Grade: Three
Subject Area: Rocks and Minerals
Demonstrate knowledge of materials that comprise Earth’s
crust, and demonstrate skill in classifying these materials.
CRITICAL THINKING CHALLENGES PLANNING SHEET
Prompts
1/3
Student can compare
samples of various
kinds of rock, and
identify similarities
and differences.
Student can given a
description of the
properties of a
particular rock or
mineral, identify a
sample rock or
mineral that matches
those properties.
Properties that
students should be
able to describe and
interpret include:
-colour
-lustre or ‘shininess’
-texture
-hardness (scratch
test)
-presence of
carbonates
-crystal shape for
mineral (patterns)
Critique the Piece
Students assess the
merits/shortcomings of a
person, product or
performance (which may
be teacher-provided or
student-provided)
Judge the Better
or Best
Students judge from
among two or more
options (teacher
provided or student
generated) which best
meets the identified
criteria.
Rework the
Piece
Students transform a
product or performance
in light of additional
information or an
assigned focus,
perspective, genre, etc.
Decode the
Puzzle
Students suggest and
justify a proposed
solution, explanation
or interpretation to a
confusing or
enigmatic situation.
Design to Specs
Students develop a
product that meets a
given set of
criteria/conditions.
Perform to
Specs
Students perform or
undertake a course of
action that meets a
given set of
criteria/conditions.
Prompts
2/3
Student can describe
and classify a group
of rocks and minerals,
based upon the above
properties.
Student can recognize
that rocks are
composed of a variety
of materials; and
given a coursegrained rock and
magnifier, describe
some of the
component materials.
Student can recognize
and describe the
various components
within a sample of
soil (clay, sand,
pebbles, decaying
plants; and describe
differences between
two different soil
samples.
Student can describe
ways in which rocks
break down to
become soil, and
demonstrate one or
more of these ways
Critique the Piece
Students assess the
merits/shortcomings of a
person, product or
performance (which may
be teacher-provided or
student-provided)
Judge the Better
or Best
Students judge from
among two or more
options (teacher
provided or student
generated) which best
meets the identified
criteria.
Rework the
Piece
Students transform a
product or performance
in light of additional
information or an
assigned focus,
perspective, genre, etc.
Decode the
Puzzle
Students suggest and
justify a proposed
solution, explanation
or interpretation to a
confusing or
enigmatic situation.
Design to Specs
Students develop a
product that meets a
given set of
criteria/conditions.
Perform to
Specs
Students perform or
undertake a course of
action that meets a
given set of
criteria/conditions.
Prompts
Critique the Piece
3/3
Students assess the
merits/shortcomings of a
person, product or
performance (which may
be teacher-provided or
student-provided)
Student can describe
some common uses
of rocks and
minerals; and identify
examples of those
uses within the
school, home or local
community.
Judge the Better
or Best
Students judge from
among two or more
options (teacher
provided or student
generated) which best
meets the identified
criteria.
Rework the
Piece
Students transform a
product or performance
in light of additional
information or an
assigned focus,
perspective, genre, etc.
Decode the
Puzzle
Students suggest and
justify a proposed
solution, explanation
or interpretation to a
confusing or
enigmatic situation.
Design to Specs
Students develop a
product that meets a
given set of
criteria/conditions.
Perform to
Specs
Students perform or
undertake a course of
action that meets a
given set of
criteria/conditions.