Rocks, Minerals, and Erosion – Assessment Plan
RM 4.1 – Investigate physical properties of rocks and minerals, including those found in the local
environment.
I can describe the physical properties (e.g colour, texture, luster, hardness, cleavage, transparency,
crystal structure) of rocks, including local samples.
I can describe the physical properties of minerals, including local samples.
Indicators
a. I can ask good questions about the different properties of rocks
and minerals (could use Q-dice).
b. I can record where different rocks are found in my local
environment. I can record the characteristics of the rocks in my local
environment. (data chart)
c. I can observe physical properties of rocks and minerals (e.g colour,
texture, luster, hardness, cleavage, transparency, crystal structure).
I can record information about the physical properties of rocks and
minerals (e.g colour, texture, luster, hardness, cleavage,
transparency, crystal structure).
d. I can use the appropriate tools (e.g. hand lens, safety glasses,
brush, rock pick, knife, gloves, measuring tape) safely while learning
about rocks and minerals.
e. I can show respect for my environment when observing and
collecting information about rocks and minerals (e.g. not leaving a
footprint).
f. I can test the hardness of rocks using guides such as Moh’s Scale of
Mineral Hardness.
g. I can record my observations my using jot notes, labeled diagrams
and charts.
h. I can compare the physical properties of local rocks and minerals
with those from other areas.
i. I can create my own way of organizing information I learn about
rocks and minerals. (sort by attribute/characteristic)
j. I can compare my method of sorting with that of others (e.g.
classmates, First Nations, geologists).
k. I can tell the difference between rocks and minerals.
l. I can use my observations and research to create a rule about each
group of rocks and minerals.
Assessment Plan
Rocks, Minerals, and Erosion – Assessment Plan
RM 4.2 – Assess how human uses of rocks and minerals impact, self, society, and the environment.
I can assess the possible benefits and/or damage of rock and mineral use on me.
I can assess the possible benefits and/or damage of rock and mineral use on all people.
I can assess the possible benefits and/or damage of rock and mineral use on the environment.
Indicators
a. I can discuss ways in which different cultures value rocks and
minerals. I can discuss ways in which different cultures use rocks and
minerals. I can discuss ways in which different cultures show respect
for rocks and minerals.
b. I can identify local objects that are made from rocks and minerals.
c. I can research how rocks and minerals were used in the past in
Saskatchewan. I can research how rocks and minerals are used
currently in Saskatchewan.
d. I can suggest different materials to replace rocks and minerals in
everyday objects. I can suggest new uses for rocks and minerals.
e. I can match a rock/mineral’s characteristics (function, shape, cost,
availability, and aesthetics) to its purpose or use.
f. I can identify where different minerals are extracted in
Saskatchewan (e.g. potash, sodium sulphate, salt, kaolin, uranium,
copper/zinc, coal, diamond, gold). (see Jade’s amazing resources for
this!!!)
g. I can discuss how mining is good for the economy (including jobs,
exporting, extraction, construction, etc.) in Saskatchewan. I can list
careers in the mining industry in Saskatchewan.
h. I can explore the perspectives of different people related to
mining (extraction and use). I can explore issues related to mining.
i. I can research ways in which products made from rocks and
minerals can be recycled and reused.
j. I can suggest ways to reclaim mining sites to improve communities
and the environment. I can explore ways to reduce the footprint of
mining on the environment and the community. I suggest both shortterm and long-term ideas.
k. I can explore how my natural resource use impacts the
environment. I can explore how my family’s use of natural resources
impacts the environment.
Assessment Plan
Rocks, Minerals, and Erosion – Assessment Plan
RM 4.3 – Analyze how weathering, erosion, and fossils provide evidence to support human
understanding of the formation of landforms on Earth.
I can describe how weathering provides evidence (information) of how landforms were created.
I can describe how erosion provides evidence (information) of how landforms were created.
I can describe how fossils provide evidence (information) of how landforms were created.
Indicators
a. I can represent different landscapes and landforms of Saskatchewan
(including those with significance to First Nations people). (e.g. poster,
bulletin board with illustrations or images from the internet, models)
b. I can explore how natural disasters (e.g. tidal, waves, flash floods,
hurricane, tornado, earthquake, mud slide, forest fires, avalanche, and
meteor impact) can cause rapid changes to the landscape.
c. I can explain how rocks can be classified as igneous, sedimentary, or
metamorphic, depending on how they were formed.
d. I can discuss different ways to control erosion locally, and around
the world (e.g. mulching, crop rotation, strip farming, wind breaks,
terracing, no till).
e. I can design a model to reduce erosion (gravitational, water,
shoreline, ice, wind). I can build a model to reduce erosion
(gravitational, water, shoreline, ice, wind).
f. I can explain or show whether or not my model would be effective
in reducing erosion.
g. I can describe the effects of different types of erosion (wind, water,
ice) on local, national and global landscapes (e.g. see curr. guide for
complete list).
h. I can predict how weathering might affect various landforms in
Saskatchewan (e.g. butte, cliff, cave, valley, river, waterfall, beach).
i. I can suggest how soil is formed from rocks. I can explore the role of
wind, water, decaying plants and animals, and plant roots on soil
formation. (soils is taught in grade 3 – connect to prior knowledge)
j. I can create models of plant and animal fossils (e.g. amber, imprint,
cast, mold).
k. I can discuss how fossils and fossil records provide evidence of the
Earth’s history.
l. I can predict the types of plant/animal fossils that might be found in
different landforms of Saskatchewan in the past. I can predict the
types of plant/animal fossils that might be found in different
landforms of Saskatchewan in the present. I can predict the types of
plant/animal fossils that might be found in different landforms of
Saskatchewan in the future.
m. I can explain how scientists use observations and data to link
natural disasters to landform changes. ??
n. I can ask new questions about Saskatchewan landforms based on
what was learned.
Assessment Plan