OUTCOMES & INDICATORS FOR LESSON
RM4.1 Investigate physical properties of rocks and minerals, including those found in the local environment. [CP, SI] d. Use appropriate tools (e.g., hand lens, safety glasses, brush, rock pick, knife, measuring tape, and gloves) safely while making observations and collecting information on the physical properties of rocks and minerals. f. Demonstrate processes for testing the hardness of rocks, including reference to guides such as Moh’s scale of mineral hardness
RM4.2 Assess how human uses of rocks and minerals impact self, society, and the environment. [DM] b. Identify objects in their local environment that are made from rocks and minerals (e.g., nickel, table salt, pottery, cement, carvings, brick, jewelry, bicycle, nutrients, battery, copper wiring, soda can, plumbing pipe, and sidewalk). c. Research historical (e.g., flint arrowheads, gold jewelry, paint pigments, and coal heating) and contemporary (e.g., fertilizer, building products, ceramics, glass, salt, silver fillings and electronics) uses for rocks and minerals in Saskatchewan. d. Suggest alternative materials that could be used to create everyday objects or propose new uses for rocks and minerals.
RM4.3 Analyze how weathering, erosion, and fossils provide evidence to support human understanding of the formation of landforms on Earth. [CP, SI, TPS] k. Discuss how fossils and the fossil record provide eviden ce of the Earth’s history, including the formation of various landforms. l. Predict the types of plant or animal fossils that would be found in Saskatchewan landforms in the past, present, and future.
RESOURCES & MATERIALS NEEDED
Station #1 – Hardness of Rocks - pennies, iron nails, steel file, various rocks for students to scratch test, labeled rock samples for students to view, student sheet, non-fiction books
Station #2 – Fossil Discovery – fossil kit, non-fiction books, student sheet
Station #3 – Human Uses of Rocks - student sheet, computer and projector, downloaded video clips from Discovery Streaming from

STAGE 1 – Setting the Context
*Wondering and questioning *Presenting problems * Introducing issues
Explain to students that they will be exploring 3 different stations over the next 2 periods. They will have student sheets and non-fiction resources to guide them and record their learning.
These stations will be self-directed as their 2 teachers will be floating between the groups.
Each of the 3 stations will present questions to the students as they arrive.
STAGE 2 – Investigating and Knowledge Building
*Gathering and *Posing questions
interpreting information
Divide students into 3 groups and indicate that they will move to the next station upon the signal of the teacher.
Students will explore the materials at their station and follow the student guide to record their learning. Teachers
*Connecting to prior knowledge
* Exploring new ideas
*Integrating
& connecting

will float between stations and assist students in making connections and identifying key information outlined in indicators.
STAGE 3 – Sharing Understanding
*Explaining & applying
Full group sharing of observations and fact and information learned following the participation in the three stations
Make anecdotal notes from observations made during the stations and on the quality of data recorded on their sheets
*Creating a new idea
* Reflecting on learning