ESS.4.2.2
Carry out investigations to classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed, and the processes that create them.
Embedded Files
District Recommended Resources for 4th Grade Science
Rocks and Minerals
Kit rental options are available. See your administrator.
Appalachian State University - Fossils and Geologic Time
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Dimension 1:
Science and Engineering Practice: Plan and Carry Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered (NSTA SEP Matrix).
Dimension 2:
Crosscutting Concepts: Cause and Effect, Systems and System Models
Dimension 3:
Disciplinary Core Ideas:
ESS2.A Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
Describe the attributes (characteristics) you are using to sort or classify the rocks. (e.g., size, shape, color, composition, etc.)
What are the key parts of the formation of _________? (e.g,. igneous rocks = magma, heat, melting; sedimentary rocks = pressure, various particles/sediments; metamorphic rocks = heat and pressure.
What are the key parts in the formation of rock? (e.g. pressure, heat, time, water, minerals).
How does the rock cycle illustrate the processes that form metamorphic, sedimentary, and igneous rocks?
Vocabulary
Vocabulary
attributes
deposits
heat
igneous
liquid
minerals
metamorphic
pressure
sediment
sedimentary
solid
rocks
Students will be able to...
Students will be able to...
Classify rocks as metamorphic, igneous, or sedimentary.
Classify - Determining that something belongs to a category based on relevant features or patterns
Plan and Carry Out Investigations- Make predictions about what would happen if a variable changes (e.g., water is added to the process, temperature changes drastically, etc.)
Students will know...
Students will know...
Igneous rocks are formed from molten rock.
Sedimentary rocks are formed from deposited rock particles (sediments) that are then compacted.
Igneous and sedimentary rocks can be transformed into metamorphic rocks through the application of heat and pressure over long periods of time.
These classifications are based on the processes that created the rock.
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
How can a small change to _________ have a big effect on __________? (e.g. the temperature, rock type (e.g. melting rock can form new igneous rocks). Pressure, rock type (e.g., pressure applied to sedimentary rock- limestone may turn it into metamorphic rock -marble)
Compare and contrast metamorphic, sedimentary, and igneous rocks. What makes each type unique? Use evidence from texts and investigations to support your reasoning.
The properties of a rock or mineral determine how the rock or mineral is used. Choose a rock or a mineral and discuss its properties and how it is used.
Research a mineral to determine its properties and uses. Describe how its properties contribute to its usefulness.
Imagine you are a specific type of rock. Write an adventure story about how you were formed. Don't forget to use specific, relevant details about your rock type.
Mini Projects and Investigations
Research different rocks and minerals. Create a baseball card for 3 rocks or minerals that you research. Include important details unique to that rock or mineral.
Create a comic strip or storyboard in which the three types of rocks are introducing themselves to each other. Have the rock characters tell how they were formed, where they are found, and how they are used.
Culminating Activity
Presentation
Create a presentation (comic strip, story board, Book Creator, Google Slides, etc.) that explains the formation process of each type of rock (metamorphic, sedimentary, or igneous).
Include the scientific steps involved.
Use scientific vocabulary.
See Rubric for guidelines and scoring
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Provide a collection of various rocks to students. Ask - What is one way you could classify or group these rocks? (Check with the STEM lab for rock samples.)
Additional Literacy Connections
What Can You Do With A Rock by Pat Zietlow Miller
Charlotte and the Rock by Stephen W. Martin
Ricky, the Rock That Couldn’t Roll by Jay Miletsky
I’m Trying To Love Rocks by Bethany Barton
The Rock Cycle (ebook)
Rocks and Soil-Real Size Science (ebook)
CommonLit
epic!:
Books on Rocks (100+ titles)
Teacher Resources
Teacher Resources
Additional Lessons from DTLS:
1) Volcano Eruption PBL
2) Landslide PBL
3) Soil and Water Conservation Demonstration
4) Beach Erosion PBL
5) Moving Cape Hatteras Lighthouts Study
6) AG in the Classroom Lab
7) Rock Classification Lab
Other Resources
Super Simple Rock Cycle Projects - Ebsco *GREAT RESOURCE*
Mystery Science.com - Rocks and Minerals Mini Lessons (sign up for free account)
SERC - Rock Cycle Activities
Wonderopolis Article: How Are Rocks Made?
Videos
4 States of Matter Video (Introduces plasma as a type of matter)
Study Jams - The Rock Cycle
Study Jams Slide Decks:
Khan Academy - The Rock Cycle
Livebinder (Note: This is an old resource and some of the links no longer work. However, there are some good resource links still available through this Livebinder.)
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