Rocks and Minerals Integrated Unit
Title: Rocks and Minerals
Curriculum: Science Grade Level Standard 3.3
Grade Level Span: Grade 3
Objectives- Literacy and Science Content:
Big Ideas
Academic Literacy
-Non-fiction texts provide a way to find answers to unknown
questions.
Science/ Social Studies
-Rocks and Minerals can be found around the United States
and vary depending on the conditions present in that location
-Writing in a variety of formats not only helps with
communication of information, but also assists in the learning
process
Essential Questions
Academic Literacy
Science/ Social Studies
I. How can we find answers to questions we may have
I. What is the difference between rocks and minerals?
about science and social studies topics?
II. How are rocks and minerals classified?
II. What reading strategies can be used to help with
understanding non-fiction texts?
III. How can we find out what type of rock or mineral
something is?
III. What writing strategies can be used to help with
understanding non-fiction texts?
IV. How are rocks and minerals formed?
IV. What oral communication skills are important when
sharing information with others?
V. Are different types of rocks and minerals found in
different places around the United States?
Enduring Understandings
I.
II.
III.
IV.
Academic Literacy
Text features including: titles, indexes, tables of
contents, summary pages, and book flaps can help in
deciding if a text is appropriate for the intended
purpose. Non-fiction text features such as a table of
contents, index, diagrams, tables and charts are all
helpful ways to find answers to questions. Internet
resources and search engines are also helpful places to
look for answers to questions through the use of key
words and phrases.
Reading strategies essential to understanding nonfiction text are: determining what is important,
synthesizing new information with old, making
connections, and drawing inferences.
Writing strategies that are helpful in understanding nonfiction text are journals, learning logs, quick writes, note
taking, micro themes, bio poems, ABC lists, graphic
organizers, word maps, and sentence synthesis
Effective oral communicators are able to paraphrase
information shared by others; express main ideas and
supporting details clearly; as well as present ideas with
clarity, voice, and fluency.
I.
II.
III.
IV.
V.
Science/ Social Studies
Minerals are the building blocks of rocks. All rocks are
made up of one or more minerals. Minerals are inorganic,
naturally occurring, have specific repeating patterns of
atoms of elements, and have the same chemical makeup
wherever they are found.
Minerals are classified into specific types. 22 are
elements, and the others are combinations of elements.
Rocks are classified by the way they are formed: Igneous,
Sedimentary, and Metamorphic.
Scientists have tests for minerals that include: hardness,
luster, magnetic properties, color, cleavage, crystal
shape, whether or not it glows under an ultra violet light,
and specific gravity.
Scientists can find out what type of rock a specimen is
through how it is formed and what minerals make it up.
22 minerals are elements found naturally on the earth’s
surface. Rocks can be formed by heat and pressure
(metamorphic), cooling magma (igneous), and
sediments layering (sedimentary).
The regions of the United States have different physical
features that are made of different rocks and minerals.
Locations where there are active or recently active
volcanoes are rich in igneous rocks, locations with a lot
of water nearby may have a lot of sedimentary rocks,
metamorphic rocks are formed below the earth’s surface
so they can be found where uplift and erosion have
occurred.
Learning/ Teaching
Activities
NCTE/ IRA Standards
Student Performance Indicators
1) Students will brainstorm
what they think they know
about rocks and questions
that they have in their
science notebooks. Students
will use online sources to
answer the question: What
are the types of rocks and
how are they formed?
Students will take notes in
their science notebooks on
how each of the three types
of rocks are formed.
Students will then make
rocks out of food that
represent the various ways
rocks are formed. Students
will add new words to the
glossary at the end of their
science notebooks.
2) Students will attend a
field trip to the Outdoor
Education Center in Gilford
where a geologist will take
them to three locations to
find rock samples of the
three types of rocks.
Students will return to
school and write letters to
their parents telling them
about their trips and the
1. Students read a wide range of print
and non-print texts to build an
understanding of texts, of themselves,
and of the cultures of the United
States and the world; to acquire new
information; to respond to the needs
and demands of society and the
workplace; and for personal
fulfillment. Among these texts are
fiction and nonfiction, classic and
contemporary works.
IRA Teacher
Competencies
(program portfolio subcategory addressed)
2.2. Use a wide range of
instructional practices,
approaches, and
methods, including
technology based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
8. Students use a variety of
technological and information
resources (e.g., libraries, databases,
computer networks, video) to gather
and synthesize information and to
create and communicate knowledge.
5. Students employ a wide range of
strategies as they write and use
different writing process elements
appropriately to communicate with
different audiences for a variety of
purposes.
4.1 Use students’
interests, reading
abilities, and
backgrounds as
foundations for the
reading and writing
program.
Framework Standards
Science Standard 3.3:
GLE 4. Observe, compare, and analyze rock
properties to infer the conditions under which
they were formed.
GLE 5. Locate scientific information about rock
formation and compare and contrast the
conditions under which igneous, metamorphic,
and sedimentary rocks are formed.
CMT Correlation B6- Relate the properties of
rocks to the possible environmental conditions
during their formation.
Reading and Responding 1.3:
15. Use glossary, dictionary and thesaurus to find
and confirm word meanings.
18. Define words and concepts necessary for
understanding math science, social studies,
literature and other content area text.
Science Standard 3.3,
GLE 4. Observe, compare, and analyze rock
properties to infer the conditions under which
they were formed.
CMT Correlation B6- Relate the properties of
rocks to the possible environmental conditions
during their formation.
Reading CMT Correlation C1- Make connections
between text and outside experiences and
samples they collected.
3) In Writer’s Workshop,
students will select one
sample collected on the
rocks field trip and write a
descriptive paragraph or
poem about it to share with
the class. The class will try
to decide which sample the
student wrote about.
4) In groups, students will
observe 8 rock samples and
decide how they are formed
based on the notes taken
during the two previous
learning activities. Students
will use online and print
texts to determine possible
names for each of the rocks.
Students will engage in
group discussions to share
thinking. Students will write
scientific hypotheses for
each rock using support
from the sample as well as
from text sources.
5. Students employ a wide range of
strategies as they write and use
different writing process elements
appropriately to communicate with
different audiences for a variety of
purposes.
12. Students use spoken, written, and
visual language to accomplish their
own purposes (e.g., for learning,
enjoyment, persuasion, and the
exchange of information).
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources (e.g., print and non-print
texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
3.1 Use a wide range of
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technologybased assessment tools.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and
computer based) as
appropriate for
accomplishing given
purposes.
knowledge.
Reading and Responding 1.4
6. Present ideas with clarity, voice, and fluency to
communicate a message
Communicating with Others 3.1 and 3.2
34. Select a topic and use specific words to “paint
a picture.”
46. Write a free verse poem
Science Standard 3.3:
GLE 2. Observe and measure various rocks, then
classify them based on observable properties.
GLE 4. Observe, compare, and analyze rock
properties to infer the conditions under which
they were formed.
GLE 5. Locate scientific information about rock
formation and compare and contrast the
conditions under which igneous, metamorphic,
and sedimentary rocks are formed.
Reading and Responding 1.2
19. Choose appropriate text for a specific purpose
Reading CMT Correlation C1- Make connections
between text and outside experiences and
knowledge.
Reading CMT Correlation B3- use stated or
implied evidence from the text to draw and/or
support a conclusion.
5) Students will read Rocks
and Minerals and participate
in a cyber lesson based on
the book.
6) Students will sing the
Rock Cycle song and create
accompaniment on their
recorders to the tune of Row,
Row, Row your boat.
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate, and appreciate texts. They
draw on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their
word identification strategies, and
their understanding of textual
features (e.g., sound-letter
correspondence, sentence structure,
context, graphics).
4. Students adjust their use of spoken,
written, and visual language (e.g.,
conventions, style, vocabulary) to
communicate effectively with a
variety of audiences and for different
purposes.
2.2Use a wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds
Science Standard 3.3:
GLE 5. Locate scientific information about rock
formation and compare and contrast the
conditions under which igneous, metamorphic,
and sedimentary rocks
Communicating with Others 3.1 and 3.2:
41. Describe procedures sequentially, e.g., steps in
a scientific experiment, mathematical problem,
recipe.
Reading and Responding
16. Use prior knowledge, context, pictures,
illustrations and diagrams to predict, clarify
and/or expand word meaning.
27. Interpret graphical information
2.2Use a wide range of
instructional practices,
approaches, and
methods, including
technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds
CMT Correlations:
A1 Determine the main idea.
A3 Select and use relevant information from the
text in order to summarize events and/or ideas in
the text
Science Standard 3.3:
GLE 4. Observe, compare, and analyze rock
properties to infer the conditions under which
they were formed.
Communicating with Others 3.1 and 3.2:
41. Describe procedures sequentially, e.g., steps in
a scientific experiment, mathematical problem,
recipe.
Music: 1. Vocal Students will sing, alone and with
others, a varied repertoire of songs.
2. Instrumental Students will play, alone and with
7) In science notebooks,
students will write a letter
from a rock to another
student describing how they
were formed. Students will
then read these letters to
their classmates to see if
they can infer the type of
rock they wrote in the
perspective of. Students will
create a labeled diagram to
illustrate their story.
5. Students employ a wide range of
strategies as they write and use
different writing process elements
appropriately to communicate with
different audiences for a variety of
purposes.
8) Students will use print
and online sources to answer
the question: What is the
difference between a rock
and a mineral? Students will
first compare samples of
rocks and minerals to
brainstorm differences,
discuss with their group, and
then engage in reading a
variety of differentiated texts
to verify conclusions. They
will paraphrase and take
notes in their science
notebooks.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources (e.g., print and non-print
texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
9) Students will test various
mineral samples and record
results in a data table in their
science notebooks. Students
will use this data to engage
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
12. Students use spoken, written, and
visual language to accomplish their
own purposes (e.g., for learning,
enjoyment, persuasion, and the
exchange of information).
3.1 Use a wide range of
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technologybased assessment tools.
2.2 Use a wide range of
curriculum materials in
effective reading
instruction for learners
at different stages of
reading and writing
development and from
different cultural and
linguistic backgrounds.
others, a varied repertoire of instrumental music.
Science Standard 3.3:
GLE 4. Observe, compare, and analyze rock
properties to infer the conditions under which
they were formed.
GLE 5. Locate scientific information about rock
formation and compare and contrast the
conditions under which igneous, metamorphic,
and sedimentary rocks are formed.
Communicating with Others 3.1 and 3.2:
41. Describe procedures sequentially, e.g., steps in
a scientific experiment, mathematical problem,
recipe.
Science Standard 3.3
GLE 1. Differentiate between rocks and minerals.
Reading and Responding- CMT Reading
Correlations:
A1 Determine the main idea
A3 Select and use relevant information from the
text in order to summarize events and/or ideas in
the text
B3 use stated or implied evidence from the text to
draw and/or support a conclusion
C1 make connections between the texts and
outside experiences and knowledge
D2 Select, synthesize and/or use relevant
information within the texts to extend or evaluate
ideas.
Science Standard 3.3
GLE 3. Test the properties of different minerals
(e.g. color, odor, streak, luster, hardness,
magnetism) organize data in a table and use the
data and other resources to identify unknown
in discourse that will help
them determine unknown
mineral sample types.
10) Students will work in
groups to create a Venn
Diagram comparing Rocks
and Minerals.
sources (e.g., print and non-print
texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
5. Students employ a wide range of
strategies as they write and use
different writing process elements
appropriately to communicate with
different audiences for a variety of
purposes.
11) Students will use various
text sources at differentiated
levels to research and
communicate the types of
rocks and minerals found in
their group’s region of the
United States (as assigned in
the Social Studies unit).
1. Students read a wide range of print
and non-print texts to build an
understanding of texts, of themselves,
and of the cultures of the United
States and the world; to acquire new
information; to respond to the needs
and demands of society and the
workplace; and for personal
fulfillment. Among these texts are
fiction and nonfiction, classic and
contemporary works.
12) Students will investigate
the following scenario: You
are building a monument in
a city in your region.
Identify a famous person you
will build this monument for.
Identify the rock or mineral
you will build your
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate, and
synthesize data from a variety of
sources (e.g., print and non-print
texts, artifacts, people) to
communicate their discoveries in
mineral specimens.
3.3 Use assessment
information to plan,
evaluate, and revise
effective instruction that
meets the needs of all
students, including those
at different
developmental stages
and those from different
cultural and linguistic
backgrounds
4.2 Use a large supply of
books, technology-based
information, and nonprint materials
representing multiple
levels, broad interests,
and cultural and
linguistic backgrounds.
Science Standard 3.3
GLE 1. Differentiate between rocks and minerals.
3.3 Use assessment
information to plan,
evaluate, and revise
effective instruction that
meets the needs of all
students, including those
at different
developmental stages
Science Content Standard 3.3
GLE 6. Evaluate the usefulness of different rock
types for specific applications.
Communicating with Others 3.1 and 3.2
42. Summarize through the use of charts and
graphs.
Social Studies Standard Grade 3:
Historical Literacy- competence in literacy,
inquiry, and research skills necessary to analyze,
interpret, and present history and social studies
information.
CMT correlation B5. Describe the physical
properties of rocks and relate them to their
potential uses.
monument out of based on
the types of rocks and
minerals available in your
region and what you know
about how they can be used.
Students will make a model
and write a proposal to the
cities board of directors
describing the monument.
Students will make a
presentation to the board
(class) and the board (class)
will discuss if it is a good
option for that group.
ways that suit their purpose and
audience.
and those from different
cultural and linguistic
backgrounds
Visual Arts Standard K.4, Media:
Use different media, techniques and processes to
communicate ideas, feelings, experiences and
stories;
Social Studies Standard 1: Content Knowledge
Explain the significance of events surrounding
historical figures.
Describe historical events, sites and people in the
local region.
Communicating with Others 3.1 and 3.2
43. Write two or more paragraphs, stating an
opinion and supporting that opinion with details.
TOOLS AND RESOURCES:
STC Rocks and Minerals Kit or a similar collection of rocks and minerals and tools of identification
Computers with internet access
Science Notebooks for each student
Chart Paper
Food Rocks Supplies (Starburst Candies, marshmallow fluff, Rice Krispies cereal, Frosted Mini-Wheats Cereal, chocolate
chips)
Sculpture Materials
Student Recorders
Research Articles that support the ideas in this curriculum:
Beckstead, L., (Nov. 2008) Scientific Journals: A creative assessment tool. Science and Children. 22-26.
Duggan, T., & Knipper K., ( 2006) Writing to learn across the curriculum: Tools for comprehension in content area classes.
The Reading Teacher. 462-470.
Ebert, J. & Elliott, N. (2002) Mr. Chalkentalk’s Cupbord- Practical Lessons for Preservice Teachers in Rock and Mineral
Identification and the Management of Teaching Collections. Journal of Geoscience Education. 182-185.
Rocks and Minerals (2005) Geology: The Active Earth. 17-19.
Cyber Lesson Focus Text:
Phelan, G. (2004) Earth Science: Rocks and Minerals. Washington, D.C.: National Geographic.
A DRP 47 text that summarizes both rocks and minerals. The text focuses on the formation of rocks, minerals and gems
as well as where they can be found and what they can be sued for. Science notebook guides and hands on activities are
given at the end of the text. The text employs the use of graphic organizers, charts, images, and diagrams to assist in
student learning.
Supporting Texts:
Bell, P., & Wright, D. (1985) Macmillan Field Guides: Rocks and Minerals. New York: Macmillan.
Cefrey, H. (2003) Gems. New York: PowerKids Press.
Cefrey, H. (2003) Igneous Rocks. New York: PowerKids Press.
Cefrey, H. (2003) Metamorphic Rocks. New York: PowerKids Press.
Cefrey, H. (2003) Sedimentary Rocks. New York: PowerKids Press.
Cole, J. (1987) Magic School Bus: Inside the Earth. New York: Scholastic.
Ms. Frizzle takes her class on a trip inside the earth. The students uncover the different layers of the rocks and how
specific types such as shale and limestone are formed. Students learn about many types of rocks but not under the three
specific rock formation types. A rock collection at the end of the book gives illustrations of each rock type.
Firestone, M. ( 2005) Rock. Mankato, MN: Capstone Press.
Gans. R. (1997) Let’s Go Rock Collecting. New York: Harper Collins.
Graham., I. (2005) Rocks: A Resource Our World Depends On. Chicago, IL: Heinemann.
An excellent study of rocks at a DRP level 59. This resource studies how rocks are formed, where they are found, how
they can be moved, if they can be dangerous, how we can protect the environment, and if they will ever run out. A case
study is given for each investigation to bring real life examples to the students. Pictures and captions are engaging.
Random did you know facts are spread throughout the text to maintain interest.
Kittinger, J.S. (1997) A Look at Rocks From Coal to Kimberlite. New York: Franklin Watts.
Miller-Schroeder, P. (2005) Science Matters: Minerals. New York: Weigl Publishers Inc.
An easy to understand book all about minerals (identification, uses, gemstones, around the world, geologists). The text
is written at about a second grade reading level. Many colorful pictures with captions are included. Vocabulary words are
in bold and included in a glossary at the end of the text.
Olson, D. (1996) Exploring Earth’s Treasures. Chicago, IL: Kidsbooks Inc.
Ostopowich, M. (2005) Science Matters: Rocks. New York: Weigl Publishers Inc.
Parsons, J. (2001) Red-Hot Rocks!. Barrington, IL: Rigby.
A book that focuses on igneous rocks and volcanic activity. The text follows volcanic activity from before the dinosaurs
to new rocks. The term igneous is not introduced until the last chapter. Text is highly engaging for readers interested in
disasters and volcanoes.
Whyman, K. (2005) Rocks & Minerals and The Environment. Mankato, MN: Stargazer.
A great hardcover text at a DRP level 62 that explores rocks and minerals around the world. The text describes the
formation of rocks and minerals and covers a thorough examination of how they are used around the world. A description
of where the rocks and minerals are found around the world and how they are used today is also included. A chapter
describes how the collection of some rocks and mierals damages the environment.
Student Websites to be used in the Cyber lesson as well as other inquiries:
Quarryville- Exploring Rocks and Minerals: http://www.tarmac.co.uk/quarryville/rockQuarry/index.html
This site is run by Tarmac (Britian). It describes rocks, minerals and their processes in short easy to understand
reading segments. Random questions where students select the appropriate response are also included. At the end there are
games to play in the rock quarry. There is also a printable Quarryville map students can use.
Rocks for Kids: http://www.rocksforkids.com/
This website was created by some enthusiastic amateur rock hounds in 1999. The site has a great table of contents that
is organized by major topics and subjects within that topic. Each link brings up a new page that has an elaborate description of
that subject. Some reading may be above a third grade reading level, but students could work together for better
understanding. Some vocabulary words are linked to definitions.
Rock Hounds- Discover How Rocks are Formed: http://sln.fi.edu/fellows/payton/rocks/create/index.html
This website has a small summary of each type of rock that explains its formation. The summaries are accompanied by
animations that give the students a visual of the geologic process under which each type of rock is formed. The site also gives
links to other rocks and minerals sites.
Fast Facts about Rocks and Fossils: http://www.childrensmuseum.org/geomysteries/faq1_alt.html
A collection of three mysteries about rocks and fossils children can solve. Website run by the Children’s Museaum of
Indianapolis. Website is highly engaging with out an overwhelming amount of reading. Clues are given about each rock or
fossil and students make decisions based on those clues.
Geology for Kids: http://www.kidsgeo.com/index.php
Website run by the Kids Know It Network. Website includes reading segments as well as games. The Rock Type game
allows students to see a picture and four or five clues about that rock. Students use these to decide what type of rock each
sample is.
Worlds Most Impressive Rocks: http://www.scienceray.com/Earth-Sciences/Geology/Worlds-Most-Impressive-RockFormations.139316
This site is a list by scienceray of locations around the world. The pictures are very impressive and are sure to awe
students. There is a blog at the bottom of the page where people have commented on the different formations. It would be a
great inquiry starter for students, as they are sure to have questions after visiting this site!
Mineralogy for Kids: http://www.minsocam.org/MSA/K12/K_12.html
This website is a great source of both information and games that have to do with rocks and minerals. The primary
focus is minerals, but there are some rock cycle pages. Mineral information includes: minerals in your home, mineral
identification, mineral groups and crystals.
How to Identify Minerals: http://www.sdnhm.org/kids/minerals/how-to.html
This website describes the tests people do on minerals as a part of their identification. Each test type is on a new page
and gives examples of the types of minerals you might be able to identify as a result of certain circumstances seen on the tests.
The site does not have any interactive tests or games like the other websites.
ASSESSMENT
(How will you assess the students’ learning? List rubrics here, and attach them to your outline. Be as specific as possible.)
Pre Assessment- Students will take a pre-assessment (same as post) that is correlated to CMT correlations and inquiry skills
as mandated by the Region 4 Science Committee. Students will also be brainstorming in their science notebooks. These two
pieces of writing can be assessed for understandings and misconceptions. Students will be able to go back to their initial
thoughts and questions periodically throughout the unit to modify or make changes based on the learning activities and new
learning.
Benchmark Pre-Assessment Document Link and Scoring Link
Post Assessment- Students will take the same assessment at the culmination of this unit in order to track growth on each of
the leaning strands. Results of the pre and post assessment will be compared to identify CMT correlated strands that
individual or groups of students still need to work on.
Rock Letter: Students will be writing a letter from a rock explaining their formation. Students will evaluate the effectiveness
of the letter during the share. If the other students in the class are able to figure out the type of rock based on the student’s
description and diagram than it will not need to be revised. If the description is not clear or does not provide enough
information for the type to be identified then it will need to be revised.
Group Venn Diagram: Students will be completing a Venn diagram as a group. The Venn diagram should include at least 4
pieces of information in each category in order to be complete. Student groups will share with the class and additional
information will be added to the diagram using a different colored writing utensil.
The Science Notebooks, Rock Poems, Cyber Lesson artifacts, and Monument Project will each be graded with a rubric. These
rubrics are included on the following pages.
Science Notebooks- Student science notebooks will be used throughout the unit to record information. Notebooks should
include questions, procedures, new learning, vocabulary, and diagrams. It will assessed with the rubric below that was glued
to the inside cover of each student’s notebook. Students will conference with the teacher during the unit and at the end to
discuss the science notebook.
0
Information is not organized,
dated. It is difficult to
understand the writing.
1
Information is moderately
organized with some
confusion
Notes, Data, Charts, Diagrams
Notes, data, charts and
diagrams are confusing and
difficult to understand. Some
may me missing.
Questioning and Reflecting
Student does not ask
questions or seek to find the
answers through
investigative measures.
Most notes, data tables,
charts and diagrams are
easily understood with a few
missing important
information
Questions may be less easily
identified. Student does not
show adequate reflection in
the answering or
investigation process.
Organization
2
All pages are dated and
numbered. Reader can
clearly identify the lessons
and information learned.
All notes, data tables, charts
and diagrams are labeled and
easy to understand.
Student questions are easily
identified. Evidence is given
in the answering or
investigating of questions.
Rock Poems and Descriptive Paragraphs- Will be assessed with the rubric below. Students will self assess and peer assess,
make revisions, and then be assessed by the teacher.
Word Choice/ Vocabulary
Completeness
Organization and Structure
0
1
Student uses no vocabulary
Student uses some
words. Student relies mostly vocabulary words to describe.
on “boring” vocabulary words
Student uses less than 3
such as pretty, nice, and good. glossary words. Student uses
some “boring” words like
nice, hot, and pretty
Student writing is missing
Student writing is partially
many important properties
complete but may be missing
and formation clues.
important properties or
formation clues.
Poem or Paragraph is hard to
read and understand.
Important elements are
missing (no line breaks, no
periods or capitals)
Poem- line breaks may be
unclear or made without a
specific purpose. Poetic
elements may be used in a
limited manner
Paragraph- Sentences are
clear but may be missing
important mechanics. Can be
read fairly fluently
2
Student uses accurate
vocabulary words to describe
scientific qualities and
processes. Student uses at
least 3 words from their
science notebook glossary
Student’s writing is thorough
and complete. It describes all
of the rock’s properties as
well as the processes of how
it was formed.
Poem- Line breaks are in
clear locations and for a
specific purpose, poetic
elements such as repeated
lines or spaces are used for
emphasis, poem is easy to
read with fluency.
Paragraph- Sentences are
clear with capitals and
periods. Sentences follow a
logical sequence that is easy
to read.
Cyber Lesson Rubric:
0
1
2
Before
Reading
-Incomplete or missing
activities
-Each activity is completed to minimal
standards.
-Support for thinking is not given.
-Each activity is completed at or above the
suggested standards. Thinking is supported
by text and websites.
During
Reading
-Notes are not complete
-Main idea or supporting details are not
found directly in the text or do not support
each other.
-Each main idea is directly supported by the
ideas from each chapter.
-Each chapter has its own page that shows
the reader understands the most important
parts
After Reading
-nothing is added to the
before reading web
-recipe is incomplete or not
related to the ideas in the text.
-at least 4 new ideas are added to the before
reading web with a colored pencil.
-recipe is missing important steps or tools
-At least 5 new ideas are added to be before
reading web with a colored pencil.
-Recipe contains all important tools and
steps in identifying minerals
Beyond
Reading
-Letter is incomplete or not
related to facts found on the
website.
-letter does not show the relationship
between what was found on the website and
what was read in the text.
-letter has ideas from the website and the
text that support if the mystery rock is gold
or not.
Organization
and
Preparedness
-Student needed constant
reminders and help to stay on
task
-Notebook is hard to
understand, sections are hard
to find or missing
-Student worked semi independently, but
asked the teacher for help before using other
resources first
-Notebook is moderately organized, some
parts may be challenging to find or
understand.
-The student tried to solve questions and
problems before going to the teacher for help
-Notebook is organized so that the teacher
can find each section easily.
Monument Project: Students will investigate the following scenario: You are building a monument in a city in your region. Identify a
famous person you will build this monument for. Identify the rock or mineral you will build your monument out of based on the types of
rocks and minerals available in your region and what you know about how they can be used. Students will make a model and write a
proposal to the cities board of directors describing the monument. Students will make a presentation to the board (class) and the board
(class) will discuss if it is a good option for that group.
Students will discuss as a class three elements to evaluate. Students will create a class rubric or checklist to use during each presentation
to peer score.
0
Student identified a historical
figure but did not provide
adequate reasoning.
1
Student identified a relevant
historical figure but gave less
than three reasons a monument
should be erected in their honor.
Identification and Justification of
Rock or Mineral Type
Student identified a rock or
mineral type but did not provide
adequate reasoning.
Clarity of Proposal
Proposal was very difficult to
understand. Proposal was
confusing.
Monument was in no way
related to the historical figure.
Student identified a relevant
rock or mineral type but gave
less than three reasons the
monument should be made out
of that material.
Proposal was fairly easy to
understand with some confusing
parts.
Monument had some missing
elements or elements that were
not related to the historical
figure.
Presentation was fairly clear.
The board was mostly
convinced but had some
questions.
Identification and Justification of
Historical Figure
Model of Monument
Presentation
Presentation was very difficult
to understand. Board had many
questions that needed to be
answered before a decision
could be made.
2
Student identified a relevant
historical figure from his or her
region. Student identified three
or more reasons a monument
should be erected in their honor.
Student identified a relevant
rock or mineral type and
provided three or more reasons
the monument should be made
out of that material.
Proposal was clear and easy to
understand.
Monument represented an
accurate description of the
historical figure.
Presentation was clear and easy
to understand. The board was
easily convinced to build the
monument as suggested.
CREDITS (INCLUDING CONTACT INFORMATION) (Record the names, websites of those who contributed to the development
of this learning activity)
Allison Vicino
avicino@dres.k12.ct.us
Deep River Elementary School
Third Grade Teacher
MSP Participant (LEARN)- Science Instructional Coach
REFLECTION:
(What are the ah-ha’s/experiences you had in developing this unit. How might it connect to your own teaching to enhance
student learning?)
Through the creation of this unit, I learned that there are many ways to integrate a content area unit into all other areas
of the curriculum so that time can be used more wisely. Integrating curriculum is a great way to maintain and increase
student interest because science is usually very engaging. Because of the hands on nature of science and students’ natural
tendency towards inquiry, science is a great subject to integrate into other curriculum areas. Students want to investigate the
world around them and share that learning with each other. This unit helped me to integrate this inquiry process with
reading, writing, art, and music.
There are many resources and ideas available to teach this unit. I learned that it is essential for the teacher to select
learning activities that best address the standards. Lessons need to be more than just “fun,” they need to be worthwhile. An
essential component of a worthwhile lesson for a content area unit is one that not only addresses standards in that subject, but
one that integrates other standards as well. Teachers are always trying to find the time to teach all that they are required to
teach. The only way to do this successfully is to integrate within subject areas.
As I continue in my teaching career, I will make sure to evaluate the effectiveness of the lessons that I teach not only by
one content standard that is addressed, but whether or not several content standards can be integrated for a meaningful and
worthwhile lesson that the students will enjoy. My students always get very excited for science lessons. Integrating science
with the other subject areas is a great way to motivate students to read and write. It also helps students to set a purpose for
learning. When students are able to apply what they are learning in one subject area to another, they automatically form
connections that make the learning more meaningful. They are more likely to remember and apply strategies at a later date.