Inquiry Lesson Plan – Rocks and Minerals – Lesson #1
Developed by Rhonda Hardy and Michelle Goosen
OUTCOMES & INDICATORS FOR LESSON
RM 4.1 Investigate physical properties of rocks and minerals, including those found in the local
environment.
c. Observe and record physical properties of rocks and minerals using appropriate terminology
such as colour, texture, lustre, hardness, cleavage, transparency, and crystal structure.
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.
g. Record observations of rocks and minerals using jot notes, labelled diagrams, and charts.
i. Develop their own classification scheme to organize their understanding of rocks and
minerals.
l. Develop simple generalizations about the physical characteristics of rocks and minerals based
on observation and research.
RESOURCES & MATERIALS NEEDED
Resources: Bill Nye – Rocks and Soil, numerous books on Rocks and Minerals, Rockhound teacher
and student resources
Supplies: Many rock samples, chart paper, markers, sticky notes, graphic organizers (independent
& group)
STAGE 1 – Setting the Context
*Wondering and questioning
*Presenting problems
* Introducing issues
KWL – K - generate a list of things students already KNOW about Rocks & Minerals
- W – celebrate their knowledge about rocks already. Discuss how often when we learn
information about a topic, it often leads to more questions or wonders that allow us to
understand the concept more fully. Then pose the question, “What do you wonder about rocks?
- Create a student list of wonders to explore throughout the unit
STAGE 2 – Investigating and Knowledge Building
*Gathering and
*Posing questions
interpreting information
C*Connecting to
*
priprior
Exploring
knknowledge
new ideas
Day 1 – students explore a variety of rocks with their table
group observing and recording physical properties of rocks
including such things as: color and shape, texture, whether
they crumble or scratch,etc. (graphic organizer provided to
students)
Day 2 – continue with observations of the rocks & complete
graphic organizer
- provide students with a wider range or rock samples
at their table
- Have students determine categories for their rock
samples based on their observations of physical properties
(as a group students organize their samples and record their
categories on one graphic organizer)
STAGE 3 – Sharing Understanding
*Explaining & applying
Day 1 – observe students as they identify properties
of their rock samples – listen for the vocabulary used
Day 2 – students cooperate in groups to create
categories with their rock samples; groups present
their categories and attributes for each to the class
*Creating a
new idea
* Reflecting
on learning
*Integrating
&
connecting