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B e n c h m a r k e d u c a t i o n c o m p a n y

Overarching Understanding*Rocks, which are made of minerals, are classified into three groups based on how they form.

Science Objectives• Identify properties and origins of rocks and

minerals• Explain impact of weathering, erosion, and

deposition • Interpret ways that rocks and fossils record Earth’s

geologic history

Hands-On Science Inquiry• Heating the Land and Water, page 9• How Do Different Sediments Act in Water?

page 31

Metacognitive Strategies• Determine text importance• Use fix-up strategies: retell, rephrase

Comprehension Strategy• Summarize information

Content Vocabulary• Glossary, page 46

Vocabulary Strategy** • Use direct definitions to define unfamiliar

vocabulary• Use a glossary/dictionary to confirm definitions

Word Study• Classify words

• Greek roots

Language Forms and Functions • Adjectives with -y

Writing Connection• How to Write a Biography, pages 44–45

Graphic Features Focus • Sidebars, tables, charts

Related Resources • Minerals and Rocks Interactive

Whiteboard Edition• Comprehension Strategy Assessments• Comprehension Question Card• Comprehension Power Tool Flip Chart• ExC-ELL Vocabulary Strategies Card**

Teacher’s GuidePRIME SCIENCE

Level X/60

Level R/40

Minerals and Rocks

* Essential Questions for each chapter drive the unit of study. These questions encourage students to think critically about the big ideas, or essential understandings, and to formulate further questions for inquiry. Students who have read the text with comprehension should be able to demonstrate their understanding through discussion and through the “Putting It All Together” activities at the end of each chapter.

** If you are using this text with ExC-ELL students, please refer to the ExC-ELL Vocabulary Strategies Card.

• Create an anchor chart similar to the one below. Discuss types of questions that can guide the research needed to write a good biography. Also, discuss where students can find information about people they want to write about.

• Say: This week, you’re going to write the biography of a person in science. Can you think of a scientist you’d like to know more about? It could be someone who lived long ago or someone from more current times. A biography can also be about a person who is still living. Those biographies tell about the person’s life so far.

• Generate ideas and conduct research. Have students work in small groups to discuss scientists who would be interesting to write about. If students have Internet access, sites such as Infoplease.com or Ask.com have many biographies of scientists and links to other sites that students may review.

• Using the anchor chart, review the characteristics of a biography—the kinds of information addressed by the questions on the chart.

• Ask students to use the Biography Planning Guide (BLM 1) to collect information about the person they choose to write about. Remind them of the sources where they can gather information.

• Confer with individual students to support their research. Are they using the anchor chart to organize their data collection and writing? Are they seeking information from appropriate sources?

Writing a Biography

Questions to Guide Research Sources of Information• What did he or she do?

(Why is this scientist important?)

• What are the scientist’s basic life facts? (date/place of birth, early life, education, death)

• How has this scientist made the world a better place?

• encyclopedias

• information books

• articles

• Internet

minerals and rocks 2

Make Connections/Build BackgroundBuild Science Concepts and Vocabulary• Pose a question. Read the “Prime Questions” on the

inside front cover of Minerals and Rocks and discuss the uses of minerals and rocks in students’ everyday lives.

• Think/pair/share. Ask students to work in teams of four to generate a list of the uses of minerals and rocks. Challenge the teams to identify categories of uses (for example: industrial/manufacturing, building, energy, jewelry, health, agricultural).

• Create a concept web anchor chart. Bring the class together and have teams share their work on a concept web. Write the words “Uses of Rocks and Minerals” in the center circle of the web and write the categories of uses students identified in surrounding circles. Write students’ examples around each category.

• Post the anchor chart to support students’ understanding of rocks and minerals throughout their reading of the book.

Preview the Book• Invite students to flip through the book and view photos,

or project the whiteboard version of the text and preview the pages together.

• Have students turn to the Table of Contents and read the chapter heads and Essential Questions for each chapter.

• Invite students to read the book description and the “About the Author” blurb on the back cover of the book. Ask: How do these features help you figure out what you’ll learn about in this book?

• Think/pair/write/share. Focusing on the Table of Contents, ask students to work in pairs or small groups to generate a list of questions they have about minerals and rocks. Ask each group to share some of their questions.

Read Aloud the Book Introduction • Ask: What do you know about diamonds? Has anyone

ever heard of the Hope Diamond?• Have students turn to pages 4–5 or display the pages on

your whiteboard. Ask students how diamonds are being used in the pictures they see on page 5.

• Read aloud the text on pages 4–5, or listen and follow along with the talking e-book in the whiteboard edition.

• Ask students to share their thoughts about the questions posed at the bottom of the page. Tell students that they will learn more about rocks and minerals as they read.

Write a Biography Introduce and Plan• Have students turn to pages 44–45. Read about the

writing feature together.• Say: A biography is the story of a person’s life written by

someone else. Whose biography would you like to read? Why? Where could we find examples of biographies? (Allow responses.)

• Generate a list of places such as history and literature books, the biography section of the school library, encyclopedias, or Internet sites such as The Biography Channel (biography.com).

• Review the model together. Discuss the consistent characteristics of biographies.

©2010 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-61672-223-4

Introduce the Book

3minerals and rocks©2010 Benchmark education company, llc

Before Reading

Discuss the Essential Question: What materials combine to form rocks, and how are rocks changed from one type to another?• Ask students to turn to page 6. Read the Essential

Question together.• Ask students what they know about minerals and how

rocks change from one form to another. Activate their knowledge about the rock cycle. Ask: How do volcanoes create rock? What type of rock is this? What happens to rock as wind and water wear it down? What type of rock forms as rivers drop sand over a long period of time? What types of rocks are found at the beach and on the seafloor?

• Allow time for discussion. Ask students to share additional questions they have about rocks. Record students’ questions on chart paper and refer to them again after reading the chapter.

Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word Meanings• Point out the Essential Vocabulary on page 7.• Ask: What do you already know about each of these

words? Take a moment to jot down what you know in your science journal. Have students draw a graphic organizer like the one below in their journals to evaluate their knowledge of the Essential Vocabulary words.

• Invite students to share and discuss their graphic organizers with a partner or the whole group.

• Model using direct definitions and descriptions. Say: When I am reading, I sometimes come across words I don’t know that may be important to understanding key concepts. I can use context clues to find out what the word means. Descriptions are a type of context clue. I can use descriptions that explain the word’s meaning. For example, look at page 7 in your book. Let’s read the first paragraph together. (Read the text.) I’m not sure what minerals are, but I know it’s a word that’s very important to understanding how rocks are formed. The author describes what minerals are. (Read the characteristics of minerals with students.) Using the descriptions in the text is a good way to figure out what words mean.

• Say: Another way is to use a definition that the author provides right in the text. These are called direct definitions. In the second characteristic about minerals that we just read, the author uses the term inorganic. Then she gives a direct definition in the very next sentence. Inorganic means something that “does not come from a plant or animal.” Often, a direct definition is given in the sentence before or after the word. Sometimes it will even be in the same sentence. Looking for direct definitions is a good strategy for understanding what words mean.

• Think/pair/share. Allow students to work in pairs and scan the chapter to locate other words defined by descriptions or direct definitions.

• Provide time for students to share. Challenge students to use the strategies as they read.

Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language either.crystal/el cristal (page 7), cycle/el ciclo (page 12), erosion/la erosión (page 11), inorganic/inorgánico (page 7), mineral/el mineral (page 7)

Preview Text and Graphic Features: Table • Ask students to turn to page 8. Point out the sidebar and

table on the page. • Ask: What do you think this feature is? (Allow responses.) • If necessary, say: This sidebar contains a table. You will

see tables used often in information texts.• Ask: Why do you think this graphic feature is included

here? How can it help you as a reader? (Allow responses.) • Tell students that tables help readers understand

information in the text. They are useful because they provide a lot of information in a small space. They also help readers make comparisons about the data included in the table.

• Say: As you read this book, you will see other tables that explain the uses of minerals and the formation of rocks. They can help you understand important concepts about how Earth was formed.

Activate Metacognitive Strategies: Determine Text Importance• Tell students that good readers use many helpful

strategies as they read. • Say: Informational texts have a lot of facts and ideas, but

not all are equally important. Good readers recognize and focus on the most important information in the text. Your job as you read this book is to figure out the key information that can help you understand about minerals and rocks. Let me show you how to do that.

• Model. Read aloud page 8. Say: As I read this page, several clues helped me identify the most important information. First, the heading tells me that this page is about the properties of minerals. I need to focus on those properties. Next, I see that the author has made a list and has used boldfaced type to signal the name of each property. That tells me that properties are important for identifying minerals. That’s a key concept. Paying attention to headings, lists, and boldfaced type helps you recognize information that is important. It’s a strategy good readers use.

Chapter 1: How Rocks Are Formed

Make It Comprehensible for ELsUse the following strategies to help ELs understand concepts and acquire academic language.• As you introduce concepts and vocabulary, use images

from the book or from the image bank on the interactive whiteboard edition to illustrate concepts and terms.

• Pair ELs with fluent English speakers during small-group or partner discussions and activities.

• Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)

Words I Know Words I Think I Know

Words I Don’t Know

Set a Purpose for Reading• Say: As we read this book, we’re going to complete

an anticipation guide. Using an anticipation guide, the reader determines what he or she knows about each chapter before reading it. Then, after reading, the reader checks his or her initial understanding against what was learned from the book.

• Distribute the Anticipation Guide (BLM 2). Ask students to complete the “Me” column of the guide for Chapter 1 to identify main ideas they already know and to set a purpose for reading.

Read the ChapterChoose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of determining text importance to help them identify the main ideas in the chapter. • Read with a teacher. Meet with small groups of

students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Use the Anticipation Guide to focus on key concepts.

• Read with a partner. Have students read the chapter with a partner and complete the “Author” column of the Anticipation Guide together.

• Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the “Author” column of the Anticipation Guide for the chapter.

After ReadingChoose from the activities below to extend students’ science and content-literacy skills.

Discuss Key ConceptsInvite students to share their Anticipation Guides (BLM 2). Which key concepts did students correctly predict prior to reading? What new understandings about minerals did they gain from their reading? What part of the text did they determine was important?

Model Comprehension Strategies: Summarize Information• Explain: Summarizing is a strategy that helps you

understand the most important ideas in a text. Essentially, it’s getting down to what’s most important. Let me show you how summarizing works.

• Model summarizing. Read aloud page 12. Review the types of rocks discussed earlier. Say: As I read this page, I saw several key ideas. When I strip away all the unnecessary words, the first paragraph has one main idea. There are three classes of rocks, based on how they’re formed. The rest of the page explains those three classes: igneous (formed from melted rock), sedimentary (formed when small pieces get stuck together), and metamorphic (formed by heat and pressure).

• Say: As you read, sort through the text to pick out the key points. Restate them in your mind using just a few words. “Boiling down” what you read to the key points is a strategy that will help you understand and remember more.

Vocabulary/Word Study: Classify Words• Display the classifying chart (shown below). • Explain: Classifying is grouping things together according

to what they have in common. Recognizing how words can be classified is a very helpful strategy. It expands our knowledge of words we know and helps us understand the meanings of new terms.

• Say: We’ve learned about three important features of rocks as we’ve read this chapter: properties, processes, and classes. Refer to the chart. Discuss the meaning of each term (a trait, an action, or a type). Look at the words at the bottom of the chart. Decide how each one should be classified. What do they have in common that makes them part of the same group of things?

• Challenge students to classify the terms and explain their reasoning as you record the words in the correct category. Discuss with students how classifying words helps them see relationships that explain science concepts.

Language Forms and Functions: Adjectives with -y• Read the following sentence from Chapter 1, page 8.

On Level: A metal surface can be shiny. Bridges: A metal can be shiny.• Explain: The last word in this sentence, shiny, describes

what metal looks like. It is an adjective. The base word of shiny is shine. The word shine is a verb and it tells what something or someone does. For example, “Stars shine in the night sky.” When we add -y to the end of the word shine, we create an adjective. Many adjectives in English are made by adding -y to a verb or a noun.

• Practice: Look in the last paragraph on page 8. Do you see two other adjectives formed by adding -y to another word? (salty, earthy) (Allow responses.) Adding -y changes the nouns salt and earth to adjectives. Each word now describes something by telling what it’s like.

4 minerals and rocks ©2010 Benchmark education company, llc

Suggested Academic Sentence Frames• Before reading the chapter, I thought _______________.• After reading, I now understand _______________.

Chapter 1 (continued)

Properties (traits) Processes (actions) Classes (types)

cleavage hardness luster sedimentary color heaviness metamorphic streak deposition igneous pressure weathering


• Tell students to turn to the person sitting next to them and think of other adjectives made by adding -y to a base word. Invite students to share with the class as you record their examples. Provide clarification as needed.

Hands-On Science Inquiry Challenge students to conduct the experiment on page 9 (“Heating the Land and Water”) at home.

Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 13 to demonstrate their understanding of the essential information. Note that the activity choices accommodate learners with a range of learning styles.

Share the Cartoonist’s Notebook • Have students read the Cartoonist’s Notebook spread on

pages 14–15 independently, with partners, or as a whole group. (You may wish to project the spread on your whiteboard.)

• Open discussion. Ask students to think about and discuss the following questions.• Why are diamonds so rare?• What class of rocks do diamonds belong to and why?

Write a Biography: Draft• Tell students that they will be using their Biography

Planning Guide (BLM 1) to begin drafting a biography of the scientist they chose.

• Discuss organization. Remind students that biographies must be factual accounts of a person’s life. Say: The goal for your biography is to be clear and precise so that readers will understand who he or she was, why the person is important, and how he or she affected the world. As you organize your writing, be sure that the content stays on topic and has accurate details that fit where they’re placed.

• Conference with students as they complete their drafts. Use the Biography Checklist (BLM 3) to draw students’ attention to characteristics they need to include. Focus on how students have organized their ideas and the voice of the writer. Is their information adequate and accurate? Do they have a good beginning that grabs readers and makes them want to read more? Is the biography organized in a logical, sequential way? Does the ending bring readers to a good conclusion, or does it leave them hanging?

• Pair students for peer conferencing.

Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the text-dependent questions for Chapter 1 on Comprehension Questions (BLM 4). These questions, at four text-dependent comprehension levels, help prepare students for the questions they will encounter on standardized content-area reading assessments. To model strategies for answering text-dependent comprehension questions, use the information and prompts provided on the Comprehension Power Tool Flip Chart. Answers for each question on BLM 4, along with additional questions, can be found on the Comprehension Question Card.

Before Reading

Discuss the Essential Question: How are igneous rocks formed?• Ask students to turn to page 16. Read the Essential

Question together.• Think/pair/share. Have students work in pairs to

generate ideas about the Essential Question. Invite groups to share their ideas with the class.

• Using the students’ ideas, begin a KWL chart reflecting what they already know (K) and what they want to know (W).

• Tell students that they will return to this chart after reading to record what they have learned (L) about igneous rocks.

Discuss the Essential Vocabulary: Use Descriptions to Determine Word Meanings• Point out the Essential Vocabulary on page 17.• Ask students to write what they already know about each

word in their science journals.• Say: Using descriptions in the text can help you figure

out the meaning of an unfamiliar word. It’s a particularly good strategy to use when you’re reading informational text. Let me show you how I use descriptions to help me understand new words.

• Model. Read page 17 with the students. Say: The description in this paragraph helps me understand what magma is. Descriptions like “molten” and “extremely hot liquid” help me picture what magma must look like and how it forms igneous rocks. The photos on the page also help. Using descriptions in the text and the illustrations on the page are excellent ways to understand the meanings of terms you don’t know.

• Have students work with a partner to scan the chapter for other words that use descriptions to define their meaning. Allow students to share their examples with the class.

Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language, either.lava/la lava (page 18), magma/la magma (page 17), volcano/el volcán (page 18)




• Model the use of academic sentence frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)

Chapter 2: Igneous Rocks

Properties (traits) Processes (actions) Classes (types)

cleavage hardness luster sedimentary color heaviness metamorphic streak deposition igneous pressure weathering


Discuss Key ConceptsReturn to the KWL chart created with the class prior to reading the chapter. Invite students to share key concepts they learned from their reading. Are students now able to answer any of the questions in the (W) column?

Practice Comprehension Strategies: Summarize Information• Ask: What do you do when you summarize? (Allow

responses.)• Guide practice: Let’s reread page 20 together. To

summarize, you need to sort through and pick out only the key facts. Restate them in as few words as possible. Remember that summarizing is getting down to only what is most important.

• If necessary, model: A good summary of this page is: Intrusive rock is formed when magma cools underground. Processes like erosion move it to the surface. Granite is the most common type of intrusive rock. It forms the crust of Earth’s continents.

• Say: Summarizing helps you focus on what’s important and helps you remember more. It’s getting to the “bottom line.”

Vocabulary/Word Study: Classify Words• Explain. Remind students that classifying is grouping

things together that share common traits or uses. In science, classifying is a strategy that is used often to group things by their common properties or processes.

• Write these two classes of igneous rocks on chart paper or on the whiteboard: Extrusive Rocks and Intrusive Rocks.

• Ask students to work independently to classify the characteristics of each type of igneous rock. Allow them to refer to their book. Ask them to use their science journals to record their findings.

• When students have finished, bring the class together to discuss the characteristics they found and how they classified them. For example: “Extrusive Rocks form above ground, small crystals, fine-grained or glassy” (basalt is most common); “Intrusive Rocks form below ground, large crystals, coarse-grained (granite is most common).”

Preview Text and Graphic Features: Charts• Ask students to turn to page 19. Point out the pie chart. • Ask: What do we call this graphic feature, and why do

you think the author included it? (Allow responses.)• Explain that pie charts are just one kind of chart used

in the book to help them understand key facts about minerals and rocks. Each “piece of the pie” shows how the amount of each type of rock in Earth’s crust compares with the other types.

Activate Metacognitive Strategies: Determine Text Importance and Use Fix-Up Strategies• Review. Remind students that when they read Chapter 1,

they focused on using clues in the text to identify the most important information. Say: How did using headings, lists, and boldfaced type help you focus on key information as you read the last chapter? (Allow responses.)

• Explain. Help students understand that good readers always monitor their understanding. Say: Good readers know that reading always has to make sense. When it doesn’t, they stop and do something to get the meaning back. They use a “fix-up” strategy. We can use several types of fix-up strategies. Let me show you what I mean.

• Model. “Think aloud” to model using the fix-up strategies of retelling and rephrasing. Read the first two sentences on page 18. Stop. Say: I’m not sure I understand about magma. I remember that it’s a molten liquid from deep inside Earth. This is telling me that molten magma seeps out of the ground on land or under the ocean. (Finish reading the paragraph aloud.) Say: Now I understand. Magma can flow out of the ground slowly or explode out from a volcano. When it comes out of the ground, it’s called lava and that’s what cools to form extrusive rock. When I stop and put what I’ve read into my own words, it makes better sense to me.

• Say: As you read, monitor your understanding. When understanding breaks down, stop and use a fix-up strategy to get back on track. Rephrasing and retelling are fix-up strategies that will help you when the meaning breaks down.

Set a Purpose for Reading• Ask students to complete the “Me” column of their

Anticipation Guide (BLM 2) for Chapter 2 to identify what they already know about igneous rocks and to set a purpose for reading.

Read the ChapterChoose the option below that meets the needs of your students. Prompt students to use the metacognitive strategy of using text importance and fix-up strategies to help them identify the main ideas in the chapter. • Read with a teacher. Meet with small groups of

students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Use the Anticipation Guide to focus on key concepts.

• Read with a partner. Have students read the chapter with a partner and complete the “Author” column of the Anticipation Guide together.

• Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the “Author” column of the Anticipation Guide for the chapter.


Suggested Academic Sentence Frames• Before reading, I thought __________.• From my reading, I learned __________.

Chapter 2 (continued)

Language Forms and Functions: Adjectives with -y• Read the following sentence from Chapter 2, page 19.

On Level and Bridges: Lava that is runny or watery erupts slowly.

• Explain. Write the words runny and watery on chart paper or on the whiteboard. Say: These words are adjectives that have been formed by adding -y to a base word. (Point to runny.) This word describes how lava moves. (Circle run. Point to watery.) This word now describes what lava looks like. (Circle water.)

• Turn and talk. Write the words easy and sticky on chart paper or on the whiteboard. Tell students to turn to someone sitting close by and identify the base word in each word and then explain how the words describe something.

• Write students’ responses on the whiteboard, identify the base words, and discuss the meaning of each adjective.

Suggested Academic Sentence Frame• The stuffy room felt ______________.

Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 23 to demonstrate their understanding of the essential information.

Write a Biography: Edit and ReviseBased on your observations of students’ writing, conduct appropriate mini-lessons to help them improve their writing. For example, did they use: • introductions and conclusions that are interesting and

thoughtful? • powerful, accurate, and descriptive words? • appropriate voice to convey their opinion of the person? • sufficient details to support key points? • varied sentence structure and good transitions between

paragraphs? • correct punctuation, spelling, and grammar?You may want students to continue their revision and editing at home.

Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the text-dependent Comprehension Questions (BLM 4) for Chapter 2.

Before Reading

Discuss the Essential Questions: How are sedimentary rocks formed? What forces change other rocks into metamorphic rocks?• Ask students to turn to page 24, and read the Essential

Question together. Then turn to page 36 and read the Essential Question together.

• Ask students to work independently in their science journals to answer the Essential Questions. Remind them to use what they learned from the previous chapters to develop their answers.

• Bring students back together and invite them to share their answers. Record the responses on chart paper to refer to after reading.

Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word Meanings• Point out the Essential Vocabulary on pages 25 and 37.• Model using descriptions: When I read informational

text, I sometimes come across terms that are new to me. But I know that the author often uses description to explain what the terms mean. That is especially true of science texts. By paying close attention to the words the author uses to describe the term, I can get a very good idea of what the word means.

• Have students work with a partner, choose any two Essential Vocabulary words, and use descriptions in the text to write their own definitions.

• Bring the class back together and invite students to share their definitions and discuss the descriptions in the text that helped them know the meanings.

Share English/Spanish Cognates for Essential Vocabulary If you have ELs whose first language is Spanish, share the cognates below to support academic vocabulary. Be aware, however, that students may not understand the meaning of all of these science words in their first language, either.fossils/los fósiles (page 32), metamorphism/la metamorfosis (page 37), sediment/el sedimento (page 26)

Preview Text and Graphic Features: Tables and Charts• Ask students to scan Chapter 3 and point out an example

of a table. (page 29)• Ask: What does this table tell us? (Allow responses.)





• Model the use of academic sentences frames to support ELs’ vocabulary and language development. (See Suggested Academic Sentence Frames for each chapter.)

Chapters 3–4: Sedimentary Rocks/Metamorphic Rocks

come from Greek or Latin words. Knowing the Greek or Latin words can help explain the term’s meaning. Metamorphic comes from two Greek words. (Circle meta.) Say: Meta is Greek for “change.” (Circle morph.) Morph is the Greek word for “form.”

• Ask students to use the meanings of the Greek words in metamorphic to determine its meaning (to change form). Discuss why the term fits the class of rocks it names by reviewing the processes of heat and pressure that can change both igneous and sedimentary rocks to metamorphic rocks. Remind students that metamorphic rocks can also be changed by the process of metamorphosis.

• Tell students the meanings of the Latin roots ignus (fire) and sedimentum (settling) and discuss how these relate to the meanings of the words igneous and sedimentary.

Language Forms and Functions: Adjectives with -y• Read the last paragraph on page 33 of Chapter 3.

On Level: These rocks can contain other clues to ancient Earth environments. Ripples may show that a rock formed near coastal waters or in a windy environment.

Bridges: Sedimentary rocks can also tell us about what Earth was like long ago. Ripples could tell us that a rock formed near water or in a windy place.

• Explain. Write the word windy on chart paper or on the whiteboard. Ask students what they remember from the previous discussion about this type of adjective. (Allow responses.) Say: The word windy has been formed by adding -y to the base word wind. It’s now an adjective that describes a place.

• Practice: Write easy and grainy for students to see. Have them work in pairs to identify the base words and the meanings of the adjectives formed by adding -y.

• Have groups share and discuss their findings with the class.

Hands-On Science Inquiry Ask students to work in small groups to conduct the experiment on page 31 (“How Do Different Sediments Act in Water?”).

Differentiated Collaborative Learning Invite partners or small groups to complete one of the “Putting It All Together” activities on page 23 to demonstrate their understanding of the essential information.

Write a Biography: Create Final Draft and Illustrations• Ask students to rewrite or type a final draft of their

biography.• Students may refine the language, sentence structure, or

conventions.• Conference with students regarding publishing plans and

deadlines.Home Connections: Constructed-Response Journal Writing In their science journals, have students answer the text-dependent Comprehension Questions (BLM 4) for Chapters 3 and 4.

Review and Discuss Metacognitive Strategies: Determine Text Importance and Use Fix-Up Strategies• Say: As we’ve read this book, we’ve practiced using two

strategies to help you understand the content. One is determining text importance. What does that mean? (Allow responses.) How can you determine what’s most important? What text features can help? Engage students in a discussion about using text and graphic features to determine important information.

• Say: We also talked about using fix-up strategies. Monitoring your understanding and taking action to “fix up,” or confirm, the meaning is a critical reading skill. How have you used fix-up strategies as you’ve read? (Allow responses.)

Set a Purpose for Reading• Ask students to complete the “Me” column of the

Anticipation Guide (BLM 2) for Chapters 3 and 4 to identify concepts they already know and to set a purpose for reading.

Read the ChaptersChoose the option below that meets the needs of your students. Prompt students to use the metacognitive strategies of determining text importance and using fix-up strategies to help them identify the main ideas in the chapter. • Read with a teacher: Meet with small groups of

students to focus on content-comprehension strategies as you read the text together. Students can read silently, or you can do a shared read-aloud of the text. Use BLM 2 to focus on key concepts.

• Read with a partner. Have students read the text with a partner and complete the “Author” column of BLM 2 together.

• Read independently. Assign students the chapter to read on their own before the next class period. Students should complete the “Author” column of BLM 2 for the chapter.


Discuss Key Concepts Have students share the results of BLM 2. Which key concepts did they successfully predict prior to reading? What new understandings about sedimentary and metamorphic rocks did they gain from reading the chapters?

Review and Discuss Comprehension Strategies: Summarize Information• Ask: How has summarizing what you’ve read helped you

focus on the key points? (Allow responses.) Help students understand that summarizing is pulling out the most important parts of what they’ve read and then restating them as concisely as possible. It is a way to sum up the key points. It helps them confirm and remember what they have learned.

Vocabulary/Word Study: Word Origins • Explain. Write the word metamorphic on chart paper

or on the whiteboard. Say: Science uses many terms that


Suggested Academic Sentence Frames• When it is windy, it is ________.• Some words that describe ________ rocks are ________.

Chapters 3–4 (continued)

AssessmentClosed-Book Science Content Assessment• Have students complete the formal Content

Assessment (BLMs 5 and 6). This assessment helps you evaluate students’ understanding of the standards-based concepts developed in this text. There are three test items for each “chunk” of the text as divided in this Teacher’s Guide. For each chapter, there are three types of questions, representing the different kinds of questions students will encounter on standardized content assessments.

Question Types and Explanations• Recall. Students answer questions based on content

concepts learned from the text. Students are not allowed to look in the book for answers.

• Application. Students must transfer their understanding of concepts learned in the book to new, real-life situations.

• Think about it. Students must read and interpret this question carefully. They must consider information provided in the question and information from the book to formulate an answer.

• Complete a concept circle. Students use the graphic organizer to demonstrate their concept knowledge. Then they draw conclusions about the information they have presented. This assessment can be differentiated in the following ways:

Gifted students. Ask students to provide all information in the concept circle from memory. On-Level students. Provide six possible categories for students to use in the four quadrants of the concept circle. Struggling students. Provide students with the four concepts you would like them to write about in the concept circle.

Summarize and SynthesizeUse the suggestions below to synthesize the information from the text and to evaluate and extend students’ content knowledge, comprehension, and vocabulary knowledge.

Read Aloud and Discuss the ConclusionRead aloud the Conclusion on pages 42–43 and invite students to summarize the key concepts and conclusions they can draw from the text. Encourage students to use the key vocabulary terms they have learned.

Assess Science and Content-Literacy SkillsText-Dependent Comprehension Assessment• Review students’ answers to the text-dependent questions

on BLM 4. If necessary, support their text-dependent comprehension strategies by answering additional questions from the Comprehension Question Card as a group.

Performance-Based Assessment• Invite students to complete the “Prime Investigations”

activity shown on the inside back cover of the book. This activity provides an opportunity for students to demonstrate their understanding of the key elements of minerals and rocks that are developed in the text.

Vocabulary Challenge• Write each Essential Vocabulary word on an index card.• Divide the class into three or four teams.• Allow each team an equal number of opportunities to

define a word and use it in a sentence. Each correct response earns a point. The team with the most points wins.

Write a Biography: Publish and Share• Explain: Biographies can help both the writer and the

reader learn about the lives and contributions of others. The process of researching helps the writer understand at a deeper and personal level. For the reader, a well-written biography offers information and insight into the person’s life and how he or she has impacted the lives of others.

• Use one or more of the ideas below for sharing students’ work.

• Invite students to share and discuss their lab reports. • Make a display of biographies written by the class. • Assemble a binder of biographies to be shared with

other classes in the school.


Conclusion

9. to grab the reader’s attention and present the

information in a clear, concise, and direct way

Answer Key: Content Assessment1. answers must include any four of the following: color,

luster, hardness, streak, cleavage, heaviness

2.

3. (Answers may vary.) every kind of rock on Earth is made from minerals

4. granite

5. answers must explain that extrusive igneous rocks form above Earth’s crust and intrusive igneous rocks form within and below Earth’s crust

6. The lower levels of undisturbed sedimentary rocks are always the oldest.

7. (Answers may vary.) Students’ responses should indicate that sedimentary rocks are most helpful to scientists because they contain fossils and impressions of plant and animal life from long ago.

8. because they form far beneath Earth’s surface over millions of years

9. metamorphism

10. answers for each portion of the circle graph are: weathering, erosion, deposition. Sample summary: Wind and water cause land features to change. They wear rocks down, carry particles away, and deposit them in other places. These actions change Earth’s surface.

Answer Key: Comprehension Questions

Anticipation Guide

1. minerals (page 11)

2. (Answers may vary.) We identify minerals using common and unusual properties. Clues/evidence: we can use physical properties to identify minerals: color, luster, hardness, streak, cleavage, heaviness; some minerals have unusual properties; halite tastes salty; magnetite and hematite are magnetic; some clay minerals smell earthy

3. to show a large number of minerals and how they are used in everyday life

4. thick, sticky magma

5. (Answers may vary.) because intrusive rocks form deep inside Earth over long periods of time, scientists cannot observe the actual process (page 21)

6. “others are”; “just as”

7. fossils (page 32)

8. (Answers may vary.) Sedimentary rock is very important to our way of life. Clues/evidence: limestone and sandstone are widely used as building stones; limestone has many other uses in industry; crushed limestone is used in road-building, making cement, paper-making, chemicals, and glass-making; sedimentary rocks and rock structures are the source of some of our most valuable energy resources; some shales are rich in oil

10minerals and rocks ©2010 Benchmark education company, llc

2. [arts spec: classes of rock chart]row 1: (sedimentary) __ rocks (metamorphic)____ rocks _____(igneous)____ rocksrow 2: -formed from smaller pieces of rock that are stuck together-formed when other forms of rock are buried deep underground and change because of heat and pressure -formed when molten magma/lava cools

rocks

rocks

rocksform in layers of material deposited (or dropped) by winds, rivers, and other forces

formed when molten magma/lava cools

formed when other forms of rock are buried deep underground and change because of heat and pressure

sedimentary igneous metamorphic

Name _______________________________________________________ Date _________________________________

Blm 1

Biography Planning GuideDirections: Research and record the following information to plan the biography you will write.

minerals and rocks©2010 Benchmark education company, llc

Information

(what you need to know)

Scientist Source

(where your facts came from)

Why Important

(accomplishments or discoveries)

Basic Life Facts

(date/place of birth, early life, education, death, etc.)

Impact on the World

(how he or she has made the world better)

Anticipation Guide

Name _______________________________________________________ Date _________________________________

Before-Reading Directions: Review each statement for the chapter you are reading. Place a check mark in the “Me” column if you agree with the statement. Place a minus sign if you do not agree with the statement.

After-Reading Directions: Reread each statement. Place a check mark or a minus sign in the “Author” column. Compare your initial understanding with what you learned from the chapter. Change all statements that have a minus sign in the author column so that they reflect the information in the chapter. Write the page number where you found the correct information.

Me Author Chapter Statements Page

1Minerals are the building blocks of rocks.

1Rocks never change.

1Earth has only three classes of rocks.

2Igneous rocks form when molten magma cools.

2Intrusive rocks form below ground.

2Granite is the most common type of igneous rock.

3Sedimentary rocks are rare and difficult to see.

3Most sedimentary rock forms in water.

3The remains of ancient plants and animals are most often found in sedimentary rocks.

4Intense heat and pressure can change any rock to a metamorphic rock.

4

4The rock from which a metamorphic rock was formed is called a “parent rock.”

©2010 Benchmark education company, llcminerals and rocks Blm 2

Scientists can observe metamorphic rocks forming.

Name _______________________________________________________ Date _________________________________


Biography Checklist

Features of a Biography YES NO

1. I researched the work, life, and contributions of the scientist I am writing about. ❍ ❍

2. My information is complete and accurate. ❍ ❍

3. My piece is logically organized so that readers are not confused. ❍ ❍

4. My lead grabs readers’ attention and makes them want to read more. ❍ ❍

5. My sentences are varied in length and construction to make my piece more interesting to read. ❍ ❍

6. I have used words that are effective and descriptive. ❍ ❍

7. I used the appropriate voice that helps my readers understand my opinion of the person and his/her work. ❍ ❍

8. My conclusion brings the biography to a satisfying end. ❍ ❍Read and Revise YES NO

I looked for and corrected . . .

• run-on sentences ❍ ❍• sentence fragments ❍ ❍• subject-verb agreement ❍ ❍• correct verb tense ❍ ❍• punctuation ❍ ❍• capitalization ❍ ❍• spelling ❍ ❍

Chapter 1 1. Most rocks are a mix of many ______________.

2. Write a one-sentence summary for page 8.

3. Why did the author include the chart on page 10?

Chapter 24. Look at the Venn diagram created from information found on page 19. What

information belongs in the blank?

5. There is not a lot of information on how intrusive rock forms. How can you tell?

6. The author compares on page 20. What words tell you the author is comparing?

Chapters 3 and 47. Sedimentary rocks are the best place to find ______________.

8. What can you conclude about sedimentary rock from the information on page 34?

9. Why does the author use bullets on page 38?

Name _______________________________________________________ Date ______________________________

Minerals and Rocks: Comprehension QuestionsDirections: Reread the text to answer each question. Provide clues and evidence from the text to support your answers. Indicate the page(s) where you found your clues and evidence.

minerals and rocks ©2010 Benchmark education company, llc Blm 4

bothrunny or watery magma

explodes violently send rocks and ash into air

forms cone-shaped mountains Mt. Fuji

erupts slowly flows slowly

forms low, flat shield mountains

Hawaii

build up mountains

Minerals and Rocks: Content Assessment

Name _______________________________________________________ Date _________________________________

Directions: Use what you have learned to answer the questions below.


Chapter 1

1. All minerals have six properties. What are four of those properties?

2. Fill in the chart below with the correct class of rocks formed by each of the processes described below.

3. Why are minerals called “the building blocks of rocks”?

Chapter 24. What type of igneous rock forms the bedrock of Earth’s continents?

5. Igneous rocks are classified as extrusive or intrusive because of where they form. Explain the difference.

6. What is the “law of superposition”?

rocks

rocks

rocks

Chapters 3 and 47. You are a scientist studying the history of plant and animal life on a newly discovered

island. What class of rock will provide you with the most information and why?

8. Scientists cannot observe metamorphic rocks being formed. Why?

9. The fabulous Hope Diamond began as a carbon-rich mineral deposit. What process was responsible for changing it into a diamond?

10. In each portion of the circle below, write a type of force on Earth’s surface that can cause rocks to change. Summarize the effects of these processes on Earth’s surface.

Name _______________________________________________________ Date ______________________________

minerals and rocks ©2010 Benchmark education company, llc Blm 6

minerals and rocks - amazon s3inside front cover of minerals and rocks and discuss the uses of...

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