Rocks and Minerals Unit Plan Grade 4 Science and Technology April May 2013 ntario !

!"rric"l"# 200$% Grade 4 Rocks and Minerals

&"nda#ental !oncepts Change and Continuity Sustainability and Stewardship Structure and Function 'ig (deas 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 societys possible uses for them. (Overall expectations 1 and 2) ur use of rocks and minerals affects the environment. (Overall expectation 1)

)erall *+pectations
!y the end of "rade #$ 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.

Speci-ic *+pectations
1, Relating Science and Technology to Society and the *n)iron#ent !y the end of "rade #$ students will% 1,1 assess the social and environmental costs and benefits of using ob'ects in the built environment that are made from rocks and minerals Sample issues: (a) *uarried stone$ sand$ and gravel are used to make concrete. +e 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) ,luminum is used to make soft drink containers and trash cans. -t can be recycled many times$ and recycling uses much less energy than making aluminum from ore.

(c) ne person uses ..# kilograms of salt per year on food and another /01 kilograms a year for other things$ such as de2icing roads and sidewalks in winter. +e need salt in our diet$ but when we use it e3cessively 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 e3tracting 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 e3tract rocks and minerals for eventual human use. -t is less ha4ardous for humans than underground mining$ but it has a greater impact on the surface landscape$ including the removal of significant amounts of rich topsoil. 5fforts are being made by mining companies to reclaim land where mines and quarries have been closed. 6ined2out quarries can be filled with water and used for recreational purposes. +hen a mine is closed$ the topsoil that had been removed can be replaced and native species replanted. (b) The smelting process is necessary to e3tract the metals contained in some ores that can then be made into products for human use. !ut the process produces waste materials$ including gases that contribute to climate change$ acid rain$ and smog. 2, .e)eloping (n)estigation and !o##"nication Skills !y the end of "rade #$ 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, te"ture, lustre) to classify common rocks and minerals according to their characteristics 2,4 use scientific inquiry7research skills (see page /.) 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 #uestions: +here might we find products made from rocks and minerals in our daily life8 9ow might you find out other ways in which rocks and minerals are used in everyday items8 +hy might some people and groups have concerns about the use of some of these rocks and minerals8 +hat might be some alternative materials that could be used instead of the rocks and minerals8 9ow are :

some of the items made from rocks and7or minerals disposed of when they are no longer useful8 +hich minerals can be recycled or reused in other products8 2,/ use appropriate science and technology vocabulary$ including hardness$ colour$ lustre$ and te"ture$ in oral and written communication 2,0 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 organi$er to show how rocks and minerals are used in daily life) 3, Understanding 'asic !oncepts !y the end of "rade #$ students will% 3,1 describe the difference between rocks (composed of two or more minerals) and minerals (composed of the same substance throughout)$ and e3plain 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., %gneous rocks form when hot, li#uid 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. 'etamorphic rocks form when pre(e"isting 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 si$e with pores between these pieces that are commonly filled with smaller grains, and sometimes contain fossils. %gneous rocks generally have no layers, have variable te"tures, and do not contain fossils. 'etamorphic rocks may have alternating bands of light and dark minerals, or may be composed predominantly of only one mineral, such as marble or #uart$ite, and rarely contain fossils.), and e3plain how their characteristics are related to their origin.

*nd"ring Understandings and *ssential 1"estions

2ey !oncerns% (/. Relating Science and Technology to Society and the 5nvironment) 3hy is this topic i#portant to "s4 !y e3amining different types of rocks and minerals found in the earths 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. -t 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. 3hat sho"ld 5e do a6o"t it4 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. 2ey Skills% (:. <eveloping -nvestigation and Communication Skills) /. Follow established safety procedures for outdoor activities and for working with tools$ materials$ and equipment :. =se a variety of tests to identify the physical properties of minerals ;. =se a variety of criteria (e.g.$ colour$ te3ture$ lustre) to classify common rocks and minerals according to their characteristics #. =se scientific inquiry7research skills to investigate how rocks and minerals are used$ recycled$ and disposed of in everyday life .. =se appropriate science and technology vocabulary$ including hardness$ colour$ lustre$ and te3ture$ in oral and written communication >. =se a variety of forms (e.g.$ oral$ written$ graphic$ multimedia) to communicate with different audiences and for a variety of purposes 3hat sho"ld st"dents 6e a6le to do as 5ell as learn to do4 The students will be able to discuss what makes one rock or mineral different from another. !y 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. 2ey !oncepts% (;. =nderstanding !asic Concepts) 3hen st"dents ha)e -inished the "nit7 5hat 86ig ideas9 5ill re#ain 5ith the#4 /. 6inerals are made of the same substance$ whereas rocks are made of several minerals. :. 6inerals and rocks can be classified by certain criteria (luster$ hardness$ colour$ reaction$ etc.) ;. -gneous 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 #

minerals have unique characteristics and properties that are a result of how they were formed. ( verall e3pectations : and ;) #. The properties of rocks and minerals determine societys possible uses for them. ( verall e3pectations / and :) .. ur use of rocks and minerals affects the environment. ( verall e3pectation /)

*ssential 1"estions to &oc"s and G"ide the Unit

/. +here might we find products made from rocks and minerals in our daily life8 :. 9ow might you find out other ways in which rocks and minerals are used in everyday items8 ;. +hy might some people and groups have concerns about the use of some of these rocks and minerals8 #. +hat might be some alternative materials that could be used instead of the rocks and minerals8 .. +hich minerals can be recycled or reused in other products8

3hat #isconceptions #ight st"dents ha)e4

/. Few rocks and minerals are found in our homes$ and used on a daily basis. :. ?ebbles and boulders are not rocks. Rocks are something you can put in the palm of your hand. ;. There is little environmental impact to mining rocks and minerals. #. Students may have no idea how rocks are formed. They may assume they have been in the same form since the beginning of time.

!"l#inating Assess#ent
1, Mining Pro:s and !on:s Role Play 6aterials% 2 ,dvertisements relating to the mining industry 2 ?romotional materials relating to the mining industry 2 "overnment publications from 6inistry of @atural Resources 2 @ewspaper items7articles relating to the mining industry 2 !ooks (eg% non2iction$ stories$ novels) 2 -ndustry publications 2 Chart paper$ marker ,ctivity% 2 ,fter students have had time to learn about and e3plore the impacts (both positive and negative) of mining on a town7city7region$ read to students the following% Clay has been discovered in Town A$ and a mine is about to be developed there. 6any people in town support the mine. Clay is used to make plates and mugs$ bricks for buildings$ and things like kitty litter. 9owever$ many townspeople are against the mine$ because clay is strip mined$ and the products made from it are persistent in the environment. 2 -n pairs$ or small groups$ have students discuss and document the pros and cons of building the mine. 9ave students consider the point of view and the opinions of the following people% Town mayor 6ining company president wner of the land ?erson who will work in the mine !ank president Bocal school principal Store owner "eologist 5nvironmentalist Farmer 2 ,s a class$ compile lists of each person in Town A that was considered above. 9ave 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.) 2 ,s the final assessment task$ have students answer (on their own) the following questions% +hy were there so many different responses$ opinions and interpretations8 +hat issues came up that had not been considered before8 9ave students write a persuasive paragraph about why or why not the clay mine should be permitted in Town A.

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Unit Title
(ntro to Rocks < Minerals (denti-ying Rocks and Minerals

)er)ie5 .escription

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Ti#e
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Students share what they know$ what they would like to know and e3plore items make of 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. The 'ig Students are given a chance to handle rocks and =!: minerals and begin to develop vocabulary around identifying characteristics through observation and investigation. !lassi-ying -n groups of # have students e3amine rock samples and and identify ways they are alike and different. (denti-ying Students will e3amine rock samples under a magnifying glass. Rock Students will be introduced to the CRock Cycle and &or#ation the concepts that rocks are formed in different ways$ and that they are continually changing at a very slow rate. Rock This lesson will introduce to the children that rocks &or#ation do change. -t will illustrate that most of the changes in rocks and minerals are cause by weathering and erosion. Rock This lesson will be an overview on rock formation. &or#ation The children will be provided with time as a class and in pairs to go over previous lessons to prepare for their qui4. Mining Students will learn about mining$ the different types and the effects it has on the environment and different populations. Minerals Students will e3amine the mineral content in in o"r different products available for purchase. Students *n)iron> will e3plore where these minerals are mined and be #ent challenged to come up with different ways to be mineral responsible. Recycling Students will learn the life cycle of an aluminum Minerals 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.

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?oca6"lary
Acid Rain 2 ?recipitation that contains a high concentration of acids from pollutants (such as sulphur dio3ide and nitrogen o3ides) that are emitted by industrial processes and fossil fuel combustion. ,cid rain is harmful to plant and animal life and corrodes many building materials. !o#pression 2 , force that presses or squee4es something together. !rystal > , homogeneous solid formed by the solidification of a substance$ whose particles are arranged in a regular$ repeating pattern with e3ternal plane faces. *rosion 2 The process by which the surface of the earth is worn away by the action of running water$ glaciers$ winds$ and waves. &ossil remains of plants and animals that were once alive& found in sedimentary rocks Ge# rock or mineral that is very rare and therefore has a lot of value Geology study of rocks$ minerals$ and the 5arth Glacier 2 , large mass of ice that forms by the compaction and recrystalli4ation of snow under free4ing conditions. "laciers 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. @ardness how hard a rock or mineral as$ as determined by a scratch test (gneo"s rock that forms when hot liquid rock from beneath the 5arths surface rises$ cools$ and solidifies$ often through a volcano ;a)a hot liquid type of rock that hardens after it flows out of a volcano ;i-e cycle 2 The sequence of developmental stages that an organism passes through in its lifetime. ;"stre shininess of the rock or mineral Mar6le 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 Meta#orphic type of rock formed from igneous or sedimentary rock that changed after being under a lot of heat and pressure inside the 5arth Mine 2 ,n e3cavation beneath the surface of the ground from which mineral matter of value is e3tracted. Mineral a naturally occurring$ homogeneous$ inorganic$ solid substance that has a definite chemical composition and characteristic crystal structure Mining 2 The science$ technique$ and business of mineral discovery and e3ploitation. Poro"s porous rocks allow water to get inside in cavities Press"re force from outside pushing in on a substance 1"artA mineral that has a crystal form$ is quite hard$ and is partly transparent Recycle 2 Reduce waste by reprocessing used materials into new materials. Re-ining process of separating minerals from other components of rocks$ using heat Rock 2 naturally formed solid material composed of one or more minerals. Rocks make up a large part of the earths crust. Rock cycle cycle of igneous rocks becoming sedimentary rocks and then metamorphic rocks 0

Rocks materials of 5arths crust that contain at a mi3ture 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 Sedi#entary 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 2 The degree of hotness or coldness of a body or environment. Te+t"re roughness or smoothness of the rock ?olcano opening in the earthEs crust through which molten lava$ ash$ and gases are e'ected 3eathering 2 The breakdown over time of rocks and sediments at or near the earths surface as a result of biological$ chemical$ and physical processes. ,ll of the above words occur in one or more of the lessons in this unit. <efinitions for them may be found in several places$ including the end of the ntario Curriculum "rades / to 0 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 hands2on activities. The teacher can identify and carefully e3plore each new word$ while children practice saying words aloud +ord 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 think2pair2 share and 'igsaw sessions Students can be encouraged to use these words in their 'ournaling$ writing$ and labeling of diagrams and graphs.

Materials
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 #2> slices of bread per student (white and wheat) bag balloons cookies that contain chocolate chips glass 'ars with lids heavy books or blocks maga4ines magnifying glasses microscope microwave (optional) mining information sheets G # total$ / different one for each member of a group of # mirrors (two minimum) nails paper towels pebbles pennies rock and mineral identification guide (optional) rock and mineral samples (a variety of different si4es$ shapes$ and types) rock2si4ed ob'ects$ some of which are similar to rocks (piece of broken pottery$ piece of concrete$ etc) sand soil twee4ers vinegar water wa3 paper

Sa-ety Botes
2 2 !ecause of allergy and religious considerations$ chocolate chip cookies provided will be nut free and kosher. ()e Safe page F) This activity allows for a conversation about personal hygiene and the importance of hand2washing before eating. -t also allows an opportunity to remind students the importance of ensuring eating surfaces and utensils are clean. ()e Safe page F) The students will primarily be 'ust 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. H!e SafeH te3t7 goggles /1

Students will need to be cautious of sharp edges on some of the rocks and mineral e3amples.

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;iterat"re !onnections
!aylor$ !yrd. (/F0.). *verybody +eeds a ,ock. ,laddin ?aperbacks. !erger$ 6elvin. (:111). -hy .o /olcanoes )low 0heir 0ops1: 2uestions and Answers about /olcanoes and *arth#uakes. Scholastic. !ingham$ Caroline. (:11#). .3 *ye -onder ,ocks and 'inerals. <I ?ublishing. !lobaum$ Cindy. (/FFF). 4eology ,ocks5 +illiamson ?ublishing. !urton$ Jane. +ature 6 Science of ,ocks. "areth Stevens ?ublishing. Caduto$ 6. $ !ruchac$ J. (/FFF). 3eepers of the *arth: +ative Stories and *nvironmental Activities for 7hildren. Fifth 9ouse Btd. Christian$ ?eggy. (:110) %f you find a rock. Koyager !ooks. Cole$ Joanna. (/FF>). 0he 'agic School )us )lows %ts 0op: A )ook About /olcanoes. <emco 6edia. Cole$ Joanna. (/F0F). 0he 'agic School )us %nside the *arth. <emco 6edia. 5arth +orks "roup (/F0F). 89 Simple 0hings you can do to save the *arth. 5arthworks ?ress. Farndon$ John. (:11;). Rocks and 6inerals. @ew Lork% 6arshall Cavendish Corporation. Faulkner$ Rebecca. (:11D). %gneous ,ock. Raintree. Faulkner$ Rebecca. (:11D). 'etamorphic ,ock. Raintree. Faulkner$ Rebecca. (:11D). Sedimentary ,ock. Raintree Flanagan$ ,lice. (:11.). ,ocks. C?!. "allant$ Roy. (:11/). 'inerals. @ew Lork% 6arshall Cavendish Corporation. "aneri$ ,nita. (:11/). *ruption: 0he Story of /olcanoes. <I ?ublishing. "leason$ C. (:1/:). Canadas @atural Resources. Scholastic. 9urst$ Carol tis. (:11/). ,ocks in his head. "reenwillow. Iusugak$ 6ichael. (/FFF). -ho wants rocks1 ,nnik ?ress. Blewellyn$ C. (:11;). :et;s ,ecycle. Chrysalis !ooks ?BC. 6ariner$ Tom (/F0F). *arth in Action: ,<73S. Cherrytree !ooks. 6arkle$ Sandra. *arth Alive. Bothrop Bee M Shepard. 6orris$ @eil. (:11;). ,ocks and Soil. !elitha ?ress Btd. ldershaw$ Cally. (/FFF). ,ocks and 'inerals. <I ?ublishing. ldershaw$ Cally. (:11/). Atlas of 4eology and :andforms. Franklin +atts. /:

stopowich$ 6elanie. (:11>). 0he rock cycle. +eigl ?ublishers. stopowich$ 6elanie (:1/1). ,ocks. +eigl ?ublishers. ?arker$ Steve. (/FFD). ,ocks and 'inerals. <I ?ublishing. ?ellant$ Chris and R. Symes. (:11:). *yewitness ,ocks and 'inerals. ?eters$ Bisa. (:11;). *arthshake: poems from the ground up. "reenwillow. ?olendorf$ -. (/F0:). ,ocks and 'inerals. Chicago% Childrens ?ress. Ricciuti$ 5dward and 6. Carruthers$ =irst =ield 4uide ,ocks 6 'inerals, ,udubon Society Richter$ J. (:11D). 7anada;s ,ocks and 'inerals. Scholastic Rodger$ 5. (5d). (:11:). Arty =acts: >lanet *arth and Art Activities. Crabtree ?ublishing Company. Rosinksky$ @atalie 6. (:11;). ,ocks: hard, soft, smooth, and rough. @onfiction ?icture !ooks. Simon$ Seymour. (:11>) *arth#uakes. ?rograms and "enres. Simon$ Seymour. (/FFD). 'ountains. ?rograms and "enres. Simon$ Seymour. (:11D). /olcanoes. ?rograms and "enres. Slavin$ !. (:11.). Transformed% 9ow 5veryday Things are 6ade. Iids Can ?ress Btd. Stewart$ 6elissa. (:11;). %gneous ,ocks. 9einemann Bibrary. Stewart$ 6elissa. (:11:). 'etamorphic ,ocks. 9einemann Bibrary. Stewart$ 6elissa. (:11:). Sedimentary ,ocks. 9einemann Bibrary. Symes$ R. and 9arding$ R. (:11D). *yewitness 7rystal and 4em. @ew Lork% <I ?ublishing$ -nc. Trueit$ T. (:11;). ,ocks, 4ems, and 'inerals. Turtleback !ooks. Lork$ ?enelope. (:11:) *ye -onder: *arth. @ew Lork% <I ?ublishing$ -nc. Loung$ Ruth. (:11:). ,ocks and 'inerals: Super Science Activities. Teacher Created 6aterials.

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Reso"rces
Posters , free minerals poster can be downloaded free$ or requested to be mailed out free from the 6ineralogical ,ssociation of Canada% http%77www.mineralogicalassociation.ca7poster7inde3.php 5ducational posters from 6ining 6atters. These posters show off rocks$ metals$ and minerals$ and their connections with our daily lives. http%77miningmatters.pdac.ca7miningmatters7educators7resources2posters.asp3 3e6sites ,merican "eosciences -nstitute http%77www.agiweb.org7geoeducation.html <igital Bibrary for 5arth Science 5ducation http%77www.dlese.org7library7inde3.'sp 5arth Science Biteracy http%77www.earthscienceliteracy.org7esNliteracyN>may/1N.pdf 5arth Science +orld -mage !ank http%77www.earthscienceworld.org7images7search7inde3.html 9ardness of 6inerals and rocks http%77www.rockhounds.com7rockshop7hardness/.html 9ow Stuff +orks http%77videos.howstuffworks.com7planet2green7;;;;12stuff2happens2recycle2 when2you2can2video.htm -gneous Rocks (for teachers) http%77facstaff.gpc.edu7Opgore7geology7geo/1/7igneous.htm 6aine State ?lanning ffice http%77www.maine.gov7spo7recycle7residents7whathappenstorecyclables.htm 6ineralogical ,ssociation student site http%77www.mineralogicalassociation.ca7young7inde3.php 6ineralogy for Iids 2 includes games http%77www.mineralogy#kids.org7 6inerals by @ame (an alphabet of minerals) http%77www.galleries.com7minerals7by2name.htm 6inerals 5ducation Coalition http%77www.mineralseducationcoalition.org7 6ineral =ses$ ?roperties$ <escriptions http%77geology.com7minerals7 6r. Collins Science Resources www.mrcollinson.ca ?hotos of 6ines http%77www.miningphoto.com7 Resources for 5arth Science and "eography -nstruction http%77webs.cmich.edu7resgi7 Rock cycle http%77www.cotf.edu7ete7modules7msese7earthsysflr7rock.html Rock 9ounds with Rocky http%77www.fi.edu7fellows7fellow/7octF07create7sediment.htm Rocks and 6ineral =ses http%77www.rocksandminerals.com7uses.htm Rocks for Iids http%77rocksforkids.com7 /#

Co"t"6e Reso"rces The Rock Cycle http%77www.youtube.com7watch8vPv;yJ,rif=Bo 5arth ?rovides Resources http%77www.youtube.com7watch8 vPg/ISK6RDapgMlistP==4.wSqNnA:qe4kuK JDn' ,Minde3PF M"se"#s or ;ocal Sites *vergreen (.on /alley) )rick -orks in Toronto 2 From /00F to the /F01s the <on Kalley !rick +orks was one of Canadas pre2eminent brickyards. ,t its peak more than #; million bricks a year were manufactured for use in the construction of homes and buildings across Canada. 6any of Torontos most prominent buildings were made from <on Kalley brickQ6assey 9all and ld City 9all are two e3amples. 0he ,oyal )otanical 4ardens in !urlington 2 has a curriculum2related program for "rade # students to e3plore rocks$ minerals and erosion. 0he ,oyal <ntario 'useum in Toronto 2 Close to ;$111 e3ceptional specimens of minerals$ gems$ meteorites and rocks represent a collection among the finest in @orth ,merica.

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Pro-essional Re-erences
,ddison +esley Science M Technology #. (/FFF). ,ocks and 'inerals. !osak$ Susan. (/FF:). Science %s? French$ !.$ Rooney$ <.$ !urke$ S.$ 9atton$ +. (/FF:). Science )ookshelf. 9arlen$ +. (:11/). >rimary Science: 0aking the >lunge. 9einemann. 9ayhoe$ <.$ 6ac-ntyre$ J. (:1//). 4rade @ Soils in the *nvironment: >AB Science and 0echnology Cnit >lan. 9olyoke ?ublic Schools Science Curriculum 6ap (:110). Iathy +heatley$ Cheryl ?ar4ich$ Bori Thayer$ Baura Skwira$ <r. 9elen B. "ibson$ Iimberley +ells$ <r. 5duarco !. Carballo. 4rade D: ,ocks and 'inerals Cnit http%77www.hps.holyoke.ma.us7pdf7curriculumNscience7gradeN#NrocksNandNmineralsNunit.pdf Bawson$ J. (:110). Eands(on science and technology: 4rade D. ?ortage M 6ain ?ress. 3ford =niversity ?ress. (/FF.). >lanet *arth. Solski$ R. (/FFF). ,ocks 6 'inerals. T<S! Science and Technology Resource ?ack (:111). 4rade D: *arth and Space Systems, ,ocks, 'inerals, and *rosion. http%77www.sccao.org7tdsb7Resource?ack=nits7#<RocksFinal?roofed.?<F Reman$ ,.$ Ielly$ I. (/FFD). *verything Fou +eeded to 3now About Science Eomework.

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