Let’s Rock it Out!
Grade 3
Rocks and Minerals
By: Kimberly Blundon
Education 4738
Overview
Students learn about materials found on Earth’s surface—rocks, minerals and soil. By
closely examining sample rocks, students discover similarities and differences and explore
these, using simple tests and tools. Students learn that each kind of rock has a set of
characteristics and that these characteristics can be used in classifying and identifying rocks.
In studies of soil, students discover that the component materials include rock fragments
and remains of living things, and that different soils have different compositions. Students
learn that the characteristics of rock and soil are important to their use within the
community.
Rationale
Throughout Rocks and Minerals, students have many opportunities to observe the
similarities and differences in properties of minerals and rocks and to gather, organize, and
interpret data. They discover that the application of scientific techniques can provide them
with useful information about rocks and minerals. As they perform the field tests and
discuss the results, students become engaged in a process that encourages problem solving
and fosters understanding of the concept that scientific results cannot always be reported
with "yes-or-no" answers. Activities are fun but are relevant to student’s every day life.
Students will experience what it is like to be a scientist and will be immersed in activities
that are important to becoming a scientist.
Language Arts
Science
GLO 2: Students will listen, speak, read, write, view and
represent to comprehend and respond personally and critically to
oral, print and other media texts.
2.2 Respond to Texts - Experience various texts
-Choose a variety of oral, print and other media texts for shared
and independent listening, reading and viewing pleasure.
2.4 Create Original Text - Generate ideas
-Experiment with ways of generating and organizing ideas prior
to creating oral, print and other media text
GLO 3.5: Demonstrate knowledge of materials that comprise Earth's
crust, and demonstrate skill in classifying these materials
SLOs:
K3.5.1 Compare samples of various kinds of rock, and identify
similarities and differences
K3.5.2 Given a description of the properties of a particular rock or
mineral, identify a sample rock or mineral that matches those
properties. Properties to be explored: Colour, lustre, texture,
hardness, presence of carbonates, and crystal shape for minerals
K3.5.3 Describe and classify a group of rocks and minerals, based
upon the above properties.
K3.5.4 Recognize that rocks are composed of a variety of materials;
given a coarse-grained rock and magnifier, describe some of the
component materials.
K3.5.5 Recognize and describe the various components within a
sample of soil and describe difference between two different soil
samples.
K3.5.6 Describe ways in which rocks break down to become soil.
and demonstrate one or more of these ways.
K3.5.7 Describe some common uses of rocks and minerals; and
identify examples of those uses within the school or local
community.
GLO 3: Students will listen, speak, read, write, view and
represent to manage ideas and information
3.3 Organize, Record and Evaluate - Record information
-Record facts and ideas using a variety of strategies; list titles and
authors of sources
3.4 Share and Review - Share ideas and information
-Organize and share ideas and information on topics to engage
familiar audiences
How do Rocks
& Minerals
Affect Our
Daily Lives?
Social
GLO 3.1
Students will demonstrate and understand and appreciation of
how geographic, social, cultural and linguistic factors affect
quality of life in communities in India, Tunisia, Ukraine and
Peru.
SLO 3.1.3: Examine the geographic characteristics that shape
communities in other parts of the world by exploring and
reflection upon the following questions for inquiry:
-In what ways do the people in the communities depend on, adapt
to and change the environment in which they live and work?
-In what ways do the communities show concern for their natural
environment?
Art
Math
GLO: Use patterns to describe the world and to solve
problems.
SLO 1/2: Demonstrate and understanding of
increasing/decreasing patterns by numerical and nonnumerical patterns using manipulatives, diagrams, sounds
and actions
SLO 3: Sort objects or numbers, using one or more than on
attribute
GLO: Use direct and indirect measurement to solve
problems
Expression
7. Students will use media and techniques with an emphasis
on mixing media and perfecting techniques in drawing,
painting, print making, sculpture, fabric arts, photography
and techno graphic arts.
B. Painting: Extend brush skills and further experimentation
with the medium so as to achieve special effects such as
textures.
Continue to paint, using experimental methods including
without a brush
Learning Outcomes from the Alberta Program of Studies
Grade 3: Rocks and Minerals
General Learning Outcomes
Specific Learning Outcomes
STS and Knowledge (K)
K3.5.1: Compare samples of various kinds of rock, and identify similarities and
differences.
K3.5.2: 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:
a. Color
b. Luster or “shininess”; e.g., shiny, dull, glassy, metallic, earthy
c. Texture; e.g., rough, smooth, uneven
d. Hardness, based on scratch tests with available materials
e. Presence of carbonates. Note that the presence of carbonates can be tested with
vinegar or another mild acid
f. Crystal shape for minerals, or overall pattern of rock
K3.5.3: Describe and classify a group of rocks and minerals, based upon the above
K3.5: Demonstrate knowledge of materials that comprise Earth’s
properties.
crust, and demonstrate skill in classifying these materials.
K3.5.4: Recognize that rocks are composed of a variety of materials; and given a coursegrained rock and magnifier, describe some of the component materials.
K3.5.5: Recognize and describe the various components within a sample of soil; e.g.,
clay, sand, pebbles, decaying plants; and describe differences between two different soil
samples.
K3.5.6: Describe ways in which rocks break down to become soil, and demonstrate one
or more of these ways; e.g., by shaking a group of small, soft rocks in a jar of water; by
striking rocks together.
Note: Safety goggles should be used.
K3.5.7: Describe some common uses of rocks and minerals; and identify examples of
those uses within the school, home or local community. Identifying evidence for
conservation of mass in chemical reactions, and demonstrating and describing techniques by
which that evidence is gathered
Skill Outcomes (S)
General Learning Outcomes:
S3–1 Investigate the nature of things, demonstrating purposeful action that leads to observations and inferences.
S3–2 Identify patterns and order in objects and events studied; and, with guidance, record observations, using pictures, words and charts; and make predictions and
generalizations, based on observations.
Skill Outcomes (S)
~Focus (F)~
S.F.1: Ask questions that lead to exploration and investigation.
S.F.2: Identify one or more possible answers to questions by stating predictions or hypotheses.
Explore and Investigate (EI)
S.EI.1: Identify, with guidance, procedures to be followed in finding answers to given questions.
S.EI.2: Carry out procedures developed by themselves or identified by others.
S.EI.3: identify materials and how they are used.
S.EI.4: work independently or with others to carry out the identified procedures.
S.EI.5: identify, with guidance, sources of information and ideas and, with guidance, access information and ideas from those sources. Sources may include library,
classroom, community and computer-based resources.
Reflect and Interpret (RI)
S.RI.1: Record observations and measurements, using captioned pictures and charts, with guidance in the construction of charts. Computer resources may be used for record
keeping and for display and interpretation of data.
S.RI.2: State an inference, based on observations.
S.RI.3: Identify applications of what was learned.
S.RI.4: Identify new questions that arise from the investigation.
Attitude Outcomes (A)
General Learning Outcome:
Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
Students will show growth in acquiring and applying the following traits:
A-1 Curiosity
A-2 Confidence in personal ability to explore materials and learn by direct study
A-3 Inventiveness and willingness to consider new ideasA-4 Perseverance in the search for understandings and for solutions to problems
A-5 A willingness to base their conclusions and actions on the evidence of their own experiences
A-6 A willingness to work with others in shared activities and in sharing of experiences
A-7 Appreciation of the benefits gained from shared effort and cooperation
A-8 A sense of responsibility for personal and group actions
A-9 Respect for living things and environments, and commitment for their care.
October 2014
Unit A: Rocks and Minerals
Monday
Tuesday
Wednesday
1
Thursday
2
Topic 1
Mystery Rocks
Classifying Rocks
6
7
8
Friday
3
Topic 2
Mineral Tests
Classifying Minerals
9
Topic 3
Sorting Rocks & Minerals
10
Topic 4
Topic 5
Topic 6
Topic 7
Topic 8
Identification Cards for Rocks
Classifying Rocks
Rock Observations
Similarities and Differences
Mineral Database
Classifying Minerals
Similarities & Differences
Rocks
Pet Rock Poster
13
14
15
16
17
Topic 9
Topic 10
Topic 11
Topic 12
Topic 13
Classifying Rocks and Minerals
Introduction to Soils
Wear Down of Rock
Uses of Rocks and Minerals
Park Ranger Visitor
Use of Rocks and Minerals
Continued
20
27
21
22
23
24
Topic 14
Topic 15
Topic 16
Topic 17
Topic 18
Rock Collage
Use of Rocks in Our
Community
Rocks in the Community
Medalta Pottery Field Trip
Rocks in the Community
Part 2
Precious Rocks and
Minerals
Review Day
Topic 19
Performance Task
28
Topic 20
Performance Task
29
30
31
Day by Day
Grade 3: Rocks and Minerals
Lecture
#
1
Date
October 1st
SLO
Knowledge
K3.5.1
K3.5.2d
K3.53
Main Concept
−
Classifying Rocks
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
2
October 2nd
Attitudes
A-1
A-2
A-4
A-6
A-9
Knowledge
K3.5.1
K3.5.2f
K3.53
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
Attitudes
A-1
A-2
A-4
A-6
Learning activities/strategies
Students will:
− Test different types of rocks that I
will place at centers throughout
the classroom.
− Classify rocks based on their
hardness.
− Students will be given one
Mystery Rock out of the Mystery
Bag and will answer a series of
questions regarding that rock to
determine what it is.
− Use a “Rock Key” to identify their
Mystery Rock.
− Read “If You Find A Rock” by
Peggy Christianson.
Assessments
−
−
−
Materials
Observations
Mystery Rock
Chart
Reflection
Question
−
−
−
−
−
−
−
Learning Check
Observations
Venn Diagram
Reflection
Question
−
−
−
−
−
−
−
−
−
−
Smart board
Notes
Rocks
Mystery bag
Signs for centers
Worksheets
Rock Key Chart
ENGLISH LANGUAGE ARTS
INTEGRATION
−
−
Classifying
Minerals
Mineral Testing
Students will:
− Mineral tests
− There will be mystery centers
(same as yesterday) and students
will now perform mineral tests on
rocks at each center
− Some centers will have rocks and
others will have questions which
will be completed in their Rock
Journal
−
−
−
−
Smart board
Notes
Minerals
Center Signs
Worksheets
Mineral Key Chart
Penny
Metal Nail
Emery File
Glass
3
October 3rd
A-9
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
−
Classifying Rocks
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
4
October 6th
Attitudes
A-1
A-2
A-4
A-6
A-9
Knowledge
K3.5.2a
K3.5.2b
K3.5.2c
K3.5.2d
K3.5.2f
K3.53
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
Attitudes
A-1
A-2
Students will:
− Look at how to compare different
types of rocks and their
properties
− Characteristics of rocks
− What makes a rock marble, shale,
obsidian or pumice? (What are
their properties?)
− Classifying rocks based on their
commonalities
− Sorting rocks and minerals.
− Students will cut out pictures of
rocks and minerals and place
them in the proper column.
− Post new words to word wall
−
−
−
Learning Check
Observations
Cut and Paste
activity
worksheet of
what is a rock
and what is a
mineral.
−
−
−
−
−
−
Smart board
Notes
Pumice
Marble
Shale
Obsidian
−
−
Observations
Select one of
their rock
identification
cards for their
duo tang
The rest of the
cards will go on
the Science wall
Reflection
Question
−
−
−
−
−
−
−
Smart board
Notes
Rocks
Index cards
Scissors
Tacks
ENGLISH LANGUAGE ARTS
INTEGRATION
−
−
Rock Identification
Cards
Identifying Rocks
based on more
than one
characteristic
Students will:
− Will each be given 4 rocks and
their task is to write out
identification cards for them.
− The rock identification charts will
include:
o Colour
o Luster
o Texture
o Hardness
o Shape
−
Students may select one rock that
they have that will be used for
their art project (PET ROCK)
−
−
5
October
7th
A-4
A-6
A-9
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
−
Similarities and
Differences Rocks
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
Attitudes
A-1
A-2
A-4
A-6
A-9
6
October 8th
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
−
Mineral Database
*ART INTEGRATION
Students will:
− Be given Rock Observation Sheets
− Each Sheet has 2 pictures of rocks
on them
− Describe what the similarities of
the rocks are
− Describe how the rocks are
different
− Then they must come up with a
question to ask the geologist (me)
about the rocks in order to
identify them.
− If they get the answer correct
they can move on to the next task.
− This activity is almost like the
“Amazing Race”
− In the Amazing Race, teams must
figure out a puzzle and then go to
the expert with their answer.
− If they get the answer correct
they move onto the next task.
− If they get the answer wrong then
they get a hint and try and guess
again.
MATH AND LANGUAGE ARTS
INTEGRATION
Students will:
− Provide a description of a
mineral.
− Use key words when talking
about minerals
− 4 groups and each group will get
minerals and then they must sort
them in a chart for the class.
− Use the Mineral Key provided to
determine the name of their
mineral.
−
−
Observations
Observation
Worksheets
−
−
−
−
−
Smart board
Notes
Minerals
Worksheets
Shadow box (egg
cartons?) in which
students will glue
their mineral under
the correct number
−
Observations
−
−
−
−
−
Smart board
Notes
Minerals
Worksheets
Shadow box (egg
cartons?) in which
students will glue
their mineral under
the correct number
S.RI.3
7
October 9th
Attitudes
A-1
A-2
A-4
A-6
A-9
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
−
Similarities and
Differences rocks
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
8
October 10th
Attitudes
A-1
A-2
A-4
A-6
A-9
Knowledge
K3.5.2a
K3.5.2b
K3.5.2c
K3.5.2d
K3.5.2f
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
Students will:
− Today we will be playing
Rocktionary (Pictionary Game)
− Students will be divided into
teams and they must identify
similarity and differences of the
rocks that are on display
− They must describe their rocks
without using words.
− They must draw the clues and the
other person has to get what type
of rock it is.
−
−
−
Observations
Reflection
Question
Exit Slip: Venn
Diagram
−
−
−
−
Smart board
Rocks (maybe
minerals if there is
time)
Bring in Rocktionary
Game
Exit Slip Sheets
MATH INTERGRATION
−
Pet Rock Most
Wanted
Students will:
− In groups of 3 -4 create a poster
that advertises their perfect pet
rock.
− “Most Wanted Poster” (like trying
to catch a bad guy poster; Use the
Daffy Duck Poster from Looney
Tunes)
− The poster will include detailed
information about their pet rock
− Poster will include:
o Shape
o Size
o Texture
−
−
−
−
Learning Check
Observations
Poster
Reflection
Question
−
−
−
−
−
−
−
−
Smart board
Notes
Posters
Colored Markers
Colored Pencil
Crayons
Scissors
Glue
S.RI.4
Attitudes
A-1
A-2
A-4
A-6
A-9
9
October 13th
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
−
Classifying Rocks
&/or Minerals
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
Attitudes
A-1
A-2
A-4
A-6
A-9
10
October 14th
Knowledge
K3.5.5
K3.5.6
K3
Skills
S.EI.1
−
Introduction to
Soils
o Color
o Luster
o Hardness
− The last part of their poster is to
identify a special talent that their
perfect rock would have. (can
drive cars fast, has magic powers
etc)
− Post new words to word wall
MATH & ART INTEGRATION
ENGLISH LANGUAGE ARTS
INTEGRATION
Students will:
− Trading card game
− Select a rock from the “Rocks to
Select” list that I will provide.
− Trading cards will be given to
students.
− Using the rock key, each student
will have to:
o Draw a picture of their
rock
o Identify an interesting
fact about their rock
o Color
o Luster
o Texture
o Hardness
o Presence of carbonate
o Crystal shape
− Students will then make copies of
their card and then begin trading
their cards to obtain at least 9
other different trading cards.
* ENGLISH LANGUAGE ARTS
INTEGRATION
Students will:
− Rotate between 4 centers that are
set up with
o Sand
o Clay
o Gravel
o Humus
−
−
−
Learning Check
Trading cards
Reflection
Question
−
−
−
−
Smart board
Notes
Rocks and Minerals
Trading Card
Worksheets
−
−
−
Observations
Reflection
question
−
−
−
−
−
−
−
Smart board
Notes
Sand
Clay
Gravel
Humus
Sensory tubs
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
A-1
A-2
A-4
A-6
A-9
Each center will have one item in
which students will have to
identify
− Items will be in jars and there will
be tubs in which students can
manipulate the item to see what
type of properties these soil
layers have
− Describe each of the items at the
centers.
− Write the answers in their work
sheet.
− Groups will experiment with the
items and them all together to see
what effect this may have
MATH INTEGRATION
Students will:
− Identify ways in which rock
becomes (breakdown) into soil.
− Write on a worksheet, 3
predictions of how rock can be
broken down into soil.
− They must draw and label a
diagram of the process.
− Identify similarities and
differences between 2 rocks.
− They must describe and use
reasoning as to why they think
their rock is from where they say
it is.
− Whole class will discuss the
answer
− Be introduced to the term
erosion.
− Perform 3 types of erosion events
at 3 centers in the classroom.
Knowledge
* SOCIAL STUDIES
IMPLEMENTATION FOR
ARGRICULTURE AND LAND USE IN
PERU, UKRAINE, INDIA AND
TUNISIA.
Students will:
−
Attitudes
A-1
A-2
A-4
A-6
A-9
11
October 15th
Knowledge
K3.5.5
K3.5.6
−
The Wearing Down
of Rock
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
Attitudes
12
October 16th
−
Use of Rocks &
−
Glass jars (for
combination of
material
−
−
−
Bell Work
Learning Check
Reflection
Question
−
−
−
−
−
−
Smart board
Notes
Sand
Mallet
Rocks
Straws
−
Bell Work
−
Smart board
K3.5.5
K3.5.6
Minerals
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
Attitudes
A-1
A-2
A-4
A-6
A-9
13
October 17th
Knowledge
K3.5.5
K3.5.6
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
−
Use of Rocks and
Minerals
(Continued)
During this activity, students will
be walking outside on the school
grounds.
− Students must find and record
things that were built on school
grounds with rocks.
− Students also need to find where
on the school grounds rocks and
soil are used.
− This activity should take 30
minutes
− Park Ranger visit!!
− Miss Kara Williamson (former
Park Ranger in Banff National
Park) will be coming for a visit to
talk about the role of rock and soil
in Banff National Park.
− Kara will be bringing artifacts
that she uses for visitors that
come to the park.
Students will:
− Yesterday students recorded
items they found on school
grounds that used rock and soil.
− Today as a class we are going to
create a thinking map as to all the
uses of rocks and soils
− Research on iPads and computers
− Look at what people use to use
rocks and minerals in the past
and what they use them for today
− Post new words to word wall.
−
Attitudes
A-1
A-2
A-4
A-6
A-9
SOCIAL STUDIES
IMPLEMENTATION FOR
ARGRICULTURE AND LAND USE
IN PERU, UKRAINE, INDIA AND
TUNISIA.
ENGLISH LANGUAGE ARTS
INTEGRATION
−
Learning Check
−
−
Notes
Visitor!
−
−
−
−
−
Bell Work
Observations
Learning Check
Thinking Map
Exit Slip (1
Question)
−
−
−
−
Smart board
Notes
Video (Peru)
iPads
14
October 20th
Knowledge
K3.5.5
K3.5.6
−
Rock Collage
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
Attitudes
A-1
A-2
A-4
A-6
A-9
15
October 21st
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
Attitudes
A-1
A-2
A-4
A-6
A-9
−
Rocks in the
Community
Medalta Pottery
Field Trip
Students will:
− Use magazines, newspapers and
flyers and create a collage of the
uses of rocks and minerals in the
community.
− Students may take pictures of the
use of rocks on school grounds
and incorporate them in the
collage as well.
− The purpose of the collage must
be clear.
− The pictures must relate to the
purpose
− The pictures must be organized
− There must be key words and
titles and the collage must be
attractive and creative.
− Students will present their
collages to small groups at the
end of the activity.
−
−
−
−
ART INTEGRATION
Students will take a trip to
Medalta Pottery in Medicine Hat.
It has been said over the years
that Medicine Hat’s clay
industries – whether it be brick,
pottery, sewer pipe or something
else – formed the original
backbone of this city in the
beginning of the 20th Century. It
even reaches back to the 19th
Century when you consider the
McCord Brick Yard.
Students will learn about
Medicine Hat’s contribution to the
brick, pottery and clay structures
we see throughout Medicine Hat.
Post new words to world wall.
SOCIAL INTEGRATION
−
−
−
−
−
−
Observations
Collages
Presentation
Reflection
Question
Observations
−
−
−
−
Smart board
Notes
Copy of Rock Collage
Glue
Scissors
Magazines,
newspapers, flyers,
brochures
Chart paper
Felt markers
Pencil crayons
Pencils
−
−
Smart board
Notes
−
−
−
−
−
−
16
October 22nd
Knowledge
K3.5.1
K3.5.2d
K3.5.2f
K3.53
−
Rocks in the
Community
Medelta Pottery
Field Trip Part 2
Skills
S.F.1
S.F.2
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
17
October 23rd
Attitudes
A-1
A-2
A-4
A-6
A-9
Knowledge
K3.5.5
K3.5.6
Skills
S.EI.1
S.EI.4
S.RI.1
S.RI.2
S.RI.3
S.RI.4
Attitudes
A-1
A-2
A-4
A-6
A-94
18
October 24th
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Today the class will be discussing
what they earned at the Medalta
Museum and how this facility has
changed the city.
We will also be looking at
different structures in the city
that were manufactured from
Medalta Pottery.
Thank you cards will be made
today
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Observations
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Smart board
Notes from Medalta
Thank you cards
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Observations
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Notes
Smart board
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Smart board
Notes
SOCIAL STUDIES INTEGRATION
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Precious Rocks
and Minerals
Guest Speaker
Dallas from
Richardson
Jewelers
(Medicine Hat
Mall)
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An employee from Richardson’s
Jewelers (Medicine Hat) will be
coming into talk to the students
about what makes a stone a
precious Rock or mineral.
Students will get an opportunity
to talk to Dallas to get
information for types of precious
rocks and minerals.
Where they can be found.
Dallas will talk about the diamond
mines up north as well.
Students will also look for their
birthstone and complete a write
up of the reasons for birthstones.
They will be using Dallas as a
resource as well as the internet.
Review Day
− Today is the day we review al the things we learned about rocks and minerals
− Edmonton Public School has 2 really great tests that students will do in pairs.
− This is not a formal test by any means.
− This gives me an opportunity to ensure students are ready for the
performance task that they will be doing for the next 2 days.
− I will be circulating while students answer questions on the mock test. If
students have any questions I am here to help.
19
October 27th
20
October 28th
Performance Task Day 1
Performance Task Day 2
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EPS test questions
Rocks
Minerals
Students Science duo
tangs.
Introductory Strategies and Activities
1. The “hook” for my introductory lesson is called “Mystery Rocks”. This hook activity will
have students identifying unknown rock and they and they will also predict potential uses
of the rocks they have. Once students have identified their rocks and have put them in
sequence, they will decipher a secret code. Once students have the code they will tell the
teacher and then students will get the opportunity to select a “Pet Rock” for one of the
future lesson. All students will get the code at the end regardless and everyone will get a
pet rock.
On-Going Strategies and Activities
1. Science Journal: At the beginning of the unit students will receive a “science journal”. Two
to 3 times a week, students will have to answer a question that I will give them in class and
write it in this journal. This activity is ongoing straight through to the end of the unit.
There will be short and long answer questions that they will be required to record in their
journal
2. Learning Checks: After I teach a concept I like for students to begin practicing what they
have learned. Through out my lessons I do learning checks. These can be simple questions
just to check that students understand a concept. It also allows for students to practice and
apply what they have just learned.
3. Word Wall: A word wall is an ongoing, organized display of key words that provides visual
reference for students throughout a unit of study or a term. Students and myself will use
these words continually during a variety of activities. The word wall will support the
teaching of key words and subject-specific terminology, promote independence in reading
and writing by building vocabulary, provide visual clues and reference for language
learners and help students remember connections between words and concepts.
Vocabulary for Word Wall
Igneous
metamorphic
sedimentary
compression
Erosion
Properties
characteristics
luster
Shininess
texture
metallic
hardness
Carbonate
quartz
calcite
galena
Halite
mica
magnetite
marble
Granite
shale
obsidian
sandstone
Pumice
limestone
cleavage
nutrients
Bedrock
fossil
geologist
inorganic
Lava
mineral
subsoil
topsoil
Weathering
Concluding Strategies
1. Performance Task: My concluding strategy is going to be “A Night at the Museum Theme”
students will trying out for a role in the second movie installment to get the opportunity to
work alongside Ben Stiller, Robin Williams, Owen Wilson, Rebel Wilson and the animals.
(For the write up of the task please see heading Plans to Assess and Evaluate Students
Learning).
Plans to Assess and Evaluate Students Learning
1. Science Reflection Journal: during the course of the unit, students will be given a series
of questions to which they must reflect upon and write their answers in their science
journal. By using the science journal students are provided with the opportunity to model
the data collection forms scientists use. This journal also provides a means of reference
and resource for the student throughout the year. It is also a great communication tool
between the teacher and the student. These journal reflections will also be used as a means
of assessment. This will also give me the opportunity to help students become more
successful. Students can begin to model (basic) the collection and interpretation of data
just as real scientists do. Some of the questions that students will be answering in their
reflection journal are
a. Why is it important to know how hard or soft a rock is?
b. Describe strategies you used to help you sort rocks?
c. How can workers improve soil conditions?
d. When Sam moved to his new house his dad bought several pails of earthworms to
add to the garden. How do earthworms improve soil condition?
e. Medicine Hat sees quite a bit of erosion and now the city is looking at the slope
stability of some of the hills. What would be some ways to slow down the erosion of
these hills and make them more stable?
f. Mrs. Blundon is really upset that her new sidewalk that she just put in is cracked.
Explain to her why sidewalk may crack and predict what may happen to the
sidewalk in the next few years.
2. Rock Identification Card: Students are required to create a display with a minimum of 5
rocks. Each rock must be labeled in the student’s display. Rocks must be displayed in a
visually appealing manner. The identification cards will include the following information
a. Name of the rock
b. Color
c. Luster
d. Texture
e. Hardness
f. Presence of carbonate
g. Crystal Shape
h. Any other features that would distinguish it from others
Students must hand in their Rock identification cards with their display for marking.
Performance Task: Night at the Museum
Calling all actors and actresses!!! Director Shawn Levy is looking to cast young hopefuls in
his second installment of the “Night at the Museum”. You will have a significant role in his new
movie “Night at the Museum 2”. You will get to mingle with celebrities such as Ben Stiller who
plays Larry Daley, Carla Gugino who plays Rebecca and Robin Williams who plays Teddy Roosevelt.
Not only will you get to mingle with these amazing actors and actresses but you also get to play
with all the animals that will be on set in this awesome movie.
In order to be part of this amazing movie you need to perform the following task in order
to be a cast member of this movie: You have been assigned to present the rock cycle exhibit to a
middle school geology club in the Movie “Night at the Museum 2”. There’s just one problem….the
animals in the movie got into the rock collection and all of the rocks are scattered everywhere!
Your job is to sort out the 10 rock samples and categorize them as sedimentary, igneous, or
metamorphic. You will need to be sure you know why you placed each rock in the selected
category, in case you get any questions from Ben Stiller, so write down your category
justification for each rock. After you’ve gotten all of the rocks categorized, create a rock cycle
diagram handout for staff of Night at The Museum that way if the animals get to the rocks again
they can easily fix it. Your rock Cycle must include the 3 types of rocks (along with the numbers
of the sample rocks under the correct rock type heading) and identifies and explains the major
processes involved in the formation of each rock type.
Night at the Museum
Rock Lab Cycle Rubric
Resources
Baylor, B. (1974). Everybody Needs a Rock. New York, NY: Atheneum Books for Young Readers.
Berndl, E. (2013). Rocks for kids. Retrieved July 12th. 2014 from rocksforkids.com
Christian, P. (2008). If You Find a Rock. N.p.: Harcourt Children’s Books.
Edmonton Public Schools. (1996) Rocks and Minerals: Grade 3. Edmonton: Edmonton Public
Schools.
Fried, B. (2000). Rocks and Minerals. Portland, Me: J. Weston Walch Publisher.
Ostopowich, M. (2005). Rocks. New York, NY: Weigl Publishers.
Rosinsky, N.M. (2003). Rocks: hard, soft, smooth and rough. Minneapolis, Minn: Picture Window
Books.
Understanding By Design Instructional Plan. Retrieved July 6th, 2014 from:
http://www.apsu.edu/sites/apsu.edu/files/education/JB_5613_A.pdf