Jaclyn Melfi

November 10, 2014

Grade 4/Science
Calcite Quest

I.

Integration of Learning Outcomes

a. Students will be able to follow directions in order to organize their materials and
complete their experiment worksheets.
b. Students will be able to report that vinegar causes the calcite to bubble and
recognize that more tests need to be done to tell if rocks contain calcite.

II.

Standards
a. S4.A.2.1.1: Generate questions about objects, organisms, or events that can be
answered through scientific investigations.
b. S4.A.1.3.1: Observe and record change by using time and measurement.

III.

Anticipatory Set
a. I will have the class set up their tables to be ready for the small group work. To
introduce the lesson, I will do a review of what we have already done. I will discuss
observation techniques and identifying properties of rocks, including shape, color,
texture, size, mass, and hardness. Using Prezi, I will introduce the days topics and
goals to reach by the end of the lesson.

IV.

Procedures
a. After I present the Prezi to the class, I will ask the Getters to get the materials for
their table. They will each have a tray with their group letter on it. Each tray
contains hand lenses, sticky notes, and 5 vials. After they go back to their table, the
recorder will label the sticky notes with the four types of rocks (basalt, limestone,
marble, and sandstone). Getter 1 and Getter 2 will each take turns getting the four
rocks and placing them in the correctly labeled dishes on their tray. Meanwhile, the
reporter will get the Earth Materials Notebooks.
b. Once the tables have their materials, they can begin recording their observations of
the rocks. I will give the class about ten minutes to make and record their
observations. After ten minutes, they will have an opportunity to share their
observations with the rest of the class.

c. When the observations have been shared, I will ask the getters to go back to the
materials station to get a sample of the unidentified mineral. I will remind the class
of the scratch test we completed to find out how hard our minerals were. Through
inquiry and answer, we will come to the conclusion that the mineral is calcite,

which is one of the most common minerals on Earth. Calcite is an ingredient in a

number of different kinds of rocks. I will tell the class that today we are going to see
if calcite is an ingredient in the four rocks we just observed.
d. I will discuss with the class that calcite has a property that no other mineral has. It
reacts with cold acid. I will tell the class that a field geologist often carries a small
bottle of hydrochloric acid to test rocks for calcite. Because hydrochloric acid is
dangerous, we will test rocks for calcite with a less concentrated acid, vinegar.

e. I will tell the groups to put the sample of calcite inside one of the vials. I will go
around to each table and pour vinegar on top of the mineral. They are to observe
and record what happens. They will then share their observations.
f. From the observations you made earlier, which of the rocks do you think might
have calcite as an ingredient? [There is no way to tell just by observing.] What
could you do to find out for sure if there is calcite in any of these rocks? [Students
should suggest putting the rocks in vinegar and watching for bubbles.]

g. I will guide the students to set up their vials with the experiment. They will place
each of the four rocks in each of the four other vials (making sure to match them
properly). I will go around again and pour the vinegar. They will have about ten
minutes to observe and record their observations, and then they will share.
i. There may be some doubt whether The right kind of bubbles were
observed for sandstone and marble.
ii. Note: Calcite gives rise to continuous strings of tiny bubbles. Some rocks
release bubbles from air pockets. Air-pocket bubbles are bigger and stop
rising after a few minutes when air pockets are flooded.
iii. I will suggest to students that they might need another test in order to be
sure. We will let the vials sit overnight and then check for more clues
tomorrow.
h. The students will put away their materials and we will discuss the content notes on
the Prezi.
V.

Differentiation
a. I will wear an FM transmitter to assist a student in my class with a hearing
impairment. I will face her when I speak to further aid her understanding of the
chapters. I will speak clearly and ask if anyone needs clarification of the answers.
b. As I walk around the room, I will rotate more often to the table with an English
Language Learner and to the table with a boy who has a visual impairment.
c. The hands-on material and mixture of whole group and small group work will
accommodate several different types of learners in the room. The technology

component will also help represent the material to visual learners and engage the
class as a whole.
VI.

Closure
Time permitting, I will close this lesson by reading Old Man and the Rock: A Native
American Tale from the FOSS Science Stories book. If time does not allow for the
story, I will ask each person to share something they learned from the lesson.

VII.

Formative/Summative Assessment of Students

a. To formatively assess the students, I will ask prompting questions during the whole
group introduction of the lesson and when appropriate, I will ask them to give me
their evidence for their answers. I will also walk around and check their work and
understanding during the small group portions of the calcite test.
b. As a summative assessment, I will collect their investigation booklets at the end of
the lesson.

VIII.

Materials/Equipment
a. FOSS trays (1 per group)
b. 5 Vials per group (no caps)
c. Rock samples: per group
i. 1 Basalt
ii. 1 Limestone
iii. 1 Marble
iv. 1 Sandstone
v. 1 Calcite
d. 2 Hand lenses per group
e. 5 sticky notes per group
f. Earth Materials Notebooks pp. 10-11
g. 5 containers , liter
h. Vinegar, white, 2 qt.
i. Paper Towels
j. Rock Reference Set
k. FOSS Science Stories

IX.

Technology
a. Prezi presentation
i. http://prezi.com/2eahmgylrsci/edit/#43_24309637
b. FM Transmitter

X.

Reflection on Planning

a. I used the FOSS teacher guide, Investigation 3: Calcite Quest to plan this lesson. I
used the materials in the FOSS kit to set up the lesson prior to its implementation. I
studied the teacher guide to know how to best present the materials to the class and
decided to add a technology component to help focus and engage the class. I am
most concerned about behavior management and time management for this lesson,
but I am planning on using our classroom rules and whole body listening to manage
the efficiency of the class throughout the lesson.
XI.

Reflection on Instruction
a. See attached post-instruction reflection