Rocks and Minerals Unit Plan – Grade 4 Science and Technology

April – May 2013

Ontario Curriculum 2007: Grade 4 Rocks and Minerals

Fundamental Concepts Big Ideas

Change and Continuity

Sustainability and

Stewardship

Structure and Function

Rocks and minerals have unique characteristics and properties that

are a result of how they were formed. (Overall expectations 2 and 3)

The properties of rocks and minerals determine society’s possible

uses for them. (Overall expectations 1 and 2)

Our use of rocks and minerals affects the environment. (Overall

expectation 1)

Overall Expectations

By the end of Grade 4, students will:

1. assess the social and environmental impacts of human uses of rocks and minerals;

2. investigate, test, and compare the physical properties of rocks and minerals;

3. demonstrate an understanding of the physical properties of rocks and minerals.

Specific Expectations

1. Relating Science and Technology to Society and the Environment

By the end of Grade 4, students will:

1.1 assess the social and environmental costs and benefits of using objects in the built

environment that are made from rocks and minerals

Sample issues:

(a) Quarried stone, sand, and gravel are used to make concrete. We need the strength and long

life that concrete gives to roads and buildings, but making concrete uses a lot of natural resources

and energy.

(b) Aluminum is used to make soft drink containers and trash cans. It can be recycled many times, and recycling uses much less energy than making aluminum from ore.

2

(c) One person uses 5.4 kilograms of salt per year on food and another 180 kilograms a year for

other things, such as de-icing roads and sidewalks in winter. We need salt in our diet, but when

we use it excessively on our roads and sidewalks, it causes damage to cars, water, and plants.

(d) Clay is used to make plates and mugs, bricks for buildings, and kitty litter, but clay is mined.

The products made from it break down at rates that are similar to those for other rocks.

1.2 analyse the impact on society and the environment of extracting and refining rocks and

minerals for human use, taking different perspectives into account (e.g., the perspectives of

mine owners, the families of the miners, Aboriginal communities, the refinery workers,

manufacturers of items who need the refined rocks and minerals to make their products,

residents who live in communities located near refineries and manufacturing facilities and

who are concerned about the environment)

Sample issues:

(a) Surface mining is used to extract rocks and minerals for eventual human use. It is less

hazardous for humans than underground mining, but it has a greater impact on the surface

landscape, including the removal of significant amounts of rich topsoil. Efforts are being made

by mining companies to reclaim land where mines and quarries have been closed. Mined-out

quarries can be filled with water and used for recreational purposes. When a mine is closed, the

topsoil that had been removed can be replaced and native species replanted.

(b) The smelting process is necessary to extract the metals contained in some ores that can then

be made into products for human use. But the process produces waste materials, including gases

that contribute to climate change, acid rain, and smog.

2. Developing Investigation and Communication Skills

By the end of Grade 4, students will:

2.1 follow established safety procedures for outdoor activities and for working with tools,

materials, and equipment (e.g., use scratch and streak test materials for the purposes for

which they are intended; when working outdoors, leave the site as it was found)

2.2 use a variety of tests to identify the physical properties of minerals (e.g., hardness [scratch

test], colour [streak test], magnetism)

2.3 use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and minerals

according to their characteristics

2.4 use scientific inquiry/research skills (see page 15) to investigate how rocks and minerals are

used, recycled, and disposed of in everyday life (e.g., nickel and copper are made into coins;

coins that are out of circulation can be melted down and the metal can be used for making

other things; calcium [from limestone], silicon [from sand or clay], etc.)

Sample guiding questions:

Where might we find products made from rocks and minerals in our daily life? How might you

find out other ways in which rocks and minerals are used in everyday items? Why might some

people and groups have concerns about the use of some of these rocks and minerals? What might

be some alternative materials that could be used instead of the rocks and minerals? How are

3

some of the items made from rocks and/or minerals disposed of when they are no longer useful?

Which minerals can be recycled or reused in other products?

2.5 use appropriate science and technology vocabulary, including hardness, colour, lustre, and

texture, in oral and written communication

2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with

different audiences and for a variety of purposes (e.g., use a graphic organizer to show how

rocks and minerals are used in daily life)

3. Understanding Basic Concepts

By the end of Grade 4, students will:

3.1 describe the difference between rocks (composed of two or more minerals) and minerals

(composed of the same substance throughout), and explain how these differences determine

how they are used

3.2 describe the properties (e.g., colour, lustre, streak, transparency, hardness) that are used to

identify minerals

3.3 describe how igneous, sedimentary, and metamorphic rocks are formed (e.g., Igneous rocks

form when hot, liquid rock from deep below the earth's surface rises towards the surface,

cools, and solidifies, for instance, after a volcanic eruption. Sedimentary rocks form when

small pieces of the earth that have been worn away by wind and water accumulate at the

bottom of rivers, lakes, and oceans and are eventually compacted and consolidated into

rock; they can also be formed when sea water evaporates and the dissolved minerals are

deposited on the sea floor. Metamorphic rocks form when pre-existing rocks are changed by

heat and pressure.)

3.4 describe the characteristics of the three classes of rocks (e.g., Sedimentary rocks often have

flat layers, are composed of pieces that are roughly the same size with pores between these

pieces that are commonly filled with smaller grains, and sometimes contain fossils. Igneous

rocks generally have no layers, have variable textures, and do not contain fossils.

Metamorphic rocks may have alternating bands of light and dark minerals, or may be

composed predominantly of only one mineral, such as marble or quartzite, and rarely

contain fossils.), and explain how their characteristics are related to their origin.

4

Enduring Understandings and Essential Questions

Key Concerns: (1. Relating Science and Technology to Society and the Environment)

Why is this topic important to us?

By examining different types of rocks and minerals found in the earth’s crust, students will learn

that the unique characteristics and properties of rocks and minerals are a result of how they were

formed. Such properties determine possible uses. It is important that students become aware of

how human uses of rocks and minerals not only alter the landscape but also affect the

environment in various other ways.

What should we do about it?

Students should be given opportunities to look at the issues from the standpoint of all

stakeholders: mining companies, communities where the mines are located, manufacturers, those

who are dependent on the natural environment, and people who benefit from the use of the

products.

Key Skills: (2. Developing Investigation and Communication Skills)

1. Follow established safety procedures for outdoor activities and for working with tools,

materials, and equipment

2. Use a variety of tests to identify the physical properties of minerals

3. Use a variety of criteria (e.g., colour, texture, lustre) to classify common rocks and

minerals according to their characteristics

4. Use scientific inquiry/research skills to investigate how rocks and minerals are used,

recycled, and disposed of in everyday life

5. Use appropriate science and technology vocabulary, including hardness, colour, lustre, and

texture, in oral and written communication

6. Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with

different audiences and for a variety of purposes

What should students be able to do as well as learn to do?

The students will be able to discuss what makes one rock or mineral different from another. By

learning to classify rocks and minerals based on a number of attributes, students will be able to

illustrate how small details can make a big difference.

Key Concepts: (3. Understanding Basic Concepts)

When students have finished the unit, what “big ideas” will remain with them?

1. Minerals are made of the same substance, whereas rocks are made of several minerals.

2. Minerals and rocks can be classified by certain criteria (luster, hardness, colour, reaction,

etc.)

3. Igneous rocks came from volcanoes (very hot), sedimentary rocks were laid down in layers

(long time), and metamorphic rocks were formed under great pressure. Rocks and

5

minerals have unique characteristics and properties that are a result of how they were

formed. (Overall expectations 2 and 3)

4. The properties of rocks and minerals determine society’s possible uses for them. (Overall

expectations 1 and 2)

5. Our use of rocks and minerals affects the environment. (Overall expectation 1)

Essential Questions to Focus and Guide the Unit

1. Where might we find products made from rocks and minerals in our daily life?

2. How might you find out other ways in which rocks and minerals are used in everyday

items?

3. Why might some people and groups have concerns about the use of some of these rocks

and minerals?

4. What might be some alternative materials that could be used instead of the rocks and

minerals?

5. Which minerals can be recycled or reused in other products?

What misconceptions might students have?

1. Few rocks and minerals are found in our homes, and used on a daily basis.

2. Pebbles and boulders are not rocks. Rocks are something you can put in the palm of your

hand.

3. There is little environmental impact to mining rocks and minerals.

4. Students may have no idea how rocks are formed. They may assume they have been in the

same form since the beginning of time.

6

Culminating Assessment

1. Mining Pro’s and Con’s Role Play

Materials:

- Advertisements relating to the mining industry

- Promotional materials relating to the mining industry

- Government publications from Ministry of Natural Resources

- Newspaper items/articles relating to the mining industry

- Books (eg: non-iction, stories, novels)

- Industry publications

- Chart paper, marker

Activity:

- After students have had time to learn about and explore the impacts (both positive

and negative) of mining on a town/city/region, read to students the following:

Clay has been discovered in Town X, and a mine is about to be developed

there. Many people in town support the mine. Clay is used to make plates and

mugs, bricks for buildings, and things like kitty litter. However, many

townspeople are against the mine, because clay is strip mined, and the

products made from it are persistent in the environment.

- In pairs, or small groups, have students discuss and document the pros and cons of

building the mine. Have students consider the point of view and the opinions of

the following people:

Town mayor

Mining company president

Owner of the land

Person who will work in the mine

Bank president

Local school principal

Store owner

Geologist

Environmentalist

Farmer

- As a class, compile lists of each person in Town X that was considered above.

Have students conduct a town hall meeting, with different students taking turns

playing different roles (each student needs an opportunity to play a role for

assessment.)

- As the final assessment task, have students answer (on their own) the following

questions: Why were there so many different responses, opinions and

interpretations? What issues came up that had not been considered before? Have

students write a persuasive paragraph about why or why not the clay mine should

be permitted in Town X.

7

Unit Overview – Outline of Lessons

Title Description Exp’s Time Intro to

Rocks &

Minerals

Students share what they know, what they would

like to know and explore items make of rocks and

minerals.

O. 2

S. 2.5 50 min

Identifying

Rocks and

Minerals

Students will learn how to identify the primary

differences between rocks and minerals, as well as

discover that once minerals are mined, they are

unable to put the rock back into its original form.

O. 2, 3

S. 2.3, 2.5, 2.6,

3.1

60 min

The Big

‘C’

Students are given a chance to handle rocks and

minerals and begin to develop vocabulary around

identifying characteristics through observation and

investigation.

O. 1, 3

S. 2.1, 2.2, 2.3,

2.5, 2.6

60 min

Classifying

and

Identifying

In groups of 4 have students examine rock samples

and identify ways they are alike and different.

Students will examine rock samples under a

magnifying glass.

O. 1, 3

S. 2.1, 2.2, 2.3,

2.5, 2.6

60 min

Rock

Formation

Students will be introduced to the ‘Rock Cycle’ and

the concepts that rocks are formed in different ways,

and that they are continually changing at a very slow

rate.

O. 3

S. 3.3, 3.4 60 min

Rock

Formation

This lesson will introduce to the children that rocks

do change. It will illustrate that most of the changes

in rocks and minerals are cause by weathering and

erosion.

O. 3

S. 3.3, 3.4 60min

Rock

Formation

This lesson will be an overview on rock formation.

The children will be provided with time as a class

and in pairs to go over previous lessons to prepare

for their quiz.

O. 3

S. 3.3, 3.4 60 min

Mining Students will learn about mining, the different types

and the effects it has on the environment and

different populations.

O. 1

S. 1.2, 2.5, 2.6 50 min

Minerals

in our

Environ-

ment

Students will examine the mineral content in

different products available for purchase. Students

will explore where these minerals are mined and be

challenged to come up with different ways to be

mineral responsible.

O. 1

S. 1.1

60 min

Recycling

Minerals

Students will learn the life cycle of an aluminum

can, the environmental impacts the processing and

refining has. They will then create a poster with a

closed circuit recycling system for a mineral of

choice.

O. 1

S. 1.1, 2.4 60 min

8

Vocabulary

Acid Rain - Precipitation that contains a high concentration of acids from pollutants (such as

sulphur dioxide and nitrogen oxides) that are emitted by industrial processes and fossil fuel

combustion. Acid rain is harmful to plant and animal life and corrodes many building materials.

Compression - A force that presses or squeezes something together.

Crystal - A homogeneous solid formed by the solidification of a substance, whose particles are

arranged in a regular, repeating pattern with external plane faces.

Erosion - The process by which the surface of the earth is worn away by the action of running

water, glaciers, winds, and waves.

Fossil – remains of plants and animals that were once alive; found in sedimentary rocks

Gem – rock or mineral that is very rare and therefore has a lot of value

Geology – study of rocks, minerals, and the Earth

Glacier - A large mass of ice that forms by the compaction and recrystallization of snow under

freezing conditions. Glaciers often move downslope or outward in all directions because of the

force of their own weight. They may become stagnant or retreat under warming conditions.

Hardness – how hard a rock or mineral as, as determined by a scratch test

Igneous – rock that forms when hot liquid rock from beneath the Earth’s surface rises, cools, and

solidifies, often through a volcano

Lava – hot liquid type of rock that hardens after it flows out of a volcano

Life cycle - The sequence of developmental stages that an organism passes through in its

lifetime.

Lustre – shininess of the rock or mineral

Marble – hard crystalline metamorphic rock that can be polished and used for sculpture or in a

building

Metal – types of minerals such as copper, silver, nickel that conduct electricity

Metamorphic – type of rock formed from igneous or sedimentary rock that changed after being

under a lot of heat and pressure inside the Earth

Mine - An excavation beneath the surface of the ground from which mineral matter of value is

extracted.

Mineral – a naturally occurring, homogeneous, inorganic, solid substance that has a definite

chemical composition and characteristic crystal structure

Mining - The science, technique, and business of mineral discovery and exploitation.

Porous – porous rocks allow water to get inside in cavities

Pressure – force from outside pushing in on a substance

Quartz – mineral that has a crystal form, is quite hard, and is partly transparent

Recycle - Reduce waste by reprocessing used materials into new materials.

Refining – process of separating minerals from other components of rocks, using heat

Rock - naturally formed solid material composed of one or more minerals. Rocks make up a

large part of the earth’s crust.

Rock cycle – cycle of igneous rocks becoming sedimentary rocks and then metamorphic rocks

9

Rocks – materials of Earth’s crust that contain at a mixture of minerals

Sandstone – type of sedimentary rock composed of mineral grains like sand

Scratch test – test of using a steel nail or hard substance to see if a rock can be scratched

Sedimentary – layers of small pieces of rocks and minerals that have settled at the bottom of

rivers and lakes and are cemented together by pressure; they often contain fossils

Streak test – test of using a rock or mineral to create a streak to see its colour

Temperature - The degree of hotness or coldness of a body or environment.

Texture – roughness or smoothness of the rock

Volcano – opening in the earth's crust through which molten lava, ash, and gases are ejected

Weathering - The breakdown over time of rocks and sediments at or near the earth’s surface as

a result of biological, chemical, and physical processes.

All of the above words occur in one or more of the lessons in this unit. Definitions for them may

be found in several places, including the end of the Ontario Curriculum Grades 1 to 8 Science

and Technology, or any common dictionary, hard copy or online. There are many common

language tools and strategies that may be employed while leading students through the hands-on

activities.

The teacher can identify and carefully explore each new word, while children practice

saying words aloud

Word walls can be used to publically share and remind students of new words. The students themselves can add words to this.

Students can practice using these words in their classroom discourse including think-pair-share and jigsaw sessions

Students can be encouraged to use these words in their journaling, writing, and labeling of diagrams and graphs.

10

Materials

- 4-6 slices of bread per student (white and wheat)

- bag

- balloons

- cookies that contain chocolate chips

- glass jars with lids

- heavy books or blocks

- magazines

- magnifying glasses

- microscope

- microwave (optional)

- mining information sheets – 4 total, 1 different one for each member of a group of 4 - mirrors (two minimum) - nails

- paper towels

- pebbles

- pennies

- rock and mineral identification guide (optional)

- rock and mineral samples (a variety of different sizes, shapes, and types)

- rock-sized objects, some of which are similar to rocks (piece of broken pottery, piece of

concrete, etc)

- sand

- soil

- tweezers

- vinegar

- water

- wax paper

Safety Notes

- Because of allergy and religious considerations, chocolate chip cookies provided will be nut free and kosher. (Be Safe page 9)

- This activity allows for a conversation about personal hygiene and the importance of hand-

washing before eating. It also allows an opportunity to remind students the importance of

ensuring eating surfaces and utensils are clean. (Be Safe page 9)

- The students will primarily be just looking at the rocks and minerals through a magnifying glass. Remind students to have a clutter free work space, and they can use all senses other

than taste when they are looking at samples.

- "Be Safe" text, goggles

- Students will need to be cautious of sharp edges on some of the rocks and mineral examples.

11

Literature Connections

Baylor, Byrd. (1985). Everybody Needs a Rock. Aladdin Paperbacks.

Berger, Melvin. (2000). Why Do Volcanoes Blow Their Tops?: Questions and Answers about

Volcanoes and Earthquakes. Scholastic.

Bingham, Caroline. (2004). DK Eye Wonder Rocks and Minerals. DK Publishing.

Blobaum, Cindy. (1999). Geology Rocks! Williamson Publishing.

Burton, Jane. Nature & Science of Rocks. Gareth Stevens Publishing.

Caduto, M. , Bruchac, J. (1999). Keepers of the Earth: Native Stories and Environmental

Activities for Children. Fifth House Ltd.

Christian, Peggy. (2008) If you find a rock. Voyager Books.

Cole, Joanna. (1996). The Magic School Bus Blows Its Top: A Book About Volcanoes. Demco

Media.

Cole, Joanna. (1989). The Magic School Bus Inside the Earth. Demco Media.

Earth Works Group (1989). 50 Simple Things you can do to save the Earth. Earthworks Press.

Farndon, John. (2003). Rocks and Minerals. New York: Marshall Cavendish Corporation.

Faulkner, Rebecca. (2007). Igneous Rock. Raintree.

Faulkner, Rebecca. (2007). Metamorphic Rock. Raintree.

Faulkner, Rebecca. (2007). Sedimentary Rock. Raintree

Flanagan, Alice. (2005). Rocks. CPB.

Gallant, Roy. (2001). Minerals. New York: Marshall Cavendish Corporation.

Ganeri, Anita. (2001). Eruption: The Story of Volcanoes. DK Publishing.

Gleason, C. (2012). Canada’s Natural Resources. Scholastic.

Hurst, Carol Otis. (2001). Rocks in his head. Greenwillow.

Kusugak, Michael. (1999). Who wants rocks? Annik Press.

Llewellyn, C. (2003). Let’s Recycle. Chrysalis Books PLC.

Mariner, Tom (1989). Earth in Action: ROCKS. Cherrytree Books.

Markle, Sandra. Earth Alive. Lothrop Lee & Shepard.

Morris, Neil. (2003). Rocks and Soil. Belitha Press Ltd.

Oldershaw, Cally. (1999). Rocks and Minerals. DK Publishing.

Oldershaw, Cally. (2001). Atlas of Geology and Landforms. Franklin Watts.

12

Ostopowich, Melanie. (2006). The rock cycle. Weigl Publishers.

Ostopowich, Melanie (2010). Rocks. Weigl Publishers.

Parker, Steve. (1997). Rocks and Minerals. DK Publishing.

Pellant, Chris and R. Symes. (2002). Eyewitness Rocks and Minerals.

Peters, Lisa. (2003). Earthshake: poems from the ground up. Greenwillow.

Polendorf, I. (1982). Rocks and Minerals. Chicago: Children’s Press.

Ricciuti, Edward and M. Carruthers, First Field Guide Rocks & Minerals, Audubon Society

Richter, J. (2007). Canada’s Rocks and Minerals. Scholastic

Rodger, E. (Ed). (2002). Arty Facts: Planet Earth and Art Activities. Crabtree Publishing

Company.

Rosinksky, Natalie M. (2003). Rocks: hard, soft, smooth, and rough. Nonfiction Picture Books.

Simon, Seymour. (2006) Earthquakes. Programs and Genres.

Simon, Seymour. (1997). Mountains. Programs and Genres.

Simon, Seymour. (2007). Volcanoes. Programs and Genres.

Slavin, B. (2005). Transformed: How Everyday Things are Made. Kids Can Press Ltd.

Stewart, Melissa. (2003). Igneous Rocks. Heinemann Library.

Stewart, Melissa. (2002). Metamorphic Rocks. Heinemann Library.

Stewart, Melissa. (2002). Sedimentary Rocks. Heinemann Library.

Symes, R. and Harding, R. (2007). Eyewitness Crystal and Gem. New York: DK Publishing, Inc.

Trueit, T. (2003). Rocks, Gems, and Minerals. Turtleback Books.

York, Penelope. (2002) Eye Wonder: Earth. New York: DK Publishing, Inc.

Young, Ruth. (2002). Rocks and Minerals: Super Science Activities. Teacher Created Materials.

13

Resources

Posters

A free minerals poster can be downloaded free, or requested to be mailed out free from the

Mineralogical Association of Canada: http://www.mineralogicalassociation.ca/poster/index.php

Educational posters from Mining Matters. These posters show off rocks, metals, and minerals,

and their connections with our daily lives.

http://miningmatters.pdac.ca/miningmatters/educators/resources-posters.aspx

Websites

American Geosciences Institute http://www.agiweb.org/geoeducation.html

Digital Library for Earth Science Education http://www.dlese.org/library/index.jsp

Earth Science Literacy http://www.earthscienceliteracy.org/es_literacy_6may10_.pdf

Earth Science World Image Bank http://www.earthscienceworld.org/images/search/index.html

Hardness of Minerals and rocks http://www.rockhounds.com/rockshop/hardness1.html

How Stuff Works http://videos.howstuffworks.com/planet-green/33330-stuff-happens-recycle-

when-you-can-video.htm

Igneous Rocks (for teachers) http://facstaff.gpc.edu/~pgore/geology/geo101/igneous.htm

Maine State Planning Office

http://www.maine.gov/spo/recycle/residents/whathappenstorecyclables.htm

Mineralogical Association student site http://www.mineralogicalassociation.ca/young/index.php

Mineralogy for Kids - includes games http://www.mineralogy4kids.org/

Minerals by Name (an alphabet of minerals) http://www.galleries.com/minerals/by-name.htm

Minerals Education Coalition http://www.mineralseducationcoalition.org/

Mineral Uses, Properties, Descriptions http://geology.com/minerals/

Mr. Collins Science Resources www.mrcollinson.ca

Photos of Mines http://www.miningphoto.com/

Resources for Earth Science and Geography Instruction http://webs.cmich.edu/resgi/

Rock cycle http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html

Rock Hounds with Rocky http://www.fi.edu/fellows/fellow1/oct98/create/sediment.htm

Rocks and Mineral Uses http://www.rocksandminerals.com/uses.htm

Rocks for Kids http://rocksforkids.com/

14

Youtube Resources

The Rock Cycle http://www.youtube.com/watch?v=v3yJArifULo

Earth Provides Resources

http://www.youtube.com/watch?v=g1KSVMR7apg&list=UUz5wSq_nX2qezkuVOJ7njOA&ind

ex=9

Museums or Local Sites

Evergreen (Don Valley) Brick Works in Toronto - From 1889 to the 1980s the Don Valley Brick

Works was one of Canada’s pre-eminent brickyards. At its peak more than 43 million bricks a

year were manufactured for use in the construction of homes and buildings across Canada. Many

of Toronto’s most prominent buildings were made from Don Valley brick—Massey Hall and

Old City Hall are two examples.

The Royal Botanical Gardens in Burlington - has a curriculum-related program for Grade 4

students to explore rocks, minerals and erosion.

The Royal Ontario Museum in Toronto - Close to 3,000 exceptional specimens of minerals,

gems, meteorites and rocks represent a collection among the finest in North America.

15

Professional References

Addison Wesley Science & Technology 4. (1999). Rocks and Minerals.

Bosak, Susan. (1992). Science Is…

French, B., Rooney, D., Burke, S., Hatton, W. (1992). Science Bookshelf.

Harlen, W. (2001). Primary Science: Taking the Plunge. Heinemann.

Hayhoe, D., MacIntyre, J. (2011). Grade 3 Soils in the Environment: P/J Science and Technology

Unit Plan.

Holyoke Public Schools Science Curriculum Map (2008). Kathy Wheatley, Cheryl Parzich, Lori

Thayer, Laura Skwira, Dr. Helen L. Gibson, Kimberley Wells, Dr. Eduarco B. Carballo.

Grade 4: Rocks and Minerals Unit

http://www.hps.holyoke.ma.us/pdf/curriculum_science/grade_4_rocks_and_minerals_unit.pdf

Lawson, J. (2008). Hands-on science and technology: Grade 4. Portage & Main Press.

Oxford University Press. (1995). Planet Earth.

Solski, R. (1999). Rocks & Minerals.

TDSB Science and Technology Resource Pack (2000). Grade 4: Earth and Space Systems,

Rocks, Minerals, and Erosion.

http://www.sccao.org/tdsb/ResourcePackUnits/4DRocksFinalProofed.PDF

Zeman, A., Kelly, K. (1997). Everything You Needed to Know About Science Homework.