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Free scope and sequences, TEKS breakdowns, phenomenon ideas, and engagement activities for the 2024 Texas science standards.

Chris Kesler
I'm Chris Kesler, a former award-winning Texas middle school science teacher. This is the site I wish I'd had in the classroom. One hub with TEKS breakdowns, scope and sequences, phenomenon starters, engagement ideas, and resources, all aligned to the standards you actually teach.
TEKS Details | Texas Hub Module

4th Grade TEKS Standards

Click any standard to see what it means, how to teach it, where students get stuck, and aligned resources.

TEKS S.4.11C • Natural Resources

Rocks That Store Earth's Resources

The Standard

"Determine the physical properties of rocks that allow Earth's natural resources to be stored there."

💡 What This Standard Actually Means

The Key Verb

"Determine". Students aren't memorizing rock names. They're figuring out what makes some rocks good at holding stuff (water, oil, natural gas) and other rocks not. The load-bearing idea is that rocks have physical properties students already met in 4.6A (texture, hardness, layers) plus two new ones for this standard: tiny holes called pores and whether those holes connect. A rock that's full of connected pores can hold and release a resource. A rock that's solid all the way through can't. Instruction works best when students can squeeze a sponge, hold a piece of pumice, and pour water through different materials. Then they're not memorizing — they're noticing.

Most kids think rocks are just hard, solid lumps. This standard cracks that idea open. The water that comes out of a Texas faucet has been sitting inside a rock — usually limestone — for thousands of years. The natural gas that heats a Texas home was held in tiny spaces inside sandstone a mile underground. Even crude oil rests in spaces between sand grains in rocks deep below West Texas. The rocks aren't solid. They're more like underground sponges.

Two physical properties decide whether a rock can store a natural resource. The first is porosity — the amount of empty space inside. A sponge has very high porosity. Granite has almost none. The second is permeability — whether those empty spaces connect to each other so liquid or gas can travel through. A sponge is permeable; squeeze one end and water flows out the other. A rock can have lots of pores but if they're sealed off, nothing can get in or out. Both have to work together for storage to happen.

The big takeaway for 4th graders: not every rock can hold the natural resources we use. Sandstones, limestones, and porous shales work because they have connected pore spaces. Granite and most metamorphic rocks don't, because they're packed tight all the way through. By the end of this standard, kids should be able to look at a rock — or a model of a rock — and predict whether water, oil, or gas could move in and out, based on the holes they can see and feel.

💬 From Chris's Classroom

The kitchen sponge demo is the move I'd lean on to make this stick. Bring one dry sponge and one block of clay to class on the first day of this standard. Pour an ounce of water on the sponge and it disappears inside. Pour an ounce on the clay and it puddles on top and runs off. Same amount of water, two completely different rocks. Then ask, "If you were oil deep underground a long time ago, which one would you rather end up inside?" Kids get it instantly. The sponge is what an oil reservoir actually looks like at a microscopic level. Millions of connected holes between grains of sand cemented together. Texas has more of those underground sponges than almost anywhere on Earth, which is why the state's been pumping oil for over a hundred years. The standard is short, but the demo carries it.

⚠️ Misconceptions Your Students May Have

These are some of the most common misconceptions. Knowing what to look for can help you get ahead of them.

×

"Rocks are solid all the way through, so nothing can be inside them"

Some rocks look solid but have tons of tiny holes. Pick up a piece of pumice (the rough volcanic rock you can get at any drugstore) and you'll see and feel the holes. Sandstone has microscopic spaces between every grain of sand. Limestone is full of tiny gaps. The water and oil that humans pump out of the ground have been sitting in those tiny spaces for thousands or millions of years. The rock doesn't have to be obviously squishy. The holes just have to be there.

×

"Underground water is in giant lakes or rivers under the ground"

Almost no underground water sits in open caves or rivers. The Edwards Aquifer in central Texas — the water source for San Antonio — isn't a lake. It's water held in millions of tiny holes inside limestone rock. When you drink Texas tap water from that aquifer, that water just came out of a rock. Picture a sponge a hundred feet thick stretching for hundreds of square miles. That's an aquifer. The "river" is the rock.

×

"Any rock with holes can hold and give back water or oil"

The holes have to connect to each other. A rock can have lots of separate, sealed-off pockets and still be useless for storage because nothing can move in or move out. The two physical properties scientists check are porosity (how much empty space) AND permeability (whether the empty spaces connect). A great storage rock has both. A bad one might have lots of holes but they're closed off, so the resource can't get in to be stored or out to be used.

×

"Granite would make a great place to store water or oil"

Granite is one of the worst storage rocks. Look at a piece up close — you'll see tightly interlocked crystals with almost no space between them. There's nowhere for water, oil, or natural gas to fit. That's why oil companies don't drill into granite layers and water wells aren't dug into granite bedrock. The rocks that store our natural resources are mostly sedimentary — sandstone, limestone, and certain shales — because they formed from grains piled together with spaces in between.

📓 Teaching Resources for 4.11C

These resources are aligned to this standard.

🌎 Phenomenon Ideas for 4.11C

Use these real-world phenomena to anchor your lesson. Show students the phenomenon first, let them wonder, then build toward Rocks That Store Earth's Resources as the explanation.

🔎
Phenomenon 1

Two Rocks, One Cup of Water

Hold up two rocks the same size: one piece of sandstone and one piece of granite. Pour a small cup of water slowly over each one in front of the class. The granite repels the water — it runs off the sides and pools on the table. The sandstone soaks the water up like a sponge and disappears inside. Same amount of water. Same size of rock. Two completely different stories about what's happening on the inside.

💬 Discussion Prompt

"Where did the water go on each rock? What's different about the inside of the sandstone that lets the water disappear into it? If you were a drop of oil deep underground millions of years ago, which kind of rock would you end up inside?"

🔎
Phenomenon 2

The Edwards Aquifer Map

Project a map of the Edwards Aquifer running underneath Austin, San Antonio, and the Texas Hill Country. The aquifer provides drinking water for over two million Texans. But it's not a lake or a river. It's water held inside a layer of limestone rock between 100 and 1,000 feet underground. When the city of San Antonio pumps water for kids to drink in the cafeteria, that water just came out of millions of tiny holes inside limestone.

💬 Discussion Prompt

"How can a rock hold enough water to be a major city's drinking supply? What property of the limestone makes that possible? What would happen if the rock didn't have those tiny holes inside?"

🔎
Phenomenon 3

The Underground Sponge

Set up two clear cups, both filled to the brim with sand. Pour vegetable oil slowly into the first one and watch it disappear into the gaps between the grains until the oil seeps through to the bottom. Now squeeze the cup gently and watch a few oil droplets push back up to the surface. Show students a photo of a real oil well in West Texas next to the cup. The well is doing the same thing on a much bigger scale, in much deeper rock.

💬 Discussion Prompt

"Where exactly is the oil in the cup? What kind of rock might it be inside if this were happening underground? Why does pressing on the sand bring some oil back up — and what does that tell us about how oil wells work?"

💡 Free Engagement Ideas for 4.11C

01

Sponge vs. Stone Test

Give each group three "rocks" to test: a kitchen sponge, a piece of pumice, and a smooth river rock or a piece of granite. Each group fills a measuring cup with 50 mL of water and pours it slowly over each "rock" while another student catches whatever drips through. They record how much water the rock held and predict which kind of real rock each "rock" represents. Reinforces porosity (how much it held) and permeability (how the water moved through).

Materials: Kitchen sponges, pumice stones, granite or river rocks, measuring cups, catch trays, recording sheets
02

Build an Aquifer in a Cup

Each group layers different materials in a clear plastic cup: a layer of clay on the bottom (the impermeable layer), a thick layer of sand or gravel above it (the storage layer), and a thin layer of soil on top (the surface). Slowly pour water on top and watch it travel down through the soil, fill up the sand layer, and stop at the clay. Students poke a straw "well" into the sand layer and use it to suck water up — exactly how an underground aquifer works.

Materials: Clear plastic cups, modeling clay, sand or aquarium gravel, potting soil, water, straws, eyedroppers, paper plates
03

Texas Resource Rock Map

Hand out a blank Texas state map and three colored stickers per student (blue, black, brown). Project a teacher version showing where each natural resource is stored: blue stickers on the Edwards Aquifer (central Texas, limestone storing water), black stickers on the Permian Basin (West Texas, sandstone storing oil and natural gas), brown stickers on East Texas (Carrizo-Wilcox sandstone aquifer). Students label each region with the rock type and what's stored there. Closes with a quick discussion: why are these the regions where we drill and pump?

Materials: Blank Texas state maps, colored stickers (blue, black, brown), pencils, teacher reference map
04

Squeeze Test Comparison

Give each pair of students three small samples sealed in zip-top bags: dry sand, dry clay, and a small piece of sponge or pumice. Have them squeeze each one and describe what happens. Then add 20 mL of water to each bag, seal, and squeeze again. The sand and the sponge "release" water when squeezed (permeable). The clay holds onto the water and doesn't release it (porous but not permeable). Students compare and write a sentence about which materials would make good rocks for storing a natural resource and why.

Materials: Zip-top bags, dry sand, dry clay, small pieces of sponge or pumice, water, measuring cups, recording sheets
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