A World of Rocks and Minerals

A World of Rocks and Minerals Instructional Focus IDENTIFYING CHARACTERISTICS OF COMPARE-AND-CONTRAST TEXT PATTERN Comparing and contrasting is a process of discovering in what ways two or more things or ideas are the same and in what ways they are different. Instructional Approach SHARED READING Transparency 53: Secondhand Rocks A World of Rocks and Minerals Student Book 4c, p. 104 Selection available on audio CD. ASSESSMENT FOR LEARNING Expectations Student Book 4c, pages 104 107 Understanding Text Patterns LANGUAGE O: Oral R: Reading W: Writing ML: Media Literacy O Identify a variety of purposes for speaking R Identify a variety of purposes for reading and choose reading materials for those purposes R Recognize a variety of organizational patterns in texts and explain how text patterns help readers understand W Gather information to support ideas for writing SCIENCE CONNECTION Earth and Space Systems: Classify rocks and minerals according to chosen criteria, relying on their observations. About This Selection In this informational report, the properties of rocks and minerals are described and various examples are compared and contrasted. This text may be challenging for some students due to the complexity of some sentences and the content vocabulary. ACCESSIBILITY Easy Average Challenging Ongoing Observation Students who understand will identify the things that are going to be compared and contrasted identify how the author contrasts and compares things in the text explain how recognizing the characteristics of compare-andcontrast text pattern helps the reader to understand what is read Differentiated Instruction If students do not understand, use Comparing and Contrasting (see Differentiated Instruction: Extra Support, p. 21) Assessment Key Assessment Questions What are the characteristics of compareand-contrast text pattern? What does the author compare and contrast in A World of Rocks and Minerals? Explain how the author compares and contrasts rocks in A World of Rocks and Minerals. How did recognizing the characteristics of compare-and-contrast text pattern help you to understand what you read? Assessment Tools BLM 3: Oral Language Tracking Sheet BLM 4: Small-Group Observation Tracking Sheet BLM 8: Rubric Strip Identifying Characteristics of Compare-and- Contrast Text Pattern Reflecting on Your Practice How can I encourage my students to compare and contrast things during classroom activities in order for the language to become familiar to them? A World of Rocks and Minerals 17

Shared Reading Transparency 53 Use Transparency 53: Secondhand Rocks and its related teacher notes in Transparencies for Shared Reading and Modelling to model how readers can identify the characteristics of compare-and-contrast text pattern. Before COMPARING AND CONTRASTING ROCKS 1. Collect a variety of rocks for students to investigate. Divide the class into groups and provide each group with a handful of rocks. Challenge students to sort the rocks in different ways and make some general observations about the rocks as they compare and contrast them. Select one student in each group to record the sorting criteria and the observations. 2. Invite each group to share their observations. Ask: In what ways did you sort the rocks? (size; colour; texture; shape) What did sorting the rocks show you about them? (helped us to see how they are alike and different) How are your rocks alike? How are they different? (they are all hard; they are all different colours) 3. Look for opportunities to highlight and model compareand-contrast vocabulary as students share their observations. For example, when students are talking about rocks they have placed in the same category, model the use of words such as both, like, also, and too to point out similarities. When students are talking about rocks in different categories, model the use of words such as but, while, however, and unlike to point out differences. text Understanding patterns Identifying Characteristics of Compareand-Contrast Text Pattern When writers want to show how things are alike, they compare them. When writers want to show how things are different they contrast them. Writers use compare-andcontrast text pattern to explain how two or more things are the same and different. The text identifies the things that are going to be compared and contrasted. What is the writer going to compare and contrast here? 104 Rocks, Minerals, and Erosion Vocabulary aluminum a light, strong metal crystals transparent minerals that look like ice by Leo Grimaldi Our planet Earth is a gigantic ball of liquid and solid rock. Rocks are made up of different kinds of minerals. All kinds of minerals and rocks are found all over the world. No two rocks are exactly alike. They are different sizes, colours, textures, and shapes, and some are harder than others. Geologists describe three main types of rock igneous, sedimentary, and metamorphic. All three types of rocks are found on Earth, but each is formed differently. However, they all take millions of years to form. Igneous rock forms when hot, liquid rock from deep inside Earth cools. Sedimentary rock is made of pieces of other rocks that are squeezed together to form new rock. Metamorphic rock starts out as other kinds of rock that change. geologist a person who studies the Earth s crust gems precious stones that are cut and polished for use in jewellery magma hot liquid substance found below the Earth s crust minerals natural substances formed below the Earth s surface texture the feel of a surface or a substance to the touch Strategy Tip: Look in the text As students come upon unfamiliar words, encourage them to continue reading and look for the meaning of the word in the text or in a caption. For example, ask students to read the first paragraph at the top of page 105 about igneous rock. Ask: What is igneous rock? What words helped you to figure out the meaning of this word? 18 Nelson Literacy 4 Teacher s Resource: Rocks, Minerals, and Erosion

When volcanoes and earthquakes push hot, liquid rock, called magma, to the surface, it cools very quickly. More often, it is trapped underground and cools slowly. granite The cooled magma hardens into igneous rock. Most of Earth s crust is igneous rock. Granite and basalt are examples of igneous rock. While igneous rock starts with magma basalt deep underground, sedimentary rock starts with rock already on Earth s surface. Wind and water break limestone down these rocks into tiny pieces. Water carries these bits of rock into lakes and oceans, where they settle on the bottom. Layer after layer of rock bits pile up. Over millions of years, the pressure from the sandstone upper layers turns the lower layers into rock. Sandstone, limestone, and shale are examples of sedimentary rock. Metamorphic rock also starts with other rocks, but not tiny rock bits. shale Every metamorphic rock starts out as a sedimentary or igneous marble rock. Then it is changed by intense heat or pressure. The heat of magma pushing up into Earth s crust can bake all the rocks nearby. This is how limestone, a soft sedimentary rock, turns into hard slate marble. Pressure from the shifting of Earth s crust can change rocks below. This is how shale, a sedimentary rock, turns into slate. When things are contrasted, the writer shows the differences between things. Sometimes writers use words such as while and but. What are some differences between igneous and sedimentary rock? During INTRODUCING THE TEXT 1. Ask students to skim Student Book pages 104 to 107. Use the headings and photographs to elicit background knowledge and to preview vocabulary. Ask: What do you think this informational report is about? (rocks and minerals) What kind of texture does it look like granite has? (rough) basalt? (smooth) What things look the same about the rocks and minerals in these photographs? What looks different? 2. Direct students to read Understanding Text Patterns on page 104 with you. Ask: What two things will the author compare and contrast in this report? (rocks and minerals) Tell students they will be learning to identify characteristics of compare-andcontrast text pattern as they read this report. 105 Differentiated Instruction: ELL The compare-and-contrast text pattern and supporting signal words are critical tools for understanding this selection. Text patterns that help readers to link ideas are often missed by English-language learners. Words like however and like are abstract and need to be explained. To support students understanding, use the following strategies: Begin with the activity for differentiated instruction (see p. 21) to ensure that the text pattern and the language associated with it are introduced in a familiar context. Let students create compare-and-contrast charts and then model writing sentences, using signal words, to ensure that language learners understand the pattern. Challenge students to find examples of the signal words in A World of Rocks and Minerals. Pay attention to the vocabulary of questions and directions. When asking students to make generalizations about rocks or to identify characteristics of the text pattern, it helps to say the word, print it, and explain it using simple terms or practical examples. READING AND DISCUSSING THE TEXT 1. Ask students to read the first paragraph on page 104. Ask: What did you learn about rocks and minerals from this paragraph? (the Earth is a gigantic ball of liquid and solid rock; rocks are made of minerals; there are different kinds of rocks and minerals) 2. Read the next heading, then let students read the first paragraph in this section. Ask: What do you think the author means when he says some [rocks] are harder than others? CONTINUED A World of Rocks and Minerals 19

3. Direct students to read the sticky note on Student Book page 104. Then have them read the highlighted text to find the answer to the question posed on the sticky note. Have them read to the bottom of the page. Ask: What are the three types of rocks? (igneous, sedimentary and metamorphic) What did you learn about each rock type? (all three are found on the Earth; each type is formed differently; all three are formed over millions of years) What do you call a person who studies rocks? (geologist) 4. Let students look at the photographs on page 105 and then read the first paragraph on this page to find out how basalt and granite are formed. 5. Tell students to read the sticky note on this page and then the highlighted sentence. Ask: What is the author doing in this paragraph? (contrasting igneous and sedimentary rock) What word does the author use to show he is contrasting these two rocks? (while) Let students continue reading to the end of the paragraph. 6. Review what students have learned about igneous and sedimentary rock. Invite them to read to the bottom of page 105 to find information about metamorphic rock. Ask: What did you learn about metamorphic rock that contrasts with igneous and sedimentary rock? (metamorphic rock starts out as a sedimentary or igneous rock; it is formed by heat or pressure; it is very hard) When things are compared, the writer shows what s the same about them. Sometimes writers use words such as like and also. What is the same about rocks and minerals? 106 Rocks, Minerals, and Erosion Word Study Like rocks, minerals are found on Earth s surface, underground, and even on other planets. Also like rocks, minerals come in different colours, shapes, weights, and degrees of hardness. But a mineral is made up of only one substance, while rocks are a mixture of minerals. Geologists have identified more than 3000 kinds quartz of minerals. Most minerals are made up of crystals. These crystals form when melted rocks and minerals cool under Earth s surface. If the rocks and minerals cool quickly, manganese small crystals form. But if they cool over thousands of years, large crystals form. Quartz and manganese are examples of minerals that are crystals. While most minerals are made of crystals, they are different in many ways. Some minerals sparkle and some are dull. Some minerals are hard and some are soft. Some minerals are metals, such as aluminum, iron, and copper. These metals are used to make useful items. For example, aluminum is used to make pop cans, and iron is used to make steel. Gold and silver are also minerals that are metals, and they are also used to make useful items, such as electronic equipment. However, a different use of gold and silver is in jewellery and coins. Other minerals are used to make gems. Diamonds, rubies, and emeralds are valuable minerals because they are hard to find. gold silver copper Reviewing Sounds of g 1. Instruct students to skim through the selection in order to find and record 10 words with the letter g in them. 2. Challenge students to compare the sound of g in each word and group the words that are similar. Let students discuss their groupings and the criteria they used. Some possible groups: Hard /g/ sound: igneous, underground, granite, magma, manganese, degrees Soft /g/ sound: changed, gems Silent /g/: weight Words with two /g/ sounds: geologist, gigantic 3. Challenge students to think of a word to add to each of their groupings. You may wish to use Word Study Master 1 to practise spelling some words containing the letter g along with other words. 20 Nelson Literacy 4 Teacher s Resource: Rocks, Minerals, and Erosion

Granite, limestone, and slate are examples of common rocks. They have some characteristics in common, but there are also many differences. This chart is a quick way to check their similarities and differences. igneous feldspar, quartz, mica light grey, pink, or black rough hard sedimentary calcite, dolomite beige or grey powdery soft to medium, depending on the sample metamorphic mica, chlorite, quartz dark grey or black smooth soft to medium, depending on the sample One way to test for hardness is called a scratch test. Softer minerals such as talc or salt can be scratched with a fingernail or a penny. Harder minerals such as feldspar can be scratched with a steel nail. 107 Differentiated Instruction: Extra Support Comparing and Contrasting Invite students to brainstorm categories for comparing two things, such as dogs and cats or bicycles and cars. Organize students into pairs and ask them to compare and contrast the two things. Distribute BLM 6: Comparing and Contrasting for students to record their observations. Explain that students should record the name of each thing above one of the circles on the sheet, record the things that are different in the circles under the matching names, and record the similarities in the overlapping part of the circles. Take time to examine the completed diagram and discuss the information in terms of the similarities and differences. Challenge student pairs to create a summary statement of the information shown in their diagrams. 7. Let students read the heading, the first paragraph, and the sticky note on page 106. Ask: What is the author doing in this paragraph? (comparing rocks and minerals) What words does he use to compare them? (like: also) 8. Have students read the second paragraph on page 106. Ask: What have geologists discovered about minerals? (there are over 3000 kinds of minerals; most minerals are made of crystals; quartz and manganese are examples of minerals that are crystals) 9. Invite students to read to the bottom of the page. Ask: What differences are there amongst minerals? (shiny/dull; hard/soft; some are metals; some are valuable, such as gold) What are some uses for different minerals? (aluminum for pop cans; iron for making steel; gold and silver for making electronics, coins, and jewellery) 10. Read the title of the chart on page 107 to students and discuss how the information is organized. Ask: What three rocks are being compared and contrasted in this chart? (granite, limestone, and slate) Why do you think the author chose these rocks to compare and contrast? (they are examples of each of the different types of rocks) What do you learn about each of the rocks from reading this chart? (mineral content, colour, texture, and hardness; similarities and differences) What are the advantages to putting information in a chart instead of a paragraph? (easy to read; similarities and differences are clearly shown) A World of Rocks and Minerals 21

After These questions and activities give students the opportunity to share and consolidate their learning about the characteristics of compare-andcontrast text pattern. You may use BLM 3: Oral Language Tracking Sheet and BLM 4: Small-Group Observation Tracking Sheet to track student progress through the unit. REFLECTING ON THE STRATEGY 1. Direct students attention to the chart on Student Book page 107. Let students re-examine the title and headings on the chart. Ask: How is this chart organized for comparing and contrasting things? (there are criteria for comparing and contrasting three rocks in first column, and a column for each rock) How does organizing information in this way help readers? (gives information without too many words so it is easy to understand and remember) 2. Tell students that an overlapping Venn diagram can also be used to show comparisons and contrasts. Draw two overlapping circles on the board. Print Differences at the top of each circle and Similarities at the top of the overlapping section. Have students skim the text looking for similarities and differences between rocks and minerals. Possible responses include the following: three types of rocks but 3000+ types of minerals; rocks and minerals are both found on Earth s surface, underground, and on other planets; rocks are made of different minerals but minerals are made of one substance. Record each response in the appropriate part of the diagram. 3. Discuss the use of compare-andcontrast text pattern with students. Ask: Why do writers use compareand-contrast text pattern? (to show in what ways things are the same and different) When might you use this text pattern in your writing? What words could you use to compare things? (also; both; like; too) What words could you use to contrast things? (but; while; however; unlike) How does organizing information in this way help readers? (helps readers see how things in one big group, such as rocks, are alike and different) ORAL: DISCUSSING THE TEXT 1. What is the Earth made of? (a gigantic ball of liquid and solid rock) 2. What three different types of rocks are found on the Earth? (igneous, sedimentary, and metamorphic) 3. Describe how each type of rock is formed. (igneous rock is formed when volcanoes and earthquakes push magma to Earth s surface, where it cools; sedimentary rock is formed by pressure on layers of sediment at bottom of bodies of water over millions of years; metamorphic rock is formed when a rock is changed by heat or pressure) 4. How are crystals formed? (melted rocks and minerals cool under the Earth s surface) 5. What are some ways we use minerals in everyday life? (aluminum is used for pop cans; iron is used to make steel; gold and silver are used to make electronic equipment and jewellery; diamonds, rubies, and emeralds are used as gemstones) 6. Do you think the job of a geologist would be interesting? Explain your answer. 7. Is there any information in this selection that gives the answers to the quiz on pages 102 and 103? Find proof for your answers in the text. (1. ring is made of minerals [true]; 7. lava that flows out of volcanoes is melted rock [true]) READING: RESEARCHING ROCKS AND MINERALS Distribute BLM 6: Comparing and Contrasting to students. Challenge them to find additional information about rocks and minerals using classroom and library resources. Instruct students to record additional similarities and differences they discover between rocks and minerals on the blackline master. Provide time for students to meet as a group and discuss their findings. READING: FOLLOWING DIRECTIONS 1. Divide the class into two groups. Explain to students that they will be following a recipe to make edible rocks. Distribute BLM 7: Recipes That Rock! and have each group read their recipe. Prior to distributing, read the recipes and make any ingredient substitutions necessary in the event of student allergies and/or food sensitivities. Instruct group members to divide the tasks among themselves. Ensure all activities involving the stove or oven are done by an adult. 2. Discuss the similarities and differences between the different kinds of edible cookies. Challenge groups to identify the type of rock their cookie resembles and explain their reasons. (Recipe 1: igneous rock because it starts out as hot liquid that is then cooled; Recipe 2: metamorphic rock because it starts out as many different rocks [ingredients] that are changed by heat into a new rock [cookie].) 22 Nelson Literacy 4 Teacher s Resource: Rocks, Minerals, and Erosion

ASSESSMENT FOR LEARNING Checking Progress Key Assessment Questions Students may respond to the Key Assessment Questions either in writing or orally in a conference. Ask: What are the characteristics of compare-and-contrast text pattern? What does the author compare and contrast in A World of Rocks and Minerals? Explain how the author compares and contrasts rocks in A World of Rocks and Minerals. How did recognizing the characteristics of compare-andcontrast text pattern help you to understand what you read? Record individual progress on BLM 8: Strategy Rubric Strip Identifying Characteristics of Compare-and-Contrast Text Pattern. Next Steps For students who need extra support with identifying characteristics of compare-andcontrast text pattern, use How Do We Use Rocks and Minerals? in Student Book 4c, pp. 108 109, for guided reading. For students who understand the characteristics of compare-and-contrast text pattern, use How Do We Use Rocks and Minerals? in Student Book 4c, pp.108 109, for independent practice. Strategy Rubric Strip Identifying Characteristics of Compare-and-Contrast Text Pattern A full-size version of this rubric, suitable for recording assessments, is provided on BLM 8. Criteria Level 1 Level 2 Level 3 Level 4 identifies the things that are going to be compared and contrasted with some identifies how the author contrasts and compares things in the text with some explains how recognizing the characteristics of compareand-contrast text pattern helps the reader to understand what is read with some Cross-Curricular Application applies knowledge of compare-and-contrast text pattern in other areas of the curriculum with some A World of Rocks and Minerals 23