.A.3.b. Identify components of a variety of rocks and compare the physical
properties of rocks with those of minerals to note major differences. (VSC Grade 5)
*2.A.3.c. Describe ways that the following processes contribute to changes in the
Earth’s surface: erosion, transport, deposit. (VSC Grade 5)
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials (per group):
One rock set #1-11
2 hand lenses
One set of rock type page labels (SEDIMENTARY, IGNEOUS, METAMORPHIC)
Red, yellow and black crayon (student provided)
Materials (teacher):
Warm Up Section:
o One rock set, organized into rock types (sedimentary, igneous, metamorphic)
o One set of rock type page labels (SEDIMENTARY, IGNEOUS, METAMORPHIC)
Sedimentary Rock Formation Process teacher modeling/demonstration:
o Red, yellow, and black crayon, two thirds of each shaved into separate paper cups – keep the
one third of each crayon that remains! (see preparation)
o Two sheets of wax paper
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o Three books
o Bag of sand, dry clay, and soil
o Transparency - Sedimentary Rock Formation Flow Chart.
Igneous Rock Formation Process teacher modeling/demonstration:
o Three chunks of red, yellow, and black crayons (left over from sedimentary rock modeling)
o Votive candle, matches, aluminum tart pan, two clothespins.
o Transparency - Igneous Rock Formation sheet.
Approximate Class Time: 90 minutes
Preparation:
1. Make enough photocopies of rock type page labels (at end of this activity in teacher guide) so
that each group and the teacher can have a set.
2. Pre-classify the teacher set of rocks. Do not do this for the student sets. Hide the pre-sorted
teacher set of rocks until ready for use in the lesson.
3. Shave two thirds of the black crayon into one cup, two thirds of the yellow crayon into another,
and two thirds of the red into another. Save the leftover (one-third) chunks for use in the
sedimentary rock formation process AND igneous rock formation process modeling in Let’s
Find Out. Make shavings as small as possible, use a microplane, carrot peeler, or a child pencil
sharpener. Parent volunteers can assist.
4. After the sedimentary rock formation demonstration, the layers get compressed together – do
not expect that all shavings will form into one solid mass. To help with compression, place wax
paper on shavings then use a book and a child to put weight onto the book. Try to see the layers
in the compressed rock formation (the edges will not be stuck together)
5. If doing the extension/optional video, acquire a VCR and television, and set the video to part 2.
6. Create an overhead transparency or chart that shows the rock number and its name.
Background:
Geologists classify rocks based upon on how they were formed. All rocks that have been formed
on Earth are igneous, sedimentary, or metamorphic. Each of these three kinds of rocks is formed
in a completely different way. This activity first demonstrates to students that geologists’
classification scheme is not obvious (to non-geologists) based upon the obvious physical
properties of rocks. Then, the activity models the way in which igneous and sedimentary rocks
are formed. Metamorphic rock processes are discussed via reading, as few activities are available
that accurately reflect this process. The rock formation processes of sedimentary, igneous and
metamorphic rocks are discussed below.
Sedimentary Rock Formation
It can take millions of years for sedimentary rock to form. Layers of sediment – loose materials
such as sand, mud, or bits of rock – pile up over time. The growing weight of the top layers
causes the bottom layers to join together, eventually forming solid rock.
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Layers of sedimentary rock can be found in the Grand Canyon. The rock formed from layers of
sediment that turned to stone about 250 million to 1 billion years ago. Over the past 5 million
years, the Colorado River has cut through the rock to uncover this spectacular view of Earth’s
past.
Limestone, another sedimentary rock, forms from the remains of sea animals, such as coral. Sea
animals make limestone in the form of their outer skeletons or shells. Over millions of years,
layers of coral and shells turn into a bed of limestone.
A fossil is the preserved remains of a plant, animal, or other organism that lived on the Earth
long ago. The remains of most dead animals and plants either are eaten by animals or
decompose through the action of bacteria and fungi. Only those organisms that are quickly
buried after they die can become fossils.
Fossils are most often found in sedimentary rocks. Most fossils form when a dead plant or
animal was buried quickly by sediment. As the sediments hardened, the remains became trapped
in rock and formed a fossil. Fossils would be destroyed by either the intensely hot environment
of igneous rock formation (involving molten rock) or the intense pressure and hot temperatures
that are characteristic of metamorphic rock formation.
Igneous Rock Formation
Igneous rock forms when molten rock cools and becomes solid. Molten rock that is deep below
the surface of the earth is called magma. If magma reaches the surface, as it does when a volcano
erupts, this molten rock is called lava. Lava cools and hardens to become a kind of igneous rock
called extrusive rock. When magma cools and hardens underground, another kind of igneous
rock forms. This is called intrusive rock.
Metamorphic Rock Formation
Metamorphic rocks are formed deep underground when an original or “parent” rock (e.g., a
sedimentary rock like shale) is heated or squeezed [or both] (e.g., becoming the metamorphic
rock, slate). This warm and pressured environment creates such great change that the minerals in
the metamorphic rock can be different than those in the parent rock.
The pressures involved in metamorphic rock formation are much greater than those involved in
sedimentary rock formation (i.e., as layers of sediments are compressed by the growing weight
of other layers on top). The pressures in metamorphic rock formation are great enough to be able
to fold rocks!
The temperatures involved in metamorphic rock formation are high, but not high enough to melt
rock. If the rock melts and later cools, then igneous, not metamorphic, rock would form.
A Note about Modeling these Formation Processes
There are many hands-on activities that attempt to model these rock formation processes. No
model is perfect, but some are better than others. In the elementary classroom, crayons are often
used (and have been used in previous versions of this HCPS unit) to model rock formation
processes.
In this activity, these crayons are used to model sedimentary rock formation (i.e., weathering,
erosion, deposition, layering, and compression leading to the formation of the rock). The
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different colors allow children to differentiate the layers and thus the age of the layers. The
crayons are used again to model igneous rock formation (i.e., the cooling of molten rock). There
are limitations in each of these uses of the crayon model (e.g., a lack of modeling the role of
evaporation in some kinds of sedimentary rock formation, and our omission of crystallization
processes), which are largely based on age-appropriateness. However, these models are largely
accurate.
This activity does not attempt to use crayons to model metamorphic rock formation, as it is
difficult to accurately model vast pressures, high temperatures that do not melt the crayons, and
the depth at which this occurs in the Earth that literally change one solid into another. For this
reason, the children will read about metamorphic rock formation in this activity without the
presentation of a crayon model.
ScienceSaurus Reference Handbook – pages 164-167
Warm-Up: [DOL1, 2]
1. Review what was learned yesterday. Ask: How do geologists classify minerals? [Elicit: by
physical properties like color, luster, and texture, and by tests like streak and hardness]
2. Remind the students that this is how minerals are classified. Say that today we’re going to talk
about rocks. Ask: How do you think rocks are classified? [accept all answers].
3. Hand out rock sets to each group. Ask the children to classify the rocks in any way they
choose, and be ready to share their classification schemes with the class. Give the children about
3 minutes to do this; longer if necessary. Remind them that they need to be prepared to share
their reasons for grouping certain rocks together.
4. Lead a class discussion, asking one child from each group to report the way in which they
classified their rocks. Elicit from each group what physical properties (color and/or texture
and/or luster) they used to separate and group the rocks. Praise them for their well-reasoned
classification schemes.
5. Share that many of their schemes (probably) used physical properties. Say that geologists use
something else to group rocks: They group rocks into three types based upon how they were
formed! Tell the students that these three types are igneous, sedimentary, and metamorphic. On
the board write:
Rocks are classified based on how they were formed.
There are three types of rocks:
Sedimentary
Igneous
Metamorphic
6. Reveal your classified set of rocks to the children. The rocks should be placed in their respective
places on the rock type page labels.
Science Rocks and Minerals, Grade 4
RMME - 45
7. Hand out the rock type pages to each group, and ask them to sort theirs like yours, following the
directions on the rock type pages and looking at yours as a model.
8. Ask: Is anyone surprised that some of these go together? [accept all responses] Pick up
pumice, granite, and obsidian (all igneous rocks). Ask: Do these look like they should go
together? [they don’t to the untrained eye; accept all responses]
9. Say that they will now learn a bit about how each kind of rock is formed by Earth’s natural
processes and forces.
Let’s Find Out:
Sedimentary Rocks - the point of this demonstration is to show the rocks are weathered and form
sediments, sediment is moved and deposited – and that happens over and over again – sediments
are layered and layered and layered. The order of the colors doesn’t matter in the layers, the
oldest is on the bottom. Use the student key (hotdog page) as a Cheat Sheet for yourself as you
demonstrate the formation of sedimentary rocks.
Ask the children to get out a black, yellow, and red crayon from their desk supplies.
Hand out the Sedimentary Rock Formation Flow Chart, and ask the children to fold it hot dog
style. Have them put the “What My Teacher Did” half face up on their desks.
Tell them that you will be using crayons to model how sedimentary rocks are formed.
Grab your crayon shaving device. Recall that in the preparation section, you placed three cups
of crayon shavings and the corresponding crayons in three places in your room.
Walk over to the BLACK crayon and cup of shavings. Grab the crayon and shave a little more
crayon into the cup.
SAY: A long, long, long time ago, little bits called sediments broke off of a rock. We’ll use
this black crayon here to show this. This is STEP 1 on your sheet. This is called weathering
when sediments are formed.
Ask the students to color with their black crayon in the blank space in STEP 1.
Move with the cup of black shavings over to the demonstration table in your room where you
have placed a sheet of wax paper (see preparation section).
SAY: The sediments of rock were then carried to a new place like I’m carrying these shavings
in STEP 2. When sediments do this, it is called erosion – a fancy word for how sediments move
from one place to another.
Sprinkle the shavings on the wax paper, being sure to do this so that the shavings are somewhat
on top of one another, yet in a flat layer (not a mountainous pile).
SAY: The sediments are then dropped or deposited in a layer in this new place, which is what
I’m doing in STEP 3.
Review steps 1 through 3.
Repeat this process for the YELLOW crayon, asking students to color the blank portion of
STEP 4 yellow. Be sure to spread the yellow crayon bits in a uniform layer on top of the black
crayon bits.
Science Rocks and Minerals, Grade 4
RMME - 46
SAY (as you perform the steps): Then this whole process is repeated. Sediment is formed from
another rock, just as I’m shaving yellow crayon bits. It’s moved to a new place, just as I’m
walking here. It’s then deposited in layers. The yellow crayon bits are deposited on the black
crayon bits. This is what happens on Earth: different sediments are deposited in layers on top
of one another.
Repeat this process for the RED crayon, asking students to color the blank portion of STEP 5
red. Be sure to spread the red crayon bits in a uniform layer on top of the yellow crayon bits.
SAY(as you perform the steps): Again, this whole process is repeated. Sediment is formed
from yet another rock, just as I’m shaving red crayon bits. It’s moved to a new place, just as
I’m walking here. It’s then deposited in layers. The red crayon bits are deposited on the yellow
crayon bits, which are deposited on the black crayon bits. This is what happens on Earth:
different sediments are deposited in layers on top of one another.
Now place a book under which is a sheet of wax paper on top of the layers of sediment. Say:
SAY: This process is repeated over and over again, with more and more sediments being
layered on top of one another.
Add another book. Ask: What do you think this piling up of layers of sediments does to the
bottom layers? [Elicit: Squashes them]. Follow up with this, saying that yes, the sediment layers
below feel the weight of those above.
Place another book and push down. SAY: that eventually, the weight above pushes the
sediments together forming rock.
Take the books off of the sediments, and peel the wax paper back. Ask: What happened to the
sediments? [They have become fused together].
SAY: We can see the different layers of crayon bits here.
ASK: Which layer is the oldest layer, and how do you know? [Elicit: The bottom (black)
because it was deposited first.] Have students color the model crayon sedimentary rock in their
Let’s Find Out sections. Ask them to label the oldest and newest layers.
Have the students unfold the hot-dog-folded Sedimentary Rock Formation Flow Chart to see
how “What my Teacher Did” matches up with “What Happens for Real Rocks”. Put your
Sedimentary Rock Formation Flow Chart transparency up. As you move through the real rock
process, ask the children to help you complete “What Happens for Real Rocks”. (See NOTE
below about showing sediments to students in the first step!! Write the following seven words
up on a chart or the board to help the children fill in the blanks (these are out of order):
Deposition Compress Sediments Weathering Sedimentary Rock Layer Erosion
NOTE. Have some real sediments – a bag of sand, dry clay, and soil available to show
students. Note that clay is a very fine sediment, and sand is more course. Soil has mineral
sediments as well as organic material in it. Say that students will investigate the properties of
these sediments later in the unit.
Science Rocks and Minerals, Grade 4
RMME - 47
Ask the children to observe their sample of sedimentary rocks again (still at their desks on the
rock type page. Ask: Do any of these rocks look as though they are bits of sediment that are
stuck together? [Elicit: Sandstone and Conglomerate look especially like this; sandstone is
obviously comprised of sand sediments; shale is comprised of largely clay/mud-like sediments].
Igneous Rocks
Now ask the children to look at their sample of igneous rocks (granite, obsidian, pumice, and
rhyolite). Say that igneous rocks are formed in a very different way than sedimentary rocks.
Say that we will use crayons, again, to model this rock formation. This time, we’ll use the
leftover chunks of black, yellow and red crayons. Say that just as before, these big crayon pieces
represent rocks. Say that they could also represent minerals. Note: Do not use the shavings, as
these might misrepresent igneous rock formation as beginning with sediment!
Get the candle, matches, aluminum foil cupcake tin, and two clothespins, and put them on a
table that is at the front or middle of the room.
Light the candle. Say: I’m lighting the candle. Ask: Is there another way to say that I’m
lighting the candle? [Elicit: “igniting”].
Write the words “ignite” and “igneous” on the board. Ask: Does anyone see how the word
“ignite” and the word “igneous” are similar? [Elicit: same beginning]. Tell them that this
might help them remember how igneous rocks are formed.
Invite students to gather around where you are so that they can see. Review safety precautions
with respect to the candle: do not touch the flame, do not move/touch the candle.
Say that igneous rocks are all formed from molten rock. Ask: Do our model rocks look molten
yet? [Elicit: no, they are solid; molten rocks would be liquid]. Ask: How might we make our
model crayons molten? [Elicit: melt them over the flame].
As you prepare for the demonstration, explain that you will put the crayon chunks in the
aluminum foil cup, then make handles for the cup using clothes pins. Hold the cup about 1 to 1
½ inches over the flame. This process will take about 4 minutes. While the crayons are melting:
a. Allow each child, in turn to observe the melting process.
b. Ask: Do you think that real rocks can be melted over a flame like this? [Elicit:
No, not hot enough].
c. Ask: Do you think that real rocks can be melted in your ovens? [Elicit: No! –
ovens go up to about 500 degrees Farenheight; different minerals melt at different
temperatures, but 1200 degrees is the minimum]
d. Ask: Where on or in Earth could really high temperatures like this be
generated? [Elicit: around volcanoes!]
e. Ask: Does anyone the two different names for molten rock? [Elicit: magma and
lava]. Share that magma is what molten rock is called below the surface of the
Earth. Lava is what molten rock is called above the surface of the earth (i.e., out of a
volcano).
Science Rocks and Minerals, Grade 4
RMME - 48
Once the crayons have melted, remove the cup from the heat, placed it on a heat resistant
surface, and remove the clothes pins. Be sure that it is still in a place where children can see it.
Ask: What do you think will happen to the molten rock now that the heat source has been
removed? [Elicit: Cool down and harden].
Allow each student to observe the cooling process as it is occurring on the way back to their
desks. Ask them to describe what they see (e.g., starting to harden).
As the molten crayons are cooling, have the students work together to complete the Igneous
Rock Formation sheet. On it, they will use their crayons to draw what the crayon material in the
cup looked like before, immediately after heating, and after cooling. They will also identify the
states of matter for each of these parts of the process, and will describe what the flame and
crayons represent.
Within a few minutes, the previously molten crayon will be cooled. Peel back the aluminum
cup, and show each student the end result.
Have the children observe the igneous rock samples again. Share the following with the
students:
a. Obsidian is called volcanic glass, and cools very quickly from lava.
b. Like Obsidian, pumice cools quickly from lava. It is made of ingredients that give
off gas and make bubbles as it cools.
c. Granite is formed when magma underground cools slowly.
d. Rhyolite is made of the same minerals as granite but cools more quickly above
ground from lava.
Metamorphic Rocks
Ask: There are three types of rock, so what is the final type of rock that we have not
studied? [Elicit: Metamorphic]. Ask: Is this similar to a word that you already know?
[Elicit: Metamorphosis]. Ask: What does metamorphosis mean? [Elicit: Abrupt and
significant change that an organism undergoes].
Say that they will read about metamorphic rock formation because the way in which these kinds
of rocks form is hard to model in the classroom. Have students read the following passage (in
their “Let’s Find Out” section):
Metamorphic rocks are formed when rocks that are deep underground are squeezed and
heated. The squeezing (pressure) is huge! The temperatures are high, but are not high enough
to melt the rock.
This heating and squeezing creates new rocks from old rocks. The old rocks might be
igneous, sedimentary, or older metamorphic rocks. For example, when shale, a sedimentary
rock, is heated and squeezed, it becomes the metamorphic rock, slate.
Looking at the samples:
a. Have students locate shale and slate (on the rock type pages), mentioned in the
reading.
Science Rocks and Minerals, Grade 4
RMME - 49
b. Tell them that another example of the change involved in metamorphic rock
formation is that when the igneous rock, granite, is heated and squeezed, it
becomes gneiss.
REVIEW Rock Formation Processes
Sedimentary Rocks form when rock sediments are deposited in layers and harden.
Igneous Rocks form when molten rock cools.
Metapmorphic Rocks form when rocks deep underground are heated and squeezed.
Discuss what type of rock fossils might be found. Fossils are most often found in
sedimentary rocks. Most fossils form when a dead plant or animal was buried quickly by
sediment. As the sediments hardened, the remains became trapped in rock and formed a
fossil. Fossils would be destroyed by either the intensely hot environment of igneous rock
formation (involving molten rock) or the intense pressure and hot temperatures that are
characteristic of metamorphic rock formation.
What Have We Learned? [DOL3]
1. How are rocks classified? [by how they are formed].
2. Match the rock type to its formation process:
3. In which type of rock would you expect to find fossils? Explain.
Notes:
This activity is likely to be split across two or three days. On the second or third day, warm
up by reviewing the big idea that rocks are classified by how they were formed (the Day 1
warm up big idea). Also, review what was learned on the prior day. Have students review
the steps of each rock formation process.
Rock Type Formation Process
C. Sedimentary A. Formed when molten rock cools.
A. Igneous B. Formed when rocks deep underground are heated and
squeezed.
B. Metamorphic C. Formed when rock sediments are deposited in layers and
harden.
Science Rocks and Minerals, Grade 4
RMME - 50
Special Education Notes:
Students are required to read information on metamorphic types of rocks. Provide reading
assistance for those that need it. Assign buddy readers, have one student read aloud to
his/her group, or provide adult assistance. Make an overhead of the reading and have
volunteers take turns reading the passage aloud.
Throughout the unit, you may want to create a PowerPoint presentation for all of the What
Have We Learned questions or type them onto overhead transparencies. This will help with
students getting the appropriate answers copied in their books and will help with students
who have difficulty copying from a distance. The overheads or slides can be copied/printed
and stapled in the students’ books.
Extension:
Videos:
o “Rocks and Minerals, The Hard Facts”— Part 2. Get VCR/TV combination.
o “Rock Odyssey” DVD
o Bill Nye, the Science Guy
Explore/research the uses of different kinds of metamorphic, igneous, and sedimentary rocks.
For example, obsidian (igneous rock) has been used by Native Americans in weapons and is
used in surgical practices because of its sharp edges.
Read Fossils Tell of Long Ago by Aliki (since this may have been read in a previous grade,
make this available during independent reading time).
Cross-Curricular Connection: ILA
Science Rocks and Minerals, Grade 4
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Sedimentary Rock Formation Flow Chart (key)
What My Teacher Did What Happens for Real Rocks
STEP 1: Made crayon bits from a crayon
that was this color: (have students use
crayon color to color here)
Bits of rock called SEDIMENTS are
formed.
This is called WEATHERING.
STEP 2: Moved the bits over to the wax
paper.
The sediments move (transport).
This is called EROSION.
STEP 3: Dropped the bits into a layer on wax
paper.
The sediments drop to the ground in a layer.
This is called DEPOSITION.
STEP 4: Did Step 1, 2, and 3 over again for another color: (have students use
crayon color to color here)
New layers of sediment lay on older layers.
STEP 5: Did Step 1, 2, and 3 over again for another color: (have students use
crayon color to color here)
New layers of sediment lay on older layers.
STEP 6: Put another layer of wax paper and
books on top and pushed down.
The top layers COMPRESS (push down on)
the bottom layers.
STEP 7: Took the books off and investigated
the crayon layers.
The sediment becomes
SEDIMENTARY ROCK.
Science Rocks and Minerals, Grade 4
RMME - 52
Igneous Rock Formation (key)
Before Melting Right after Melting After Cooling
1. Color the crayons.
4. Color the crayon mixture. 8. Color the crayon mixture.
2. The crayons represent:
ROCKS.
5. The flame represents:
UNDERGROUND HEAT NEAR
A VOLCANO
6. The crayon mixture represents:
MOLTEN ROCK.
9. Now the crayon mixture
represents:
IGNEOUS ROCK
3. The crayons are (circle one):
Solid
Liquid
7. The crayon mixture is a (circle
one):
Solid
Liquid
10. The crayon mixture is a
(circle one):
Solid
Liquid
Science Rocks and Minerals, Grade 4
RMME - 53
IGNEOUS ROCKS
Obsidian (black,
glassy, and sharp!)
Pumice (has small
holes in it)
Granite (has pink,
black, and white
patches of color)
Challenge question: What
are those patches
(geologists call them
“grains”)?
Rhyolite (pinkish,
grayish, rough)
#8 #7
#1 #11
Science Rocks and Minerals, Grade 4
RMME - 54
SEDIMENTARY ROCKS
Conglomerate (can
see different chunks
of rock in it)
Shale (it’s
gray/brown in color)
Sandstone (a light
tan color; can see
sand particles)
#3
#4
#9
Science Rocks and Minerals, Grade 4
RMME - 55
METAMORPHIC ROCKS
Gneiss (can see
bands or stripes of
white and black)
Slate (flat rock, may
be gray, pink)
Marble (light pink or
white) Schist (brown, gray,
and shiny)
#10
#5
#6
#2
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Science Rocks and Minerals, Grade 4
RMME - 57
Activity 3: How are Rocks Classified and Formed? Student Pages #11-15
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials (per group):
One rock set and one set of rock type page labels
2 hand lenses
Red, yellow and black crayon (from students’ desk supplies, not from kit)
ScienceSaurus Reference Handbook – pages 164-167
Let’s Find Out:
1. Your teacher will guide you through the Sedimentary Rock Processes Flow Chart.
2. Your teacher will guide you through the Igneous Rock Processes sheet.
3. Please read the following passage:
Metamorphic rocks are formed when rocks that are deep underground are squeezed and
heated. The squeezing (pressure) is huge! The temperatures are high, but are not high enough
to melt the rock.
This heating and squeezing creates new rocks from old rocks. The old rocks might be
igneous, sedimentary, or older metamorphic rocks. For example, when shale, a sedimentary
rock, is heated and squeezed, it becomes the metamorphic rock, slate.
Science Rocks and Minerals, Grade 4
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What Have We Learned? [DOL3]
1. How are rocks classified?
2. Match the rock type to its formation process:
Rock Type Formation Process
_______. Sedimentary A. Formed when molten rock cools.
_______. Igneous B. Formed when rocks deep underground are heated and
squeezed.
_______. Metamorphic C. Formed when rock sediments are deposited in layers and
harden.
4. In which type of rock would you expect to find fossils? Explain.
Science Rocks and Minerals, Grade 4
RMME Teacher - 59
Sedimentary Rock Formation Flow Chart
What My Teacher Did What Happens for Real Rocks
STEP 1: Made crayon bits from a crayon
that was this color:
Bits of rock called ___________________
are formed.
This is called _______________________.
STEP 2: Moved the bits over to the wax
paper.
The sediments move (transport).
This is called _______________________.
STEP 3: Dropped the bits into a layer on wax
paper.
The sediments drop to the ground in a
_______________________.
This is called _______________________.
STEP 4: Did Step 1, 2, and 3 over again for
another color: New layers of sediment lay on older layers.
STEP 5: Did Step 1, 2, and 3 over again for
another color: New layers of sediment lay on older layers.
STEP 6: Put another layer of wax paper and
books on top and pushed down.
The top layers ____________________
(push down on) the bottom layers.
STEP 7: Showed us that the crayon bits are
now stuck together in layers.
The sediment becomes
____________________.
Science Rocks and Minerals, Grade 4
RMME Teacher - 60
Igneous Rock Formation
Before Melting Right after Melting After Cooling
1. Color the crayons.
4. Color the crayon mixture. 8. Color the crayon mixture.
2. The crayons represent:
_______________________.
5. The flame represents:
_________________________
_________________________
6. The crayon mixture represents:
_______________________.
9. Now the crayon mixture
represents:
_______________________.
3. The crayons are (circle one):
Solid
Liquid
7. The crayon mixture is a (circle
one):
Solid
Liquid
10. The crayon mixture is a
(circle one):
Solid
Liquid
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Activity 4: How Do Weathering and Erosion Change Earth’s Surface Slowly? Teacher Pages
Maryland Standards and Indicators
Skills and Processes:
1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to
compare data gathered.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations. 1.C.1.d. Construct and share reasonable explanations for questions asked.
Earth/Space Science:
*2.A.2.a. Investigate and describe how weathering wears down Earth’s surface –
water, ice, wind. (VSC Grade 4)
*2.A.2.b. Cite evidence to show that erosion shapes and reshapes the Earth’s surface
as it moves Earth’s materials from one location to another – water, ice, wind. (VSC
Grade 4)
*2.A.2.c. Cite examples that demonstrate how the natural agents of wind, water, and
ice produce slow changes on the Earth’s surface such as carving out deep canyons and
building up sand dunes. (VSC Grade 5)
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials (Teacher Demonstration):
One cup of sand
One aluminum pie plate
Materials (Per Group)
River rock, smooth
One cup of sand
Two aluminum pie plates
40 ml of water
One eye dropper
Play Dough
One ice cube
Science Rocks and Minerals, Grade 4
RMME Teacher - 62
Approximate Class Time: 75 minutes
Preparation:
1. Obtain one ice cube for each group
2. Gather needed materials
3. Prepare a computer and projector to display images of wind-carved rocks and glaciers during
the lesson.
Background:
The natural processes of weathering and erosion slowly change the shape of the Earth’s surface.
Weathering is the process by which rocks are continually worn away, creating sediment from those
rocks. Water, wind and ice can all contribute to this sediment-forming, rock-wearing process. These
are examples of mechanical or physical weathering. Rocks can also be weathered chemically.
Chemical weathering agents include acid rain and the effects of plants that grow on and chemically
alter the surface of rocks.
This activity will introduce students to some examples of rock weathered by wind, water, and ice.
We have excluded chemical weathering here, yet include this as a possible extension activity.
Once rock has been broken up by weathering, the small pieces can be moved by water, ice, wind, or
gravity. Everything that happens to cause rocks to be carried away is called erosion. The natural
processes of erosion works slowly but surely. In hundreds of thousands of years, erosion can wear
away at a mountain until it is level with the plain.
This activity will demonstrate to students various types of erosion and will help students become
aware of the fact that we need to make intelligent decisions on proper land use. The more students
know about the causes and preventions of erosion, the more they can do to wisely use the land and
not destroy and/or misuse it.
ScienceSaurus Reference Handbook – pages 170-173 – Excellent erosion and deposition
photographs of wind, water, and ice.
Warm-Up: [DOL1, 2]
1. Explain to students that will be completing various experiments to witness how weathering and
erosion affects slowly shape our Earth.
2. Say: You were first introduced to the words weathering and erosion when I modeled
sedimentary rock formation. Ask:
a. What did I do with the crayons when I was modeling weathering? [shaved them into bits]
b. What did I do with the crayons when I was modeling erosion? [moved them from the crayon
rock to a new place.]
c. If children do not remember, you may want to have the Sedimentary Rock Formation
Processes transparency up to remind the students.
Science Rocks and Minerals, Grade 4
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3. Display the following vocabulary words and definitions, as well as the note below them, on the
board. You may want to keep them displayed for reference during the lesson.
Weathering – the wearing away of rocks, forming sediment.
Erosion – the movement of sediments from where they were formed to somewhere else
Note: Weathering and erosion are always happening!
4. Ask: What natural forces might wear away rocks or carry their sediments away? [accept all responses]
5. Tell the students that today, they will think about how weathering and erosion can be caused
by wind, water and ice. They will observe evidence of weathering of real rocks and Earth and
will model weathering and erosion. Say that these are not the only natural forces involved in
weathering and erosion, but they are three major/important natural forces to consider.
Let’s Find Out: [DOL2]
Wind Weathering & Erosion
1. Ask: Can wind shape rocks? [Accept all responses; allow for debate]
2. Show students pictures of rocks that have been shaped by wind. See weblinks on SharePoint
Example: Utah Rock
3. Ask: If wind carves rock like this, what probably carries the sediments to a new place? [Elicit wind]. (Note: wind will first carry the sediments away, but then those sediments may be
deposited in water and carried further, for example.)
4. Wind weathering and erosion demonstration.
a. Ask students if they have ever seen sand dunes at the beach. Have them predict
how they think sand dunes are formed.
b. Show students pictures of sand dunes. See weblinks on SharePoint.
Example: Sand Dunes
c. Say that you will create a small version of a sand dune here in the classroom. Place the
sand in a pile in the aluminum pie plate, have the students observe as you blow gently
from one side.
d. Have the students observe what happens and record their observations in their booklets.
Direct them to consider and draw:
i. Evidence of weathering (re-shaping of the pile)
ii. Evidence of erosion (movement of the sand sediments to a new place)
e. Ask: What happens when you blow on the sand? [The sand moves towards one side
of the sand pile, the sand pile spreads and flattens; accept any reasonable answer]
f. Ask: Could you make the whole pile move if you blew long enough? [Yes, but it
would take a very long time. If this was a real sand dune it may take years to move the
whole pile] Save and dry the sand for future activities.
Science Rocks and Minerals, Grade 4
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Water Weathering and Erosion
5. Ask: Is water strong enough to wear away rock? [accept all responses, encouraging students
to provide evidence]
6. Ask: Has anyone ever found rounded rocks or sea glass near an ocean or river? What
caused these rocks and pieces of glass to become round? [Elicit: shaped by the movement of
water, and the abrasive things in the water, too]
7. Hand out river rocks. Say that there is evidence that these rocks have been weathered, or worn
away. They were worn down – weathered - by water.
8. Ask: If the water helped to wear away the rock, what broke off of the rock? [Elicit:
sediments].
9. Ask: What probably carried those sediments away? [Elicit: the moving water]. Say that this
is one example of water erosion.
10. Water weathering and erosion experiment:
a. Students should gather needed materials.
b. Instruct the students to make a pile of sand on the aluminum plate. Have them draw
what this looks like in their observation table.
c. Have the students use the eyedroppers to drop 5-10 drops of water on the sand pile. Say
that this represents a gentle rain. Have them record their observations of what happens to
the sand pile in their student booklets. Direct them to consider and draw (if slight
weathering/erosion occurs):
i. Evidence of weathering (re-shaping of the pile)
ii. Evidence of erosion (movement of the sand sediments to a new place)
d. Holding the cup at least 12 inches from the sand pile, have the students gently pour 30
ml of water over the center of the sand pile. Say that this represents a very heavy rain,
also called a torrential downpour. Have them record their observations of what happens
to the sand pile in their student booklets. Direct them to consider and draw:
i. Evidence of weathering (re-shaping of the pile)
ii. Evidence of erosion (movement of the sand sediments to a new place)
e. After students have recorded and observed:
i. Ask students to explain their results.
ii. Ask students to describe their evidence that weathering and erosion
occurred.
iii. If not elicited from the students, explain that when we dropped water on the sand
pile with an eyedropper the sand pile absorbed the water easily. However, when
we poured the 30 ml of water on the sand pile some of the sand moved (erosion)
and it changed the shape of the sand pile (weathering).
iv. Ask: In nature, what happens to the ground after a small gentle rain? [The
ground absorbs the water and there is no significant change because the weight
of the water is not enough to alter the earth’s surface]
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v. Ask: In nature, what happens to the ground after a torrential downpour? [The water causes the earth’s surface to change due to the weight and the
amount of the water]
11. Ask: How else can water shape the Earth? [Elicit: moving rivers, ocean tides]
Glacial Weathering and Erosion
12. Say that we have considered how wind and water slowly shape the Earth. Say that we will
consider one more kind of weathering and erosion that is caused by glaciers.
13. Ask: What is a glacier? [a river-like body of ice that moves very slowly]. If students do not
offer this, share it with them.
14. Go online to show students images of glaciers. Example: http://nsidc.org/glaciers/
15. Ask: How might a glacier weather and erode rock? [accept all responses]
16. Glacier weathering and erosion experiment:
a. Students should gather needed materials.
b. Instruct the students to make a slightly flattened ball of Play Dough on the second
aluminum pie plate.
c. Students will then press an ice cube against the flat surface of Play Dough and move it
back and forth several times. Students should record their observations in their booklets.
d. Students should then place a small pile [no more than a spoonful] of sand on the Play
Dough. The ice cube should be placed on top of the sand and left for one minute.
e. Students should then pick up the ice cube and observe the surface of the cube that was
touching the sand and again record their observations.
f. The same side of the ice cube should then be placed on the sand part of the Play Dough
and moved back and forth several times.
g. The ice cube should be removed, the sand should be carefully wiped away from the
surface of the Play Dough, and the Play Dough’s surface texture should be recorded.
h. After students have recorded and observed:
i. Ask them to explain their results.
ii. Ask students to describe their evidence that weathering and erosion
occurred.
iii. If not elicited from the students, explain to students that glaciers not only
transport material as they move (erosion), but they also sculpt and carve
away the land beneath them (weathering). A glacier's weight, combined with
its gradual movement, can drastically reshape the landscape. Over hundreds
or even thousands of years, the ice totally changes the landscape. The ice
weathers the land surface and carries the broken rocks and soil debris far
from their original places, resulting in some interesting glacial landforms.
This is what the Play Dough and sand represent.
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17. Ask: Does glacial erosion still occur today? [Yes, glaciers are continuously moving and leave
behind mounds of gravel, small rocks, sand and mud, which change the surface of the earth. In
the U.S.A., there are active glaciers in Alaska.]
What Have We Learned? [DOL3, 4]
1. What are three ways that rocks and Earth can be shaped slowly? [wind, water, and glacial]
2. Which process – weathering or erosion – involves the wearing away of rock and formation of
sediment? [weathering]
3. Which process – weathering or erosion – involves the movement of sediment to a new place?
[erosion]
4. When you modeled a very heavy rain (torrential downpour) on your sand pile, how did you
know that weathering occurred? How did you know that erosion occurred? [weathering -
shape of sand pile changed; erosion – sand originally on top moved down the hill.]
Notes:
If you do not have the ability to project pictures in your classroom, print out a group set of
pictures to hand out to each group. Place these in sheet protectors so that you can use them again
in the future. It is important that children see real images of these natural processes and
formations!
Special Education Notes:
When presenting any background information to the students, use visuals as often as possible
to make the concepts more concrete for them. Spending some time during the lesson
developing vocabulary will be beneficial to not only special education students, but many
others as well. It would also be a good idea to consult with your special educator for
assistance with more specific modifications for your students. For this lesson, showing
pictures of the Grand Canyon would be a great example of how weathering and erosion
changed the Earth’s surface.
During Let’s Find Out, allow students to draw pictures of their observations rather than
writing them. Provide writing assistance for lengthy responses.
You may need to assign roles to students working in cooperative groups. If assigning roles
for the investigation, a great role for the special education student would be the materials
manager or the reporter. Review all roles and their tasks so students are clear on what they
are to do.
Discuss the What Have We Learned questions as a whole group. Write the answers on the
overhead or the board. You may also want to type the What Have We Learned questions on
overheads or onto PowerPoint presentation. Display and discuss each question one at a time.
Allow students to write own answer or copy from screen. For students who may have
difficulty with copying from a distance or with the physical aspect of writing, the overheads
can be copied or the slides can be printed and stapled into those student’s booklets.
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Extensions:
Planet Earth Series DVD
o Deserts – Start at 7:45; End at 11:45 (wind, weathering and erosion)
o Fresh Water – First 5-7 minutes
It is easy to model chemical weathering by using chalk. Use two small clear plastic cups. Place a
small piece of chalk (1/4 to 1/2 inch) in each cup. Do not use the “dustless” kind, as it does not
work as well. Tell the children that you will be pouring water into one cup and vinegar into
another. Tell them that the vinegar represents a strong acid rain. Ask them to predict what will
happen. Pour enough white vinegar in one cup to barely cover the chalk. Do the same with
water for the other cup. Observe. The vinegar cup will start to dissolve the chalk. The best part
of this is that the formation of sediment from the model chalk rock is quite obvious. The water
will create some sediment, but not much. This also demonstrates the effects of acid rain. Show
pictures of acid rain effects after this. Note: Try this before doing it with students to be sure that
you have the kind of chalk that will readily dissolve in the vinegar!
Show students pictures of land that has been shaped by glaciers that are no longer present.
Example: The Finger Lakes in NY state.
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Science Rocks and Minerals, Grade 4
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Activity 4: How Do Weathering and Erosion Change Earth’s Surface Slowly? Student Pages #17-19
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials:
One cup of sand
Two aluminum pie plates
40 ml of water
One eye dropper
Play dough
One ice cube
ScienceSaurus Reference Handbook – pages 170-173
Warm-Up:
1. Complete the definitions of weathering and erosion, below.
Weathering: The ______________________ of rocks, forming _____________.
Erosion: The _____________________ of sediments from where they were
formed to somewhere else
Weathering and erosion are __________________________!
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Let’s Find Out:
Wind Weathering & Erosion
1. Draw a before and after picture of the sand pile.
Before Blowing After Blowing
Water Weathering & Erosion
2. Make a pile of sand in the center of your aluminum plate. Draw what the sand pile looks like
under “Sand Pile Before Adding Water”.
3. Record your observations and drawings in the chart below. If weathering and erosion occur,
show in your drawing where weathering (wearing away of the pile) has occurred, and where
erosion has taken the sediments.
4. Using the eyedropper, drop 5-10 drops of water on the sand pile. Record your observations
below under “Gentle Rain”.
5. Hold the 30 ml cup of water at least 12 inches from the sand pile. Pour the water onto the sand
and record your observations below under “Very Heavy Rain”.
Sand Pile
Before Adding Water
Gentle Rain
5-10 Drops of Water
Very Heavy Rain
30 mL of Water
Glacial Erosion
6. Make a ball of Play Dough in the center of the second aluminum pie plate. Press gently into the
middle of the Play Dough ball.
7. Press an ice cube against the flattened surface of Play Dough and move it back and forth 15
times. Record your observations in the chart below under “Ice and Play Dough”.
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8. Place one spoonful of sand on top of the Play Dough.
9. Set the ice cube on top of the sand for one minute.
10. Record your observations in the chart below under “Ice and Sand”.
11. Place the ice cube on the sand part of the Play Dough and move it back and forth 15 times.
12. Remove the ice cube and brush the sand from the Play Dough. Record your observations of the
clay’s surface under “Play Dough and Sand”.
Ice and Play Dough Ice and Sand Play Dough and Sand
What Have We Learned?
1. What are three ways that rocks and Earth can be shaped slowly?
2. Which process – weathering or erosion – involves the wearing away of rock and formation of
sediment? (circle the correct answer)
Weathering Erosion
3. Which process – weathering or erosion – involves the movement of sediment to a new place?
(circle the correct answer)
Weathering Erosion
4. When you modeled a very heavy rain (torrential downpour) on your sand pile, how did you
know that weathering occurred? How did you know that erosion occurred?
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Activity 5: How does the Earth’s Surface Change Rapidly? Teacher Pages
Maryland Standards and Indicators
Skills and Processes:
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations. 1.C.1.d. Construct and share reasonable explanations for questions asked.
Earth/Space Science:
*2.A.2.a. Identify and describe events such as tornadoes, hurricanes, volcanic
eruptions, earthquakes, and flooding which change surface features rapidly.
(VSC Grade 5)
*2.A.2.b. Recognize that the natural force of gravity causes changes in Earth’s surface
features as it pulls things toward Earth, as in mud and rock slides, avalanches, etc.
(VSC Grade 5)
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials (Teacher Demonstration):
Earth Changes PowerPoint Presentation is available on SharePoint (Source: http://science-
ed.pnl.gov/teachers/earth.stm
Computer/projector for PowerPoint
Materials (Student): None.
Approximate Class Time: 30 minutes
Preparation: Prepare a computer and projector to display the PowerPoint slide show, Earth’s
Changes.
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Background:
Just as there are slow changes on Earth like weathering and erosion that continually carve and shape
the Earth, there are also rapid changes that abruptly alter Earth’s surface. Gravity constantly pulls
Earth’s surfaces towards its center. As the undersides of ocean cliffs are weathered and eroded away
by ocean tides, the unsupported top part of the cliff can suddenly drop downward into the sea. Given
a variety of conditions including a rainfall and steeply sloped hillsides, landslides can occur, rapidly
moving massive amounts of land downward.
Forces well beneath the surface of the Earth constantly shape it. The constant albeit slow motion
of the tectonic plates create earthquakes. Earthquakes occur when the edges of adjacent tectonic
plates stick together and then suddenly give way, creating seismic waves that shake and move
earth and sea (creating tsunamis). It is good to remember when talking to children about
earthquakes that while they are scientifically interesting, they kill many people and animals,
destroy property, and leave many homeless.
A volcano is a place on the Earth's surface [or any other planet's or moon's surface] where molten
rock, gases and pyroclastic debris erupt through the earth's crust. Most volcanoes occur at the
boundaries of tectonic plates. Volcanoes are both constructive and destructive, creating new
Earth as their lava cools and hardens, while cause great damage and the loss of life and property
and reshaping the land nearby. Underwater volcanoes that occur where plate boundaries diverge
constantly grow the size of those plates. The hot, toxic underwater environments near these
constantly erupting volcanoes allow for the existence of interesting and unique life forms.
Volcanoes also exist near coastlines where oceanic parts of tectonic plates dive under continental
tectonic plates, effectively shrinking the subducting plates. Volcanoes can also be formed outside
of plate boundaries due to hot spots. This is the way that the Hawaiian Islands were formed.
Volcanoes vary quite a bit in their structure. Those at the diverging plate boundaries are
essentially cracks Earth's crust where lava—molten rock above the surface of the Earth (see
Activity 3) erupts. Other volcanoes are domes, shields, or mountain-like structures with a crater
at the summit. Lava can be thick and slow moving or thin and fast moving. Rock also comes
from volcanoes in other forms, including ash [finely powdered rock that looks like dark smoke
coming from the volcano], cinders [bits of fragmented lava], and pumice [light-weight rock that
is full of air bubbles and is formed in explosive volcanic eruptions - this type of rock can float on
water].
The largest volcano on Earth is Hawaii's Mauna Loa. Mauna Loa is about 6 miles [10 km] tall
from the sea floor to its summit [it rises about 4 km above sea level]. It also has the greatest
volume of any volcano, 10,200 cubic miles [42,500 cubic kilometers]. The most active volcano
in the continental USA is Mt. St. Helens [Iocated in western Washington state]. The largest
volcano in our Solar System is perhaps Olympus Mons on the planet Mars. This enormous
volcano is 17 miles [27 km] tall and over 320 miles [520 km] across.
The point of this activity is to expose children to the ways in which three natural disasters –
landslides (and gravity), earthquakes, and volcanoes – can rapidly change Earth’s surface.
Towards the end of the activity, children consider other natural disasters/events that also lead to
rapid changes in Earth, including floods, tornadoes, and hurricanes.
ScienceSaurus Reference Handbook – pages 178-183
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Warm-Up: [DOL1, 2]
1. Ask: In the last activity, we considered how Earth’s surface can change slowly through
weathering and erosion. How can Earth’s surface change rapidly? [Accept all
responses.]
2. Share that today, they will be viewing a PowerPoint slide show with pictures to investigate
three ways in which Earth’s surface can experience rapid change: Landslides, Earthquakes,
and Volcanoes.
3. Ask: What do you know about landslides? [Accept all responses.]
4. Ask: What do you know about earthquakes? [Accept all responses.]
5. Ask: What do you know about volcanoes? [Accept all responses.]
Let’s Find Out: [DOL2]
1. Start the PowerPoint show. Some comments about some of the slides and BOLDED
Questions are in student booklets:
a. SLIDE 1. The first slide shows Mt. St. Helens, which had its last major eruption on
May 18, 1980. Click on the slide to show a before and after view of Mt. St. Helens.
b. SLIDE 2: This slide has pictures for the three Earth-changing processes investigated
in this activity: volcanoes, landslides, and earthquakes.
c. SLIDE 3: Review a bit of some of the past activities. Ask students: What is this
(point to lava)? [Elicit: Lava] Ask: What is lava? [Elicit: molten rock] Ask:
What kind of rock is formed from molten rock? [Elicit: igneous]
d. SLIDE 4: Ask: What has been damaged or changed by this earthquake? [Elicit:
Earth, human-made structures]
e. SLIDE 5: Ask: What is pulling this Earth downward? [Elicit: Gravity]
f. SLIDE 6: This slide addresses the different ways that volcanoes can erupt: 1) Lava
flow only (like Mt. Kilauea in Hawaii); 2) a burst of cinder, pumice, and ash (like
Mt. St. Helens); and 3) combination of the two.
g. SLIDE 7: Ask the questions on the slide, which shows two pictures from the road
that leads to Mt. Kilauea. First question: What Earth changes do you observe in
each picture? [solid lava on road in one on right; crack in road on one in left].
Second question: What inferences can you make about the causes of each
change? [Elicit: volcano; earthquake]. Note that inferences are ways people make
sense of what they observe.
h. SLIDE 8: Say that earthquakes are caused by a release of built-up energy in the
Earth, which is due to plate tectonics. Remind students that plate tectonics helped
explain why it is that Pangaea broke apart (they’ll remember this from last year).
Ask: What kind of changes do you see that are caused by Earthquakes? [Elicit:
damage of property, scarp in land, tsunamis].
i. SLIDE 9: Describe the photos in this slide. Ask students again: What force is at
work here pulling these things downhill? [Elicit: Gravity]
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j. SLIDE 10: Each picture of - volcano, landslide, and earthquake – serves as an
opportunity to review these changes. Remind students that these are not the only
three Earth changes. Ask students: What other natural disasters can change the
Earth’s surface rapidly? [Elicit: these may have come up before, but review them
here again: floods, tornadoes, hurricanes]. Ask: Do all areas on Earth experience
all of these natural disasters? What do we experience here? [No, some more
frequently experienced by some places; no significant earthquakes or volcanoes
here, but we have experienced some flooding, hurricanes]
k. SLIDE 11: Ask students: What were the slow Earth changes we discussed in the last
activity? [Elicit: Weathering and erosion].
l. SLIDE 12: Photographic Resources.
m. SLIDE 13: Credits. Please mention, as this is a free resource.
What Have We Learned? [DOL3]
1. Name three natural disasters that can change Earth’s surface quickly. [landslides,
volcanoes, and earthquakes]
2. What force causes the downhill movement of a landslide? [GQ3] [Gravity.]
3. Describe two ways that earthquakes can change Earth’s surface. [destruction of homes and
roads, cracks and shifting of Earth, tsunami]
4. Describe two ways that volcanoes can change Earth’s surface. [blow out the side of a
volcano, blow down trees, coat the surface in ash, spread lava on surfaces (destroying
surfaces), burn things in lava’s path]
Special Education Notes:
Be prepared to skip back to the slide show to help students complete What Have We Learned
questions 3 and 4.
Extension Activity:
o See other suggested ways of elaborating this slide show at http://science-
ed.pnl.gov/teachers/earth.stm
o Visit the website
http://yahooligans.yahoo.com/content/science/brainpop/movie?id=volcanoes and view
the informative cartoon about volcanoes.
o Visit the website http://education.usgs.gov/common/primary.htm#landslides for more
information about landslides.
o Visit the website http://education.usgs.gov/common/primary.htm#earthquakes for more
information about landslides.
Cross Curricular Connection: Language Arts
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Activity 5: How does the Earth’s Surface Change Rapidly? Student Pages #21-22
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials: None
ScienceSaurus Reference Handbook – pages 178-183
Let’s Find Out: [DOL2]
1. View the PowerPoint Presentation to learn about how the Earth changes rapidly and to
answer the following questions:
2. SLIDE 3: What is lava? ___________________
What kind of rock is formed from molten rock? ________________________________
3. SLIDE 4: What has been damaged or changed by the earthquake?
4. SLIDE 5: What is pulling this Earth downward?________________________________
5. SLIDE 7: What Earth changes do you observe in each picture?
What inferences can you make about the causes of each change?
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6. SLIDE 8: Ask: What kind of changes do you see that are caused by Earthquakes?
7. SLIDE 9: What force is at work here pulling these things downhill?
8. SLIDE 10: Do all areas on Earth experience all of these natural disasters? What do we
experience here?
What Have We Learned? [DOL3]
1. Name three natural disasters that can change Earth’s surface quickly.
______________________ ______________________ ______________________
2. What force causes the downhill movement of a landslide? ______________________
3. Describe one way that earthquakes can change Earth’s surface rapidly.
4. Describe one way that volcanoes can change Earth’s surface rapidly.
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Activity 6: What is Technology?
How are Earth Materials Used in Technology? Teacher Pages
Please see “Prep Lesson” in your EiE binder for Teacher & Student Pages
Maryland Standards and Indicators
Skills and Processes:
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations.
*1.C.1.d. Construct and share reasonable explanations for questions asked.
1.D.1.b. (Design Constraints) Realize that there is no perfect design and that usually
some features have to be sacrificed to get others, for example, designs that are best in one
respect (safety or ease of use) may be inferior in other ways (cost or appearance).
1.D.1.c. (Design Constraints) Identify factors that must be considered in any
technological design—cost, safety, environmental impact, and what will happen if the
solution fails.
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Approximate Class Time: 30 minutes
Materials:
Brick
Mystery Technology Bags - One technology per student in a paper bag (wooden pencil,
talcum baby powder, eye shadow, toothpaste, blush)
Mineral Samples: Mica (#1), Calcite (#2), Graphite (#6), Talc (#10), Fluorite (#12)
ScienceSaurus Reference Handbook – pages 360-363 (Technology)
Warm Up: Ask students to brainstorm the definition and examples of Technology
independently, with partners or in groups. Use Think-Pair-Share to brainstorm if desired.
Record ideas in Student Booklets. Share responses and accept all answers. Misconceptions
should be clarified by the conclusion of the lesson.
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Let’s Find Out:
1. Use the EiE Prep Lesson for background and lesson procedures – see EiE Lesson
Suggestions/Adaptations below for specific changes to this lesson.
2. This lesson will emphasize the technology piece of the Prep Lesson rather than the
engineering piece. Activity #7 will focus on engineers and engineering through the
storybook, “Yi Min’s Great Wall”.
3. After examining the object in the Mystery Technology Bag, students will complete the
“Technology Around Us” Worksheet in their student booklet.
EiE Prep Lesson Suggestions/Adaptations:
Worksheets: It is recommended that only the worksheet “Technology Around Us” be used in
fourth grade – this worksheet has been adapted to fit this lesson and is included in the
Student Booklet. The “Working With Technology” worksheet will be reserved for grade 5.
There are three recommended adaptations of this lesson to make it fit better with the earth
materials focus of the unit: 1) the range of technologies that students will investigate
(suggestions below); 2) the completion of the bottom of page P-1 regarding the materials of
which each technology is made; and 3) an optional extension: a technology walk to find
larger technologies that made with earth materials.
Range of Technologies
A list of suggested technologies is provided on page 33 of the EiE guide. These are common
everyday technologies, but for this unit, it is better to use those technologies that are made at
least in part from earth materials. Use the following list of everyday materials, and use them in
the same ways as recommended in the EiE teacher’s guide.
Technology Earth material
Brick (use as teacher model) Mostly clay. Also has graphite and silica.
Pencils
The “pencil lead” is not actually lead. It’s
graphite.
Aluminum or nickel eraser holder.
Talcum “baby” powder Talc is the key ingredient.
Eye shadow/Blush make-up Mica (probably Muscovite, which is clear
mica) Talc is also an ingredient.
Toothpaste Includes fluorite, calcite, and barite.
Note: The plastic containers of the baby powder, eye shadow, and toothpaste are petroleum
products; petroleum is an earth material.
Completing the Materials Question (#4) on “Technology Around Us”
Question 4 on “Technology Around Us” asks: What material or materials is your object made
of? Careful guidance of this question will meaningfully connect this technology lesson to
previous study of minerals.
1. Ask students to think about this question after answering questions 1, 2, and 3, but ask
them to wait before writing anything down.
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2. After all students have completed questions 1-3 for their materials, ask each group of
students having the same technology about their object and the problem that it solves.
3. Then ask the students: what materials is this technology made of? Each of the
technologies has multiple materials (e.g., the pencil has the synthetic rubber (plastic) eraser,
metal eraser holder, wooden body, and “pencil lead”). Allow the children to include all of the
materials. Ask them to write these down on their “Technology All Around Us” page for
question #4.
4. Then ask: Students to look at the ingredients of their technology. Are any of these
ingredients rocks or minerals? (question #5 on worksheet) The primary earth materials are
listed in the table, above. Another earth material for the pencil is the metal, which is probably
aluminum or nickel.
5. As you discuss each technology, hand out mineral samples that correspond with each (e.g.,
graphite for those with the pencil; talc for those with baby powder). Ask students to write in
#5 the name of the mineral that was used in their technology.
Extension: Walk
On the way out to recess, ask students to observe some of the construction materials around the
school. Make note of the following technologies and earth materials used to build them.
Technology Earth material
Brick Mostly clay. Also has graphite and silica.
Concrete Includes gypsum, iron, limestone, clays, and
silica.
Asphalt Gravel (rocks) and petroleum products
(binder)
Mortar Includes sand and limestone products.
“Cinder Block” a.k.a. Concrete Masonry Block Includes sand, gravel, fly/bottom ash (coal
byproducts).
Resources: http://geopubs.wr.usgs.gov/open-file/of00-144/of00-144.pdf.
What Have We Learned?
1. What is Technology? [Technology is man-made – created by humans - and designed to solve a
problem.]
2. Circle all of the examples of technology and explain the purpose of each technology.
[shoes protect feet, brush keeps hair neat & clean, cell phone improves communication from
almost anywhere]
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Extension:
Find a technology at home to describe. Answer the same questions on the worksheet, Technology
Around Us, for the technology that you find at home.
Science Connections:
This activity sets the groundwork for understanding that technologies are things (or systems,
programs, etc.) that solve problems. It is made relevant to this unit in its explicit use of examples
of simple technologies that are made with one or more earth materials.
Activity 2 Connection: In Activity 2, students investigated minerals. Here, they see that
these minerals are used in technologies. Be sure to connect the mineral properties to the
technological uses (e.g., soft talc as a fine powder, slippery gray-streaking graphite as a
pencil component).
Activity 5 Connection: Clay and sand are mentioned types of sediment in this activity.
Note that the construction materials use these.
Activity 6 Connection: Comment on how even our strong roads made of composite
technologies like asphalt and concrete are no match for landslides, volcanoes and
earthquakes.
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Activity 6: What is Technology?
How are Earth Materials Used in Technology?
Student Pages #23-25
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials:
Mystery Technology Bags
Mineral Samples
ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers) & pages 360-363
(Technology)
Warm Up: Brainstorm the definition and examples of Technology.
1. What is Technology?
2. Technology Examples:
Let’s Find Out:
1. After examining the object in the Mystery Technology Bag, complete the “Technology
Around Us” Worksheet on the next page in your student booklet.
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Technology Around Us
(adapted from EiE Prep Lesson Worksheet P-1)
1. What is your object? ____________________________________________
2. Draw a picture of your object in the box. Label the parts.
3. How is your object used? What problem does it solve?
4. Examine your object and its packaging. What material or materials is the object
and its packaging made of?
5. Read the ingredients list on the object’s packaging. What mineral(s) is a
material in your technology?
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What Have We Learned?
1. What is Technology?
2. Circle all of the examples of technology and explain the purpose of each technology.
Extension:
Find a technology at home to describe. Answer the same questions on the worksheet,
Technology Around Us, for the technology that you find at home.
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Science Rocks and Minerals, Grade 4
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Activity 7: How can Earth Materials be used to Design a Garden Wall? Teacher Pages
Please see “Lesson 1” in your EiE binder for Teacher & Student Pages
Maryland Standards and Indicators
Skills and Processes:
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations.
*1.C.1.d. Construct and share reasonable explanations for questions asked.
1.C.1.e. Recognize that doing science involves many different kinds of work and
engages men and women of all ages and backgrounds.
1.D.1.b. (Design Constraints) Realize that there is no perfect design and that usually
some features have to be sacrificed to get others, for example, designs that are best in one
respect (safety or ease of use) may be inferior in other ways (cost or appearance).
1.D.1.c. (Design Constraints) Identify factors that must be considered in any
technological design—cost, safety, environmental impact, and what will happen if the
solution fails.
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Approximate Class Time: 60 minutes
Materials:
Storybook: Yi Min’s Great Wall
ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers)
Warm Up: Ask students to review the definition of technology and consider one of the
examples of technology that were examined in the last activity. Students can also brainstorm
other technologies, possibly ones from home then list an example (or one of your own) and
explain why it is a good example of a technology.
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To begin the discussion of engineers, ask students to consider who designed the technology that
they described in the first part of the Warm-Up. Do the students realize that most examples of
technology are designed by an engineer?
Let’s Find Out:
1. Begin by discussing engineers/engineering. Refer to the EiE Prep Lesson from Activity #6
for background on engineers. What is an engineer? And, what do engineers do?
2. The first EiE Lesson uses a storybook, “Yi Min’s Great Wall”, to set the stage for the rest of
the EiE lessons. Students will learn about the field of materials engineering and how an
engineer uses the Engineering Design Process to create or improve a solution to a problem
through designing some type of technology.
3. Use EiE Lesson #1 for background and procedures for the activity. The following EiE
Lesson #1 Suggestions are provided to emphasize the important aspects of the lesson for the
science/engineering piece of the unit.
EiE Lesson #1 Suggestions:
o Consider using ILA time to teach this literature based lesson.
o Due to the high reading level and length of this text – and also to the need for the
teacher to interject questions throughout the reading process – it is best to read it
out loud to students. The length of the text is such that it may be prudent to divide
this lesson thusly:
Day 1 (30 minutes): Pre-reading questions, presentation of map and
pictures, and read chapters one through five.
Day 2 (30 minutes): Read chapters six through eight and post-reading
discussion and worksheet(s).
o EIE Worksheets:
Pre-reading strategies should include a description of the setting of the
story by previewing a map of India and the picture transparencies or other
pictures of the Great Wall of China from Discovery Streaming or the
Internet.
It is recommended that the worksheet “Yi Min and the Engineering
Design Process” be used to reinforce the steps of the Engineering Design
Process. This worksheet is included in the Student Booklet with the Steps
of the Engineering Design Process graphic.
4. In Chapter 4, A Talk with Grandfather, on page 17, engineers are defined as “someone who
uses his knowledge of science and math, along with his creativity, to design things that
solve problems”. Write the definition on the board for students to copy into Student
Booklets. Circle and Underline the last part of the definition and ask the class, “what are
things that solve problems for other people”? [Technology] Then, Circle and underline the
word “design” and what does that mean? [Focus on words like: Invent meaning to come up
with something new or Improve meaning to make something better and AVOID
words/phrases like Construct, Build and/or FIX things.]
5. Think about Yi Min’s wall designs. Discuss the following questions:
What was wrong with the first design? How did she improve it?
How could the second design be improved? How do you know it was a better
design?
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6. Discuss the earth materials that Yi Min used in her designs. Would you choose the same
materials? Why or why not? If not, what materials would you choose? 7. Students will describe the Engineering Design Process using the EiE worksheet included in
the Student Booklet. [Ask, Imagine, Plan, Create, Improve] Also discuss Yi Min’s successes
and failures.
What Have We Learned?
1. Engineers __[design] __ technology. What do materials engineers do? [create new
materials with new properties]
2. Draw a picture of an engineer’s job in the box below. Label the picture.
3. What are the Engineering Design Process steps? Give an example of each step that a
materials engineer might use. . [Ask, Imagine, Plan, Create, Improve – accept reasonable
examples for each step]
4. An engineer “designs” technology. What does “design” mean for an engineer? [engineers
design technologies…desgining for an engineer is using science and math with individual
creativity to invent – come up with - something new to solve a new problem or to improve –
make better - something that solved an old problem]
Science and Engineering Activity Connections:
This activity introduces students to materials engineering and the engineering design process. It
also positions the Yi Min and Chen as child-engineers, solving a problem of importance to them
with the guidance of Yi Min’s grandfather, a former materials engineer.
Activity 5 Connection: Mud, sand, and clay are earth materials that Yi Min and Chen
consider and test as they design their walls. Soil, sand and clay are mentioned as types of
sediment in Activity 5 formed via weathering.
Activity 6 Connection: Ask what it was that pulled Yi Min’s wall towards the Earth’s
surface? Probably gravity, which easily pulled the poorly mortared wall down.
Activity 7 Connection: This book reinforces the idea that walls are technologies. It also
reinforces the idea that such technologies can be made with earth materials.
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Science Rocks and Minerals, Grade 4
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Activity 7: How can Earth Materials be used to Design a Garden Wall?
Student Pages #27-31
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials:
Storybook: Yi Min’s Great Wall
ScienceSaurus Reference Handbook – pages 356-357 (Scientists/Engineers)
Warm Up: Review the definition of technology and consider one of the examples of technology
that you examined in the last activity. List the example (or one of your own) and explain why it
is a good example of a technology?
Who do you think designed the technology that you described?
Let’s Find Out:
1. Follow your teacher’s directions to read the storybook, “Yi Min’s Great Wall”.
2. What is an engineer?
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3. How are Engineers and Technology related?
4. In the story, “Yi Min’s Great Wall”, what earth materials did she use for her wall?
Would you use the same materials? Why or why not?
5. Complete the worksheet, Yi Min and the Engineering Design Process to show how Yi
Min used the Engineering Design Process to design her wall. Be sure to include her
successes and failures with each step.
What Have We Learned?
1. Engineers ________________ __ technology. What do Materials Engineers do?
2. Draw a picture of an engineer’s job in the box below. Label the picture.
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3. What are the Engineering Design Process steps? Give an example of each step that a
materials engineer might use.
4. An engineer “designs” technology. What does “design” mean for an engineer?
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Science Rocks and Minerals, Grade 4
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Science Rocks and Minerals, Grade 4
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Science Rocks and Minerals, Grade 4
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Activity 8: What is Materials Engineering?
How can Materials be Used to Solve Problems?
Teacher Pages Please see “Lesson 2” in your EiE binder for Teacher & Student Pages
Maryland Standards and Indicators
Skills and Processes:
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations.
*1.C.1.d. Construct and share reasonable explanations for questions asked.
1.D.1.b. (Design Constraints) Realize that there is no perfect design and that usually
some features have to be sacrificed to get others, for example, designs that are best in one
respect (safety or ease of use) may be inferior in other ways (cost or appearance).
1.D.1.c. (Design Constraints) Identify factors that must be considered in any
technological design—cost, safety, environmental impact, and what will happen if the
solution fails.
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Approximate Class Time: 60 minutes
Materials:
Blanket
Metal Spoon
Cotton T-Shirt
Brick
Bag of Material Samples –
Cloth, Paper, Straw
Warm Up: Brainstorm a list of things (technology) that are made from plastic. [bowls,
containers, hairbrushes, combs, baskets, chairs, tables, plates, utensils, bags, etc.] Ask students
to share the problem that each item solves.
Let’s Find Out:
1. The Big Idea of this lesson is that “Lots of different materials can solve the same problem
and one material can solve multiple problems”. During this activity, students will
explore different materials that can be used to solve problems. Students will consider the
fact that one problem can be solved with many different materials, while many problems
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can be solved by just one material. Students will answer the following question in
Student Booklets: Do you agree with this statement? Why or why not?
2. Use EiE Lesson #2 for background and procedures for the activity. The following EiE
Lesson #2 Suggestions offer alternatives for management of the activity and EiE
worksheets.
EiE Lesson #2 Suggestions:
Jigsaw with respect to task or materials. For example, have some students assume the
role of a brick company, a straw company, a paper company, and a cloth company.
Rotation through stations (materials or task).
Record responses on posters at each station.
One EiE worksheet, Materials Engineering: Collecting Data, is the ONLY
worksheet that is included in the Student Booklet
3. Use the graphic organizers to model and help students understand the BIG IDEA:
“Lots of different materials can solve the same problem and one material can solve
multiple problems.”
ONE PROBLEM – DIFFERENT MATERIALS
MULTIPLE PROBLEMS – ONE MATERIAL
PROBLEM
(place to sit)
Material #2 (brick) Material #1 (paper)
Material #3 (straw) Material #4 (cloth)
MATERIAL
(cloth)
Problem #1 (place to sit) Problem #2 (keep warm)
Problem #3 (clean the floor) Problem #4 (carry eggs)
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What Have We Learned?
1. Think again about technologies that are made out of plastic from the Warm-Up section.
List two things that are made from plastic and describe different problems that are solved
with the same material. [Accept all reasonable answers for example: Plastic Bowl –
mixing batter, holding food, storing supplies. Plastic Spoon – eating soup, mixing tea,
carrying an egg]
2. Think about this problem: Mr. Smith needs to hold a hot liquid to drink. What materials
could be used to solve this problem? [ceramic mug, plastic insulated cup, paper cup,
aluminum can, Styrofoam cup, metal bowl or pan] Describe how these different
materials could solve this one problem. [All of these different materials can serve the
same purpose of holding liquid and keeping a person from being burned by a hot liquid.]
Assign Homework (written in Student Booklet): Go on a “Wall Walk” at home or in your
neighborhood to look at different types of walls. Draw pictures of 4 different walls and label the
earth materials that were used to construct each wall the next page. See EiE Lesson 3
Introduction and/or Activity 9 to prepare students for a Wall Walk as homework or a class
assignment.
Science and Engineering Activity Connections:
This activity introduces students to thinking about the properties of materials and why certain
materials are good or poor choices for completing tasks.
Activity 2 Connection: In Activity 2, students investigated the properties of minerals.
The word “properties”, then, might be familiar to them as they approach this lesson,
which is otherwise not strongly related to earth materials.
Activity 7 Connection: This activity reinforces the idea that technologies solve problems
and can be made of a variety of materials.
Great Wall Pictures:
http://theeulobby.files.wordpress.com/2009/06/great_wall_of_china.jpg
http://vincentloy.files.wordpress.com/2008/12/great-wall-of-china.jpg
http://www.paulnoll.com/China/Tourism/Great-Wall-Badaling-2.jpg
Close Up:http://static.panoramio.com/photos/original/3027760.jpg
China Maps:
World Map: http://www.chinahighlights.com/image/map/locationmap-original.jpg
Another World Map (typical North American view):
http://www.froglyspeaking.com/travel-food/images/political_world_855.jpg
Map with Great Wall Depicted:
http://www.drben.net/files/China/Source_Materials/China_Maps/great-wall-
china/China-Great_Wall-Main_Rivers-Silk_Road_Map1b.jpg
Science Rocks and Minerals, Grade 4
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Science Rocks and Minerals, Grade 4
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Activity 8: What is Materials Engineering?
How can Materials be used to Solve Problems?
Student Pages #33-37
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
5. How do geologists identify mineral properties?
6. How are igneous, metamorphic, and sedimentary rocks formed?
7. How can earth materials be used to create technologies?
8. What is materials engineering?
Key Concepts: Change
Materials: Samples of Cloth, Straw, Paper, Brick
Warm Up: Brainstorm a list of things (technology) that are made from plastic. Be prepared to
share the problem that each item solves.
Let’s Find Out:
1. During this activity, you will explore different materials that can be used to solve
problems. Consider the idea that one problem can be solved with many different
materials, while many problems can be solved by just one material. Do you agree with
this statement? Why or why not?
2. Follow your teacher’s directions to explore, examine and evaluate different materials.
3. Use the next page, Materials Engineering: Collecting Data, to record the class data.
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Science Rocks and Minerals, Grade 4
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4. Complete the following organizers to demonstrate the BIG IDEA:
“Lots of different materials can solve the same problem and one material can solve
multiple problems.”
ONE PROBLEM – DIFFERENT MATERIALS
MULTIPLE PROBLEMS – ONE MATERIAL
PROBLEM:
Material #2: Material #1:
Material #3: Material #4:
MATERIAL:
Problem #1: Problem #2:
Problem #3: Problem #4
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What Have We Learned?
1. Think again about technologies that are made out of plastic from the Warm-Up section.
List two things that are made from plastic and describe different problems that are solved
with the same material.
2. Think about this problem: Mr. Smith needs to hold a hot liquid to drink.
What materials could be used to solve this problem? Describe how these different
materials could solve this one problem.
Homework: Go on a “Wall Walk” at home or in your neighborhood to look at
different types of walls. Draw pictures of 4 different walls and label the earth
materials that were used to construct each wall on the next page.
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Homework:
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Science Rocks and Minerals, Grade 4
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Activity 9: Which Earth Materials Make a Good Mortar?
Teacher Pages Please see “Lesson 3” in your EiE binder for Teacher & Student Pages
Maryland Standards and Indicators
Skills and Processes:
*1.A.1.b. Select and use appropriate tools, hand lens, or microscope (magnifier),
centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer
(temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time) to
augment observations of objects, events, and processes.
*1.A.1.c. Explain that comparisons of data might not be fair because some conditions
are not kept the same.
1.A.1.d. Recognize that the results of scientific investigations are seldom exactly the
same, and when the differences are large, it is important to try to figure out why.
1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to
compare data gathered.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations.
*1.B.1.b. Offer reasons for their findings and consider reasons suggested by others.
*1.C.1.d. Construct and share reasonable explanations for questions asked.
1.D.1.b. (Design Constraints) Realize that there is no perfect design and that usually
some features have to be sacrificed to get others, for example, designs that are best in one
respect (safety or ease of use) may be inferior in other ways (cost or appearance).
1.D.1.c. (Design Constraints) Identify factors that must be considered in any
technological design—cost, safety, environmental impact, and what will happen if the
solution fails.
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Approximate Class Time: 90 minutes
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Materials:
Soil Measuring cup, ¼ c 30 Streak Plates Newspaper
Sand Measuring cup,1 c 12 White Paper Plates Paper towels
Clay Powder 18 Zipper Bags, 6’x6’ Water, warm 6 Spoons
Mask 15 Deli Containers,
small
Masking tape 12 Hand Lenses
Warm Up: See EiE Lesson #3, Part 1 Introduction which suggests having students take a wall
walk at home to make drawings of 4 different types of walls. Students can do this as homework
(suggested and written in the previous activity) or teachers can take the students’ on a Wall Walk
as a class in the school or neighborhood. Students will draw pictures of four different walls and
then will share the observations made on the “Wall Walk” of the different types of walls and the
earth materials that were used to construct each wall.
EIE Lesson #3, Part 1 Introduction Suggestions:
Wall Walk – when sharing examples of walls, be certain to observe the materials in the
wall and how it was designed rather than looking at tiled walls where the tile is used for
aesthetics or decoration.
If able to use flip cam or camera to take video/pictures, allow students to use the cameras
to take video/pictures.
Let’s Find Out:
1. Use EiE Lesson #3 Part 2 and Part 3 for background, procedures, discussion, and
reflective questions for the activity. The Let’s Find Out portion in the student booklet is
divided into the following three sections (see student pages for student directions):
Section 1 – Properties of Dry and Wet Earth Materials
Section 2 – Testing Mortar, Single Earth Materials
Section 3 – Testing Mortar, Mixture of Earth Materials
2. EiE worksheets have been adapted and recreated in the student booklet pages. Students
will record data on the charts in the student booklet while teachers create a class chart for
students to compare data.
3. The EiE guide suggests completing mortar sandwiches as pairs, but kit materials are
provided for 6 groups rather than pairs. Only 30 Streak Plates are provided for creating
mortar sandwiches. Using the Jigsaw Technique for Cooperative Learning, two groups
can create and test the same single earth material sandwiches so that each material will be
tested twice to allow for comparison. Results can be shared with the class.
4. After students have tested the single earth material mortar sandwiches, an additional
activity is included for creating and testing combinations of earth materials similarly to
the EiE activity. This will help prepare the students for the next activity where student
groups will use the Engineering Design Process to create a mortar with three parts of
earth materials.
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Section 3 – Testing Mortar, Mixture of Earth Materials
Discuss the following questions after the REFLECTION section in the EIE guide, page 89:
When discussing the last question on page 89, “How do you think we could improve the Sticking
and Earthquake Tests to gather better data to inform our materials engineers?” lead the students
to consider combining the materials to test. Save the samples of the single material tests of sand,
clay, soil tests for comparison.
THINK-PAIR-SHARE:
o What are the combinations that we can create if we used two materials? [Clay-soil, clay-sand, soil-sand]
o How many mixtures/combinations could we create with the earth materials -
sand, clay, soil? [3]
Let’s create these combinations and test them in the same way that we tested the single
earth materials. Do you think that the combinations will produce different results
than the single materials?
Activity to Create Combination Tile Sandwiches to Test mixtures of materials:
1. With 6 groups in a classroom, have two groups test the same combination of materials.
Each group will make 2 mortar sandwiches with the same combinations.
[two groups will create Clay-soil sandwich tiles, two groups will create clay-sand
sandwich tiles, two groups will create soil-sand sandwich tiles]
When mixing combinations, use 1 heaping teaspoon of each material.
Add a small amount of water and mix together. Soil needs to be completely crushed or
smushed so there are no clumps. If necessary add small amounts of water slowly to get
the proper consistency for mortar (about the thickness of cake icing).
Create tile sandwiches of combinations and label the combinations on the white paper
plate.
Follow the same testing procedures from the EIE guide for the earthquake/sticking tests
with these combinations.
Record results on the Mortar Testing Chart in the Combination Section.
What Have We Learned?
1. Think about the walls that you observed. What are two ways that bricks can be stacked?
[staggered, interlocking, blocks stacked one on top of another]
2. What is the purpose of mortar in a brick or rock wall? [to hold bricks/stone together]
3. What are the properties of soil, sand, and clay? [particle size, particles are the same size,
color, stickiness]
4. While we examined the earth materials, we determined that there are several differences
between wet and dry earth materials. Name two things that are different. [the wet
materials are darker in color, stickier, runny, particles are hard to see, etc]
5. Think about the results of our combination testing. Did two materials combined together
perform better than the single materials? [they should] How do you know? [performed
better in earthquake and sticking tests] Cite support for your opinion using results from
each test.[accept reasonable responses that list a specific example from investigation]
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Science and Engineering Activity Connections:
This activity introduces students to thinking about the properties of materials and why certain
materials are good or poor choices for completing tasks.
Activity 2 Connection: In Activity 2, students investigated the properties of minerals.
Now they will spend time describing properties of dry and wet sediments.
Activity 5 Connection: Soil, sand, and clay are earth materials that are used in this unit.
Soil, sand and clay are mentioned as types of sediment in Activity 5 formed via
weathering.
Activity 6 Connection: Students learned about the destructive forces of earthquakes in
Activity 6. An earthquake test will be used here to see if the mortar can withstand strong
natural forces.
Activity 7 Connection: The wall walk in this section reinforces Activity 7’s extension in
which students are asked to think about construction technologies (many of those are wall
materials).
Activity 8 Connection: Like Yi Min and Chen, students are trying to make a strong
mortar.
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Teachers should use this chart to compile class results. Enlarge into a poster, create a
transparency, or project on a whiteboard.
Properties of Earth Materials (Dry/Wet)
(Chart adapted from EiE Worksheets 3-2 & 3-3)
TEST Description Soil Sand Clay
Dry Wet Dry Wet Dry Wet
Particle Size
Small, Medium, or Large
Same Size Particles
Yes or No
Color What color is the earth material?
Sticky Test
Do particles stick together? (All, Some, or None of the
particles stick together)
Student will answer and discuss how the properties of the dry and wet materials are different?
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Teachers should use this chart to compile class results. Enlarge into a poster, create a
transparency, or project on a whiteboard.
CLASS RESULTS MORTAR TESTING
(Chart adapted from EiE Worksheets 3-4 & 3-7)
Mortars with a Single Earth
Material
Mortars with a Mixture of Earth
Materials
SOIL
SAND
CLAY
Soil &
Sand
Soil &
Clay
Clay &
Sand Before Testing (Observation ONLY)
Was the mortar cracked or crumbled?
Did parts of the mortar fall out of the sandwich?
STICKING TEST
Did the tiles come apart before 30 seconds?
Did more cracks or crumbles form in the mortar?
Did the mortar fall out of the sandwich?
EARTHQUAKE TEST
Did the tiles come apart after the earthquake?
Did more cracks or crumbles form in the mortar?
Did the mortar fall out of the sandwich?
“NO” TOTALS
Discuss the following questions with the class after all results have been compiled on the chart:
Which performed the best as a single material?
Which performed the best as a combination?
Poll the class to determine the best and the worst material/combination for mortar or rank
the materials from best to worst.
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Activity 9: Which Earth Materials Make a Good Mortar?
Student Pages #39-43
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
5. How do geologists identify mineral properties?
6. How are igneous, metamorphic, and sedimentary rocks formed?
7. How can earth materials be used to create technologies?
8. What is materials engineering?
Key Concepts: Change
Materials (per group):
Soil Deli Bowl, small 4 Streak Plates Newspaper
Sand Spoon White Paper Plate Paper towels
Clay 2 Hand lenses Water
Warm Up: Share the observations made on your “Wall Walk” of the different wall types and
the earth materials that were used to construct each wall.
Let’s Find Out:
Section 1 - Properties of Dry and Wet Earth Materials
1. During the first section of this activity, you will explore earth materials that will be used
to create mortar for building a stone wall.
2. Follow your teacher’s directions to explore, examine and evaluate the properties of three
different earth materials - Sand, Soil, and Clay.
3. Observe the materials when they are dry and write your observations in the chart,
Properties of Earth Materials (Dry/Wet).
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Properties of Earth Materials (Dry/Wet)
(Chart adapted from EiE Worksheets 3-2 & 3-3)
TEST Description Soil Sand Clay
Dry Wet Dry Wet Dry Wet
Particle Size
Small, Medium, or Large
Same Size Particles
Yes or No
Color What color is the earth material?
Sticky Test
Do particles stick together? (All, Some, or None of the
particles stick together)
4. Follow your teacher’s directions to observe the same earth materials when they are wet.
Write your observations in the chart the above, Properties of Earth Materials (Dry/Wet).
How are the properties of the dry and wet materials different?
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Section 2 – Testing Mortar, Single Earth Materials
1. During the second section of this activity, you will test mortars created by a single earth
material. The test results will help you make decisions about how to create your own
mortar for building a stone wall.
2. Follow your teacher’s directions to make mortar sandwiches of a single earth material.
These will need to dry overnight before testing the mortar.
3. After mortars have dried and are ready to test, use the following chart, Testing Mortar, to
record your observations for “Mortars with a Single Earth Material”. Be sure to observe
the dry mortar before completing the sticking or earthquake test.
MORTAR TESTING
(Chart adapted from EiE Worksheets 3-4 & 3-7)
Mortars with a Single Earth
Material
Mortars with a Mixture of Earth
Materials
SOIL
SAND
CLAY
Soil &
Sand
Soil &
Clay
Clay &
Sand Before Testing (Observation ONLY)
Was the mortar cracked or crumbled?
Did parts of the mortar fall out of the sandwich?
STICKING TEST
Did the tiles come apart before 30 seconds?
Did more cracks or crumbles form in the mortar?
Did the mortar fall out of the sandwich?
EARTHQUAKE TEST
Did the tiles come apart after the earthquake?
Did more cracks or crumbles form in the mortar?
Did the mortar fall out of the sandwich?
“NO” TOTALS
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Section 3 – Testing Mortar, Mixture of Earth Materials
1. During the third section of this activity, you will test mortars created by a combination of
two earth materials. The test results will help you make decisions about how to create
your own mortar for building a stone wall.
2. Follow your teacher’s directions to make mortar sandwiches of a mixture of two earth
materials. These will need to dry overnight before testing the mortar.
3. Do you think combining two earth materials will produce different results than the
single materials? Explain your thinking.
4. After mortars have dried and are ready to test, use the previous chart, Testing Mortar, to
record your observations for “Mortars with a Mixture of Earth Materials”. Be sure to
observe the dry mortar before completing the sticking or earthquake test.
5. Which materials performed the best for your group? How did it compare to the
class results?
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What Have We Learned?
1. Think about the walls that you observed. What are two ways that bricks can be stacked?
2. What is the purpose of mortar in a brick or rock wall?
3. What are the properties of soil, sand, and clay?
4. While we examined the earth materials, we determined that there are several differences
between wet and dry earth materials. Name two things that are different. (For example,
compare sand when it is dry and when it is wet)
5. Think about the results of our combination testing. Did two materials combined together
perform better than the single materials? How do you know? Cite support for your
opinion using results from each test.
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Science Rocks and Minerals, Grade 4
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Activity 10: How can we use the Engineering Design Process to Design a
Strong Wall?
Teacher Pages Please see “Lesson 4” in your EiE binder for Teacher & Student Pages
Maryland Standards and Indicators
Skills and Processes:
1.A.1.e. Follow directions carefully and keep accurate records of one’s work in order to
compare data gathered.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations.
*1.C.1.d. Construct and share reasonable explanations for questions asked.
1.D.1.b. (Design Constraints) Realize that there is no perfect design and that usually
some features have to be sacrificed to get others, for example, designs that are best in one
respect (safety or ease of use) may be inferior in other ways (cost or appearance).
1.D.1.c. (Design Constraints) Identify factors that must be considered in any
technological design—cost, safety, environmental impact, and what will happen if the
solution fails.
1.D.3.a. (Making Models) Explain that a model is a simplified imitation of something
and that a model’s value lies in suggesting how the thing modeled works.
1.D.3.b. (Making Models) Investigate and describe that seeing how a model works after
changes are made to it may suggest how the real things would work if the same were
done to it.
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Approximate Class Time: 120 minutes
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Materials:
Soil Measuring cup, ¼ c 12 Cake Circles Newspaper
Sand Measuring cup,1 c 12 Craft Sticks Paper towels
Clay Powder Paint stick Water, warm 12 Spoons
Mask 3 Buckets w/lids 12 Index Cards, 4”x 6” Masking tape
2 chairs Golf Ball Bowl/Pitcher for water Rocks, 300
String, 3 ft. long Wooden dowel 12 Deli Containers, small
Warm Up:
See EiE Lesson #4, Part 1 Introduction, for a review of the Engineering Design Process
as referred to in the storybook by Yi Min’s grandfather. Students will list the 5 steps of
the EDP in a graphic – ASK, IMAGINE, PLAN, CREATE, IMPROVE
Students will brainstorm possible ways to test the mortar that they will create to build
their stone wall. A discussion about “testing to failure” is important for students to
understand – engineers test designs until they fail so that they can make notes about the
weaknesses so that the design can be improved.
Let’s Find Out:
1. Use EiE Lesson #4 Parts 1, 2, 3 and 4 for background, procedures, discussion, and
reflective questions for the activity. (See EiE Lesson #4 Suggestions below.)
2. The Let’s Find Out portion in the student booklet directs students to follow teacher’s
directions to complete the steps of the Engineering Design Process to create a mortar to
construct a stone wall that will be tested by a wrecking ball.
3. Share the wrecking ball model before mortar is created and walls are constructed so
students are aware of how the walls will be tested.
4. The EiE worksheets, ASK and CREATE Steps, have been adapted and recreated in the
student booklet pages.
5. Students will record data on the charts in the student booklet while teachers create a class
chart for students to compare data.
EIE Lesson # 4 Suggestions:
Use the brown side of the cake circle to construct the walls. Draw a line on the cake
circle to show the length of the wall.
Pre-measure ¼ cup portions of each type of earth material into a deli container for
easy distribution.
Write student names, wall number, and combination mixture on the cake circle.
Use a 4”x 6” index card to help students determine the size of the wall.
A paint stick is included in the science kits to help with mixing the clay powder with
water to form clay.
OPTIONAL: EiE Part 4 describes the redesign process that follows the IMPROVE
Step in the Engineering Design Process. Redesigning and recreating is essential to
the process but with limited time and since this can be a messy activity, it is not
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mandatory to build a second wall. Discussion of improvements should be
emphasized and if students were absent on the day that the walls were constructed,
consider allowing these students build a new mortar based on the class’s suggestions.
If time allows and at the teacher’s discretion, the redesign of mortar and wall can be
an extension activity.
The questions in the What Have We Learned section reflect final questions in EiE, on
page 120, regarding the Engineering Design Process. Review these questions with
the class.
What Have We Learned?
1. Describe how you and your group members used the Engineering Design Process to
design a wall using rocks and a mortar made of a mixture of earth materials. [Answers
will vary but should have each step described – Ask, Imagine, Plan, Create, Improve]
2. Engineers test to failure. Explain “failure” for an engineer in your own words.
[Responses may vary but should show an understanding that failure means to find the
weaknesses in a design for an engineer so that improvements can be made to make a
better design]
3. At what angle did your wall fail? _________Why do you think your wall failed?
[Answers will be based on results but should show an understanding of failure in design
– mortar was not mixed well, only used one earth material, didn’t use enough mortar,
etc.]
4. Which steps of the Engineering Design Process were the most important to your design?
Why? [Responses may vary]
5. Which steps of the Engineering Design Process were difficult and which were easy?
Why? [Responses may vary]
6. If you improved your wall design again, what do you think you would do to make it even
stronger? [Responses may vary]
Science and other EiE Connections:
This activity introduces students to thinking about the properties of materials and why certain
materials are good or poor choices for completing tasks.
Activity 2 Connection: In Activity 2, students investigated the properties of minerals.
Now they will spend time considering the properties of combined materials (composites).
Activity 5 Connection: Soil, sand, and clay are earth materials that are used in this
activity. Soil, sand and clay are mentioned as types of sediment in Activity 5 formed via
weathering.
Activity 8 Connection: Like Yi Min and Chen, students are trying to make a strong wall,
and like these two children, students are using the engineering design process.
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Teachers should use this chart to compile class results. Enlarge into a poster, create a
transparency, or project on a whiteboard.
Class Results Wall Testing
Wall Number
Prediction (strongest)
Angle 1 Angle 2 Angle 3 Angle 4 Notes
1
2
3
4
5
6
7
8
+ no damage some mortar displacement significant damage
x = collapse
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Activity 10: How can we use the Engineering Design Process to Design a
Strong Wall?
Student Pages #45-53
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
5. How do geologists identify mineral properties?
6. How are igneous, metamorphic, and sedimentary rocks formed?
7. How can earth materials be used to create technologies?
8. What is materials engineering?
Key Concepts: Change
Materials:
Soil Cake Circle Newspaper Index Card, 4”x 6”
Sand Deli Bowl, small Paper Towels 30 Rocks
Clay Water Spoon Craft Stick
Wrecking Ball Apparatus
Warm Up: Think about the Engineering Design Process that Yi Min’s grandfather described
to her in the storybook, Yi Min’s Great Wall. List the five step cycle below in the graphic.
1. __________
2. __________
3. __________ 4. __________
5. __________
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Consider the tests that were used to test the mortar sandwiches. Today, you will begin
using the Engineering Design Process to create a mortar to construct a stone wall. The
wall will be “tested to failure”, brainstorm possible ways to test the wall’s mortar that
will be created.
Let’s Find Out:
1. During the next few days, you will use your knowledge of the wall designs and properties
of wet and dry earth materials to create a mortar that will be used to construct a stone
wall. After several days of drying, the wall will be tested for its strength.
2. Follow your teacher’s directions to complete the five steps of the Engineering Design
Process to create a mortar to construct a stone wall that will be tested for strength.
What Have We Learned?
1. Describe how you and your group members used the Engineering Design Process to
design a wall using rocks and a mortar made of a mixture of earth materials.
2. Engineers test to failure. Explain “failure” for an engineer in your own words.
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3. At what angle did your wall fail? _________Why do you think your wall failed?
4. Which steps of the Engineering Design Process were the most important to your design?
Why?
5. Which steps of the Engineering Design Process were difficult and which were easy?
Why?
6. If you improved your wall design again, what do you think you would do to make it even
stronger?
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Science Rocks and Minerals, Grade 4
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Designing a Wall
Engineering Design Process: Ask!
(Student Page adapted from EiE Worksheets 4-3) Directions: Think about your observations of the soil, sand, clay, and combination mortars to answer the following questions.
1. What is the problem that we will solve?
2. Our constraints: a. What materials can we use to make our mortar?
b. How many total scoops of these materials can we use to make our mortar? ____________
c. How many rocks can we use to make our wall?
____________
3. How will we test our walls?
4. Which material(s) worked well alone as a mortar in our sandwiches? (Circle.)
Sand Soil Clay
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Science Rocks and Minerals, Grade 4
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Science Rocks and Minerals, Grade 4
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Designing a Wall Engineering Design Process:
Create (Student Page adapted from EiE Worksheets 4-7)
Directions: Take a look at all of the walls that will be tested to failure with a wrecking ball to answer questions #1-2. Then, observe your wall as it is tested and record your observations using the key at the bottom of the chart.
1. Write down the number of the wall that you think will be the best at the wrecking ball test! Which one looks the strongest? ______________
Why?____________________________________________________________________
__________________________________________________________________________
2. Which one looks the most pleasing to the eye? (aesthetic) __________
Why?____________________________________________________________________
__________________________________________________________________________
Wall Testing Record Chart Your Wall Number
Angle 1 Angle 2 Angle 3 Angle 4 Notes
+ no damage some mortar displacement significant damage
x = collapse
3. Which walls were the strongest? ___________________________
What was the mortar made of? ____________________________
Design #
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Science Rocks and Minerals, Grade 4
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Science Rocks and Minerals, Grade 4
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Activity 11: How Have Rocks and Minerals Been Used in Harford County? Teacher Pages
Maryland Standards and Indicators
Skills and Processes:
1.A.1.a. Support investigative findings with data found in books, articles, databases, and
identify the sources used and expect others to do the same.
*1.B.1.a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations. 1.C.1.d. Construct and share reasonable explanations for questions asked.
Earth/Space Science:
*2.A.3.b. Identify components of a variety of rocks and compare the physical properties
of rocks with those of minerals to note major differences. (VSC Grade 5)
*2.A.3.c. Describe ways that the following processes contribute to changes in the Earth’s
surface: erosion, transport, deposit. (VSC Grade 5)
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and composed
of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of materials
and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials:
Six Sets of Harford County Rock Samples [Slate #2, Gneiss #5, Serpentine-Green Dot,
Chromite, Red Dot]
Transparency - Harford County Geologic Map
Class Time: 60 minutes – You may wish to divide this activity into two lessons.
Preparation:
1. Prepare materials from the kit. Pull the number 2 and 5 samples out. Then, set up the student
group’s samples; include one #2, one #5, one serpentinite (green dot), and one chromite (red
dot).
2. Make a transparency of the Harford County Geologic Map for you.
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Background:
Harford County has a rich and varied history in rock and mineral utilization. It is important that
students have a basic understanding that these natural resources have had, and do have, an
important impact upon Harford County residents.
Several different rock and mineral samples have been selected to highlight this concept. Chromium
ores of the Jarrettsville area, the green “marble” (serpentinite rock) of Cardiff, the Peach Bottom
slate of the Whiteford/Cardiff/Delta area, and the Port Deposit gneiss (pronounced ‘nice’) located
across the mid-county region will serve as excellent examples of deposits that are found in our
county.
In addition to these minerals that are mined by humans, trace amounts of minerals are “mined”
from the soil by plants. This is an extremely important part of the food chain, since the minerals
our bodies need for survival ultimately come from the earth. Farming is an important industry in
our county.
The background information on each of these examples is found in the information packets and will
not be duplicated here. Students may be interested to know that they are surrounded by mineral
resources in their classroom, home, and the natural environment. In addition to the mineral
products needed by our bodies, rocks and minerals are used in building construction, jewelry, road
construction, medicine, and for many scientific uses.
Warm-Up:
1. Students should continue working in cooperative learning groups. Have the students
brainstorm uses of rocks and minerals in their community.
2. Using a modified “round table” strategy, have the reporter from each group share their
information. The teacher will have the option of listing the suggested uses on either the
chalkboard or chart paper.
Let’s Find Out: [DOL4]
1. Turn to the Harford County Geologic maps.
2. Using the overhead projector, display the Harford County map transparency.
3. Assist the students in labeling their school, the county seat, and any other important geographic
locations in Harford County from your master map.
4. Students should now be instructed to color code their maps with the ten rocks and minerals
based on the key.
5. Distribute the four rock samples to each group (numbers 2 and 5, red spot and green spot).
Allow students to examine the four samples briefly and have them place the samples in the
middle of the group.
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6. Assign each student one of the four information sections. Students should each read their
particular information section and choose the sample that is described by the section. The
student will become the “expert” concerning their specific sample [2 – slate; 5 – gneiss; red spot
– chromite; green spot – serpentinite]. To become an expert, students will carefully read their
information and complete their corresponding section of the chart. The teacher should monitor
the groups to ensure their mastery of the concepts.
7. Provide time for all the students studying the same sample to meet as a group to share their
findings. Using the jigsaw cooperative learning strategy, these students will report back to their
original group. They will then assume the role of the teacher, instructing the other members of
their group about their sample.
8. Based on the information presented, students are to complete the remaining sections of the
chart.
What Have We Learned?
1. List several examples to support the statement, “Rocks and minerals have played an important
role in the history of Harford County.” [Student answers will vary; however, they may include:
Gneiss, which is quarried near Havre de Grace, is used for building, paving blocks, curbing,
roads, and water jetties. Slate, found in the Whiteford/Cardiff/Delta area, was once used for
roofing material, gravestones, and sidewalks. Chromite, the ore used for producing chrome,
can be found in the Cooptown-Jarrettsville area. This is the only metal in which Maryland has
ever led the world in production. Serpentinite can be found in the northern part of Harford
County. Harford County serpentinite, or “green marble,” is very decorative and was used in
the construction of many buildings, including the Empire State Building, and to line the
corridors in many public buildings.]
2. Why have the uses of rocks described in the information packet changed since the 1800’s?
[Many of these non-renewable resources have been depleted, and less expensive construction
materials are now easily available.]
Special Education Notes:
When presenting any background information to the students, use visuals as often as possible to
make the concepts more concrete for them. Spend some time during the lesson developing
vocabulary. This will not only help out the special education students, but many others as well.
It would also be a good idea to consult with your special educator for assistance with more
specific modifications for your students.
During Let’s Find Out, allow students to work with a partner or para-educator to help with
reading and completing the chart. Another alternative would be to provide the answers for the
chart and allow the student to match the answers to the correct heading.
Discuss the What Have We Learned questions as a whole group. Write the answers on the
overhead or the board. You may also want to type the What Have We Learned questions on
overheads or onto PowerPoint presentation. Display and discuss each question one at a time.
Allow students to write own answer or copy from screen. For students who may have difficulty
with copying from a distance or with the physical aspect of writing, the overheads can be copied
or the slides can be printed and stapled into those student’s booklets.
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Extension:
1. Post a map of Harford County. Have students flag points of interest related to the commercial
value of Harford County’s rocks and minerals.
Examples:
• A company near Dublin takes the mineral, talc (steatite), and uses it to make ceramic
insulators, which are used in rocket construction.
• The Arundel Corporation quarries gneiss used in the construction of jetties at Ocean City.
2. Report on any ecological problems related to the quarrying of rocks and minerals in Harford
County.
Examples:
• pH change in area waterways
• airborne debris
• deforestation
• erosion
3. Contact a guest speaker from Arundel or LaFarge quarries.
4. Research the question, “Why is chrome so expensive?”
Cross-Curricular Connections: Social Studies, Language Arts
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Information Sheet
Where Maryland Shone – Chrome Production
The only metal in which Maryland has ever led the world in production is chrome. You are
familiar with this bright metal, much used today on automobiles and in making steel. It gives
strength, resists rust, and wears well. It is also mixed with chemicals for dyeing fabrics, coloring
glass and pottery, processing leather, and preserving wood.
Between 1828 and 1850, Maryland provided most of the world’s supply of chrome ore when it was
used chiefly as a coloring agent.
Substantial deposits of chromite, the source of chrome, have been found in Harford and Baltimore
counties. It is present chiefly in the areas known as the Serpentine Barrens. These areas are
underlain by the rock serpentinite, which contains the mineral serpentine. The soil in the area is
poor and usually grows little more than low bushes and scrubby trees.
The story is told that a man named Isaac Tyson, Jr., was the first to notice the connection between
the Serpentine Barrens and the presence of chrome ore. It is said that back in 1827, Tyson
happened to be in the Belair Market in Baltimore City one day and noticed a cider barrel on a
wagon steadied by some rocks he recognized as chromite. He learned that these rocks had come
from near Jarrettsville, located in the northern part of our County, and that led him to the discovery
of a new source of chrome ore. The Cooptown-Jarrettsville area in Harford County proved to be
the best producer in the state. You can easily guess how Chrome Hill in Harford County got its
name.
Serpentinite – A Maryland Beauty
The rock serpentinite is found in several shades of green – yellowish, grayish, or dark green. It has
been used for building, but it has never been popular. The light-green stone houses you see in
Baltimore and Harford counties are probably made of serpentinite.
Serpentinite is quarried for road building. The dark green variety is used as a decorative stone.
This stone has light veins running through it and polishes beautifully. Slabs of it are used for
tabletops, mantles, bookends, and for lining corridors in public buildings.
Known as either “verde antique” or “green marble,” serpentinite resembles marble. But Maryland’s
serpentinite is not a marble chemically and has little to do with it. True marble comes from a
sedimentary rock composed of limey mud or the limey remains of millions of tiny animals or larger
shelled creatures. Maryland serpentinite was never “alive” in this sense; in fact, it never occurs in a
sedimentary form. Probably, our serpentinite was originally a dark colored igneous rock.
Serpentinite is found in six Maryland counties - Montgomery, Howard, Carroll, Baltimore, Harford,
and Cecil. The best-known quarry was at Cardiff in the northern part of our county. This quarry
was very deep and produced serpentinite that was prized for decorative purposes.
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Information Sheet
Port Deposit Gneiss – The Old Man of the Rocks
Gneiss is a metamorphic rock that is found in Maryland, chiefly in the Piedmont section. Our
Piedmont gneiss is the oldest rock in the whole state. At one time, gneiss was igneous in nature,
forming the rock, granite.
This gneiss was subjected for a long time to intense heat and pressure. For millions of years, it
was buried under younger rocks that later were worn away in some areas. It was so changed that
now it is hard, and its minerals are arranged in light and dark bands of varying thickness. These
bands are typical of gneiss. Its minerals are chiefly quartz, feldspar, hornblende, and mica.
Since the late 1700s, gneiss has been quarried in and around Baltimore. One of the most recent
quarry sites is found in our county near Havre de Grace. Along the banks of the Susquehanna
River, the Arundel Corporation quarries large blocks of gneiss for various uses. Gneiss is used
as a building stone, but it has also been used in making paving blocks, curbing, and crushed for
roads. Additionally, it is Harford County gneiss that was used to build the long jetties that we
see in Ocean City and Assateague, Maryland.
Peach Bottom Slate – For School and Home Use
Slate is one member of the metamorphic rock family to which you need no introduction. You
have probably seen slate used as roofing on buildings, such as churches and homes. You may
have also seen chalkboards made out of this metamorphic rock.
Slate is related to shale. Shale was once mud that had become hard through pressure. When
shale is subjected to still greater pressure and heat, it is changed into slate. The process
rearranges the minerals and they line up in one plane, making slate easy to split.
Only one area in Maryland has recently produced slate, a small section in the northern part of our
county in the Whiteford/Cardiff/Delta area. If you were to visit this region of our county, you
would see that most of the houses have slate roofs, and many of the homes are actually built on
foundations made of slate.
Sidewalks are made of big plates of slate. Even gravestones are made of slate. The Welsh
immigrants who came to the area to work in the slate quarries named the town of Cardiff after
the capital of their homeland, Wales.
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Harford County Geologic Map
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Science Rocks and Minerals, Grade 4
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Activity 11: How Have Rocks and Minerals Been Used in Harford County? Student Pages #55-60
Enduring Understanding (Science): Rocks are created by the Earth’s natural forces and
composed of minerals that have unique physical properties.
Enduring Understanding (Engineering): Materials engineers consider the properties of
materials and use the engineering design process to create new materials (technologies).
Guiding Questions:
1. How do geologists identify mineral properties?
2. How are igneous, metamorphic, and sedimentary rocks formed?
3. How can earth materials be used to create technologies?
4. What is materials engineering?
Key Concepts: Change
Materials: per group
One set of Harford County rock and mineral samples
Warm-Up:
In your cooperative learning group, brainstorm uses of rocks and minerals in your community.
Use the round table strategy to share your information with the entire class.
Let's Find Out: 1. Locate your school on the Harford County Geologic Map. Locate Bel Air, the county seat.
2. Based on your school's location, add any other important geographic locations in Harford
County as directed by your teacher.
3. Following your teacher's modeling, label and color the geological map of Harford County.
2. You will be using a cooperative learning strategy called Jigsaw. Listen closely to your
teacher's instructions on how the Jigsaw works.
3. Using the information that you learned in your cooperative learning group, fill out the
"Resource Chart of Harford County."
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What Have We Learned? 1. List several examples to support the statement, "Rocks and minerals have played an important
role in the history of Harford County."
2. Why have the uses of the rock described in the information packet changed since the 1800’s?
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Resource Chart
I. Port Deposit Gneiss
A. Location:
B. Use:
C. Composition:
D. Interesting Facts:
II. Peach Bottom Slate
A. Location:
B. Use:
C. Composition:
D. Interesting Facts:
III. Cardiff Green Marble [Serpentinite]
A. Location:
B. Use:
C. Composition:
D. Interesting Facts:
IV. Chromite
A. Location:
B. Use:
C. Composition:
D. Interesting Facts:
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Information Sheet
Where Maryland Shone – Chrome Production
The only metal in which Maryland has ever led the world in production is chrome. You are
familiar with this bright metal, much used today on automobiles and in making steel. It gives
strength, resists rust, and wears well. It is also mixed with chemicals for dyeing fabrics, coloring
glass and pottery, processing leather, and preserving wood.
Between 1828 and 1850, Maryland provided most of the world’s supply of chrome ore when it
was used chiefly as a coloring agent.
Substantial deposits of chromite, the source of chrome, have been found in Harford and
Baltimore counties. It is present chiefly in the areas known as the Serpentine Barrens. These
areas are underlain by the rock serpentinite, which contains the mineral serpentine. The soil in
the area is poor and usually grows little more than low bushes and scrubby trees.
The story is told that a man named Isaac Tyson, Jr., was the first to notice the connection
between the Serpentine Barrens and the presence of chrome ore. It is said that back in 1827,
Tyson happened to be in the Belair Market in Baltimore City one day and noticed a cider barrel
on a wagon steadied by some rocks he recognized as chromite. He learned that these rocks had
come from near Jarrettsville, located in the northern part of our County, and that led him to the
discovery of a new source of chrome ore. The Cooptown-Jarrettsville area in Harford County
proved to be the best producer in the state. You can easily guess how Chrome Hill in Harford
County got its name.
Serpentinite – A Maryland Beauty
The rock serpentinite is found in several shades of green – yellowish, grayish, or dark green. It
has been used for building, but it has never been popular. The light-green stone houses you see
in Baltimore and Harford counties are probably made of serpentinite.
Serpentinite is quarried for road building. The dark green variety is used as a decorative stone.
This stone has light veins running through it and polishes beautifully. Slabs of it are used for
tabletops, mantles, bookends, and for lining corridors in public buildings.
Known as either “verde antique” or “green marble,” serpentinite resembles marble. But
Maryland’s serpentinite is not a marble chemically and has little to do with it. True marble
comes from a sedimentary rock composed of limey mud or the limey remains of millions of tiny
animals or larger shelled creatures. Maryland serpentinite was never “alive” in this sense; in
fact, it never occurs in a sedimentary form. Probably, our serpentinite was originally a dark
colored igneous rock.
Serpentinite is found in six Maryland counties - Montgomery, Howard, Carroll, Baltimore,
Harford, and Cecil. The best-known quarry was at Cardiff in the northern part of our county.
This quarry was very deep and produced serpentinite that was prized for decorative purposes.
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Information Sheet
Port Deposit Gneiss – The Old Man of the Rocks
Gneiss is a metamorphic rock that is found in Maryland, chiefly in the Piedmont section. Our
Piedmont gneiss is the oldest rock in the whole state. At one time, gneiss was igneous in nature,
forming the rock granite.
This gneiss was subjected for a long time to intense heat and pressure. For millions of years, it
was buried under younger rocks that later were worn away in some areas. It was so changed that
now it is hard, and its minerals are arranged in light and dark bands of varying thickness. These
bands are typical of gneiss. Its minerals are chiefly quartz, feldspar, hornblende, and mica.
Since the late 1700s, gneiss has been quarried in and around Baltimore. One of the most recent
quarry sites is found in our county near Havre de Grace. Along the banks of the Susquehanna
River, the Arundel Corporation quarries large blocks of gneiss for various uses. Gneiss is used
as a building stone, but it has also been used in making paving blocks, curbing, and crushed for
roads. Additionally, it is Harford County gneiss that was used to build the long jetties that we
see in Ocean City and Assateague, Maryland.
Peach Bottom Slate – For School and Home Use
Slate is one member of the metamorphic rock family to which you need no introduction. You
have probably seen slate used as roofing on buildings, such as churches and homes. You may
have also seen chalkboards made out of this metamorphic rock.
Slate is related to shale. Shale was once mud that had become hard through pressure. When
shale is subjected to still greater pressure and heat, it is changed into slate. The process
rearranges the minerals and they line up in one plane, making slate easy to split.
Only one area in Maryland has recently produced slate, a small section in the northern part of our
county in the Whiteford-Cardiff area. If you were to visit this region of our county, you would
see that most of the houses have slate roofs, and many of the homes are actually built on
foundations made of slate.
Sidewalks are made of big plates of slate. Even gravestones are made of slate. The Welsh
immigrants who came to the area to work in the slate quarries named the town of Cardiff after
the capital of their homeland, Wales.
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Harford County Geologic Map
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Sample
Summative
Assessments
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Science Rocks and Minerals, Grade 4
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Name: ________________________________ Date: __________
Rocks, Minerals and Materials Engineering
Mid-Unit Assessment (Activities #1-5)
I. Selected Response Items – Circle the most appropriate answer to
complete each statement.
1. Rocks are solid earth materials made of more than one __________________
a. mineral b. organic material c. luster d. liquid
2. Geologists classify minerals according to _______________________
a. formation b. physical properties c. sedimentary d. metamorphic
3. Geologists classify rocks according to _______________________
a. formation b. physical properties c. streak d. color
4. Rocks that are formed when molten rock cools are classified as________________
a. sedimentary b. metamorphic c. igneous d. minerals
5. Rocks that are formed when rocks deep underground are heated and squeezed are
classified as________________
a. sedimentary b. metamorphic c. igneous d. minerals
6. Rocks that are formed when rock sediments are deposited in layers and harden are
classified as________________
a. sedimentary b. metamorphic c. igneous d. minerals
7. Fossils are most likely to be found in rocks that are ________________
a. sedimentary b. metamorphic c. igneous d. minerals
8. The natural process of wind, water, or ice that wears away rock to form sediment is called
________________________
a. erosion b. weathering c. physical properties d. natural disasters
9. The movement of weathered materials (sediment) by wind, water, ice or gravity is called
________________________
a. erosion b. weathering c. physical properties d. natural disasters
10. During a severe rainstorm, what would the most likely be the cause of a house suddenly
falling into a river if the house was built on the side of a hill just above the river?
a. tornado b. avalanche c. volcano eruption d. mudslide
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II. Brief Constructed Response (BCR) Items.
1. In science class, we examined several physical properties of minerals and used tests to
help us classify and identify each mineral. Describe the process of identifying minerals
using physical properties. Consider the following:
a. Three different tests
b. Possible reactions of different minerals for each test
c. The tools needed to complete each test
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________ 2. The Earth’s surface is constantly changing. Some changes occur rapidly while others
occur slowly over time. Explain how the Earth’s surface could change rapidly through a
natural event.
a. Provide an example of the natural event.
b. What natural agent caused the change – water, gravity, wind?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Name: ________________________________ Date: __________
Rocks, Minerals and Materials Engineering
Mid-Unit Assessment (Activities #1-5)
Teacher Pages – Answer Key
Correct answers are bold, italicized, and underlined
I. Selected Response Items – Circle the most appropriate answer to complete each
statement.
11. Rocks are solid earth materials made of more than one __________________
a. mineral b. organic material c. luster d. liquid
12. Geologists classify minerals according to _______________________
b. formation b. physical properties c. sedimentary d. metamorphic
13. Geologists classify rocks according to _______________________
c. formation b. physical properties c. streak d. color
14. Rocks that are formed when molten rock cools are classified as________________
d. sedimentary b. metamorphic c. igneous d. minerals
15. Rocks that are formed when rocks deep underground are heated and squeezed are
classified as________________
e. sedimentary b. metamorphic c. igneous d. minerals
16. Rocks that are formed when rock sediments are deposited in layers and harden are
classified as________________
f. sedimentary b. metamorphic c. igneous d. minerals
17. Fossils are most likely to be found in rocks that are ________________
g. sedimentary b. metamorphic c. igneous d. minerals
18. The natural process of wind, water, or ice that wears away rock to form sediment is called
________________________
h. erosion b. weathering c. physical properties d. natural disasters
19. The movement of weathered materials (sediment) by wind, water, ice or gravity is called
________________________
i. erosion b. weathering c. physical properties d. natural disasters
20. During a severe rainstorm, what would the most likely be the cause of a house suddenly
falling into a river if the house was built on the side of a hill just above the river?
j. tornado b. avalanche c. volcano eruption d. mudslide
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II. Brief Constructed Response (BCR) Items.
1. In science class, we examined several physical properties of minerals and used tests to
help us classify and identify each mineral. Describe the process of identifying minerals
using physical properties. Consider the following:
a. Three different tests
b. Possible reactions of different minerals for each test
c. The tools needed to complete each test
Responses should include 3 of these mineral tests performed in
class – luster(shiny, dull), streak(Use a streak plate to determine if
the mineral will make a streak on the plate and the color of the
streak), color (Light or dark), texture(smooth or rough),
hardness(using your fingernail or a paper clip to determine hard,
medium or soft depending on which could scratch the mineral). A
description of each test and the possible reactions should be
described. Responses should mention that we use our senses to
examine physical properties. 2. The Earth’s surface is constantly changing. Some changes occur rapidly while others
occur slowly over time. Explain how the Earth’s surface could change rapidly through a
natural event.
a. Provide an example of the natural event.
b. What natural agent caused the change – water, gravity, wind?
Responses should describe a specific natural disaster – toronado,
hurricane, volcanic eruption, earthquake – that can have Earth
changing results in a short period of time. The response should not
describe weathering and erosion which are SLOW changes to the
Earth’s surface. Response shoud identify water, gravity or wind as
the natural causing agent that alters the Earth’s surface rapidly.
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Name: ________________________________ Date: __________
Rocks, Minerals and Materials Engineering Final Unit Assessment (Activities #6-11)
I. Selected Response Items – Circle the answer that most appropriately completes
each statement.
1. Engineers use science, math, materials and tools to design technologies that solve
problems. An example of the kind of work that an engineer would do is
_______________.
a. paint a house b. design bridges c. drive a truckd. repair bikes
2. Materials engineers may use earth materials to design technologies. An example of an
earth material is __________________ .
a. a wall b. mortar c. sand d. liquid
3. A technology is something that helps to solve a problem. Which of the following is a
technology made from an earth material?
a. brick b. sand c. rock d. soil
4. A bicycle company wants to create a new type of bike. How would a materials engineer
help?
a. draw the shape of the bike b. choose the metal for the bike frame
c. put the chain on the bike d. paint the bike
5. Walking along a stream, you find two rocks that are both igneous rocks. What property
is most likely to be the same?
a. color b. size c. shape d. weight
6. Which of these is made from a human-made material?
a. plastic cup b. clay pot c. rock walkway d. sand castle
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Use the following table to answer questions #7-10:
Material Properties
A Absorbent, red, soft
B Waterproof, white, flexible
C Durable, brown, flexible
D Waterproof, yellow, sturdy
7. If you were designing an umbrella, which would be the BEST material to use?
a. Material A b. Material B c. Material C d. Material D
8. If you were designing an outdoor doghouse, which would be the BEST material to use?
a. Material A b. Material B c. Material C d. Material D
9. If you were designing a bath towel, which would be the BEST material to use?
a. Material A b. Material B c. Material C d. Material D
10. Which property was not important to your decision about the BEST material to use for
each item?
a. color b. flexibility c. durability d. waterproof
II. Brief Constructed Response (BCR) Items.
1. A materials engineer is asked to design a strong mortar to build a wall of a castle.
Describe the process that the materials engineer would use to design the mortar from
earth materials. Consider the following:
The five steps of the Engineering Design Process
The possible earth materials to create the mortar
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Science Rocks and Minerals, Grade 4
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Name: ________________________________ Date: __________
Rocks, Minerals and Materials Engineering Final Unit Assessment (Activities #6-11)
Teacher Pages – Answer Key
Correct answers are bold, italicized, and underlined
III. Selected Response Items – Circle the answer that most appropriately completes
each statement.
11. Engineers use science, math, materials and tools to design technologies that solve
problems. An example of the kind of work that an engineer would do is
_______________.
a. paint a house b. design bridges c. drive a truckd. repair bikes
12. Materials engineers may use earth materials to design technologies. An example of an
earth material is __________________ .
a. a wall b. mortar c. sand d. liquid
13. A technology is something that helps to solve a problem. Which of the following is a
technology made from an earth material?
a. brick b. sand c. rock d. soil
14. A bicycle company wants to create a new type of bike. How would a materials engineer
help?
a. draw the shape of the bike b. choose the metal for the bike frame
c. put the chain on the bike d. paint the bike
15. Walking along a stream, you find two rocks that are both igneous rocks. What property
is most likely to be the same?
a. color b. size c. shape d. weight
16. Which of these is made from a human-made material?
a. plastic cup b. clay pot c. rock walkway d. sand castle
Science Rocks and Minerals, Grade 4
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Use the following table to answer questions #7-10:
Material Properties
A Absorbent, red, soft
B Waterproof, white, flexible
C Durable, brown, flexible
D Waterproof, yellow, sturdy
17. If you were designing an umbrella, which would be the BEST material to use?
b. Material A b. Material B c. Material C d. Material D
18. If you were designing an outdoor doghouse, which would be the BEST material to use?
a. Material A b. Material B c. Material C d. Material D
19. If you were designing a bath towel, which would be the BEST material to use?
a. Material A b. Material B c. Material C d. Material D
20. Which property was not important to your decision about the BEST material to use for
each item?
a. color b. flexibility c. durability d. waterproof
IV. Brief Constructed Response (BCR) Items.
2. A materials engineer is asked to design a strong mortar to build a wall of a castle.
Describe the process that the materials engineer would use to design the mortar from
earth materials. Consider the following:
The five steps of the Engineering Design Process
The possible earth materials to create the mortar
Response should include the five steps of the EDP in the correct order – Ask, imagine, plan,
create, improve – with a description of each step related to the earth materials that create the
mortar – soil, clay, and sand. Responses should explain which materials when mixed together
would create the best mortar to create a strong wall. Staggering the bricks/rocks in the design
process should be included as well.
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