Gr. 4 Rocks and Minerals Unit

 

Version 4: the UbD Template

Stage 1 Desired Results
ESTABLISHED GOALS/ STANDARDS

 

What will they be able to explain or know after the unit

 

RM 4.1 Investigate physical properties of rocks and minerals, including those found in the local environment. [CP, SI]

 

Students will be able to identify igneous, sedimentary and metamorphic rocks.

 

Students will be able to describe the physical characteristics of the listed rocks.

 

Students will know the properties of potash and how it is used in our province.

 

Transfer
Students will be able to independently use their learning in new situations to..

–       Students will be able to use the scientific method to observe the physical properties of rocks and minerals.

–       Students will be able to properly identify 3 types of rocks and minerals.

–       Students will understand the process in which a rock and or mineral is formed.

Meaning
UNDERSTANDINGS       Students will understand that…

Big Idea:

 

Rocks and minerals are created in uniquely different environments.  

ESSENTIAL QUESTIONS: Students will explore & address these recurring questions:

What rocks and minerals are found in Saskatchewan?

What are the properties of rocks?

What are the properties of minerals?

How are rocks formed?

Acquisition
Students will know…

-students will know the physical properties of a metamorphic rock.

-students will know how a metamorphic rock is formed.

-students will know the physical properties of a igneous rock.

-students will know how a igneous rock is formed.

-students will know the physical properties of a igneous rock.

–students will know the difference between a rock and a mineral

-students will know the properties of potash

-students will know the process in which potash is created

-students will know how to demonstrate respect for the land in which the rocks and minerals are found. 

-students will know how the classification process works in regards to rocks and minerals                                                   

-students will know about moh’s scale of mineral of harness

-students will understand the process of erosion

Students will be skilled at…

–       students will be skilled at using the scientific process.

–       Students will be skilled at posing questions about the properties of rocks and minerals

–       Students will be skilled at documenting the location of rocks and minerals

–       Students will be skilled at documenting the characteristics of rocks and minerals. 

–       Students will be skilled at processing and testing the hardness of the rocks

–       Students will be skilled at using the appropriate tools when experimenting

–       Students will be skilled at comparing and contrasting their findings.

–       Students will be able to skillfully use a research method

–       Students will be skilled at observing physical characteristics

–       Students will be skilled at using moh’s scale of mineral of hardness

 

Stage 2 – Evidence
Alignment Coding Evaluative Criteria Assessment Evidence
    PERFORMANCE TASK(S):

–       Students will demonstrate an understanding of the information learned in a cumulative end of unit exam.

–       Students will demonstrate an understanding by creating an inquiry project about a topic related to rocks and minerals.

 

    OTHER EVIDENCE:

-Students will demonstrate understanding through scientific science journals that will be kept throughout the unit.  The Lab Journals will demonstrate an understanding of observation of the physical characteristics found in rocks and minerals.

-Students will demonstrate an understanding of learning through 3 small quizzes that are designed to test their knowledge about the 3 main kinds of rocks.  Each quiz will be about one type of rock.

-Students will display knowledge of understanding through interactive hand outs, that will be comprehension based.

-Students will demonstrate an understanding of knowledge by preparing questions to ask our experts (geologist, elder, potash miner)

-Students will demonstrate an understanding of basic ideas by applying theory in a public speaking setting. By presenting a short presentation to the class.

Stage 3 – Learning Plan
Coding Summary of Key Learning Events and Instruction (including pre- and formative assessments)
  The first 5 lessons

 

Lesson 1: Introduction lesson

Introduce the idea of rocks with a fun interactive video that introduces igneous, metamorphic rock and sedimentary rock.  Following the video pass out the rock sampling kits and a handout that gives the physical properties of the rocks.  In small groups have the students attempt to identify the 3 main kinds of rocks using the sample and sheet.

 

Lesson 2: Building on the basics

Hand out science journals that will be used throughout the unit to document.  Explain how a scientific journal is used with many visual examples.  Practice an example of how to make a scientific journal entry

.

Lesson 3 What Rocks?

Focus on learning the physical properties of igneous, metamorphic and sedimentary rocks.  Use a comprehension and fill in the blank worksheet to learn properties.  Watch video explaining the properties.

 

Lesson 4 Scientific Method

Introduce the scientific method.  Break the method down into parts, practice examples of each step through examples.

 

Lesson 5 How is a rock made?

Divulge into how a rock is formed and how the process differs from rock to rock.  Investigate the properties of a rock.  Like lust, etc.

 

Other Ideas:

-I will be incorporating a number of hands on experiences.  The experiences will include a number of experiments.  Throughout the unit the students will participate in their own “Rock dig”, create their own crystals, erosion experiment and create their own presentation that they will share with the class.

 

-The class will also be participating in an experience field trip to the Bellplaine Potash mine.  The experience will allow them to see first hand how potash is mined and learn more about how potash is used in Saskatchewan.

-The students will participate a number of “call an expert” experiences in which we will as a class skype/facetime the following;

-A geologist

-An elder

-A potash miner

During our call an expert time the students will ask questions that they have pre-prepared.

Students will also participate in an inquiry project, the goal will be to research a question related to rocks and minerals that is not a question that can be goggled.

 

Students will work through a workbook that is filled with information that will be used on the quizzes and on the end of the unit quiz.

 

 

 

For further information, see Module Bin the UbD Guide to Creating High-Quality Units

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name _____________________      Date: ________________________

Rocks and Minerals Quiz

  1. Match the following terms with the correct word by drawing a line to the right answer.
    (5 marks)
  2. a) Rocks a layered rock that forms at the bottom of lakes and rivers, may contain skeletons of dead marine animals

 

  1. b) Igneous Rocks changed from their original form into something very different because of heat and pressure

 

  1. c) Sedimentary Rocks formed when molten rock pushes through the Earth’s crust
  2. d) Metamorphic Rocks made up of the same substance and was never alive

 

  1. e) Minerals made of bits of minerals that have been pressed together

 

  1. Tell if each statement is true or false by writing “T” or “F” in the spaces given. (8 Marks)

Sedimentaryrock may contains fossils                                                      ______

The word metamorphicmeans to have changed                                    ______

Allthe rocks on Earth do not have minerals                                       ______

An example of a sedimentary rock is sandstone                                 ______

Coal is a gem                                                                                ______

Mineralsare man-made                                                                    ______

Talc is the softest mineral                                                              ______

Diamond is notthe hardest mineral                                                   ______

  1. Multiple choice questions. Please circle the right answer. (6 marks)

What do all rocks have in common?

  1. They are the same size
  2. They are the same color
  3. They are made up of minerals
  4. They have the same shape

Gems are…

  1. One single crystal
  2. Always rare and expensive
  3. Found in the mountains
  4. Red in color

A Rock’s composition is

  1. Like a pure chocolate bar
  2. Like a fruit roll up
  3. Like a marshmallow
  4. Like a granola bar

There are _____________ types of rock

  1. 3
  2. 15
  3. 2000
  4. Too many to count

Word to describe igneousrock are…

  1. Dry, wet and soft
  2. Magma, lava, cooled
  3. Wind, water, erosion
  4. Heat, pressure, change

Fossils are…

  1. Found in sedimentary rock
  2. Plant and animals from millions of years ago
  3. Special to find
  4. All of the above
  5. List 5 different ways of classifying rocks (5 marks)
  6. _____________________________ 4. _______________________________
  7. _____________________________ 5. _______________________________
  8. _____________________________

 

  1. List ways that people use rocks. (2 marks)

_______________________________________________________________________________________________________________________________________________________________________________________________________________

 

  1. Name two things that cause erosion. (2 marks)

_____________________________________________________________________

 

  1. Complete the sentences. Draw a line to the best answer. (6 marks)

 

Melted rocks, often found around volcanoes            are metals.

Aluminum, steel and copper                                            are melted to make glass.

Sand and limestone                                              is called magma.

Sand is                                                                       once alive.

Fossils were                                                                the smallest rock.

Water and wind                                                            is made up of rocks and soil.

The Earth’s crust                                                        can change rocks over time

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What stains our teeth?

Name: Miss. Shearer                                            Date: Wednesday

Subject:  Health                                                  Grade: 1

 

Content: (Topic)

 

Eggsperiments!

Learning how drinks affect our teeth

Instructional Strategies: (Specific)

 

·      Experiential Learning

Outcomes:

: USC1.1

Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being

 

Indicators:

a.       Communicate observations of what “healthy” and “unhealthy” looks like, sounds like, and feels like.

b.      Illustrate the importance of basic daily behaviours (e.g., washing hands, brushing teeth, eating fruits and vegetables, wearing sun screen and sun protective clothing, being physically active, playing, drinking water, respecting other living things) for good health.

c.       Discuss a variety of healthy behaviours over which one has control (e.g., brushing teeth, being active, engaging in quiet time, seeking shade).

 

 

 

Cross Curricula Competencies:

Developing Thinking

Learners construct knowledge to make sense of the world around them. In science, students develop understanding by building
and re ecting on their observations and what already is known by themselves and others. By thinking contextually, creatively, and critically, students deepen their understanding of phenomena in the natural and constructed world.

 

Prerequisite Learning:

·      How do we brush our teeth?

·      Why do we need to brush our teeth?

·      What are some healthy and unhealthy foods?

Adaptive Dimension:

·      N/A

Preparation: (Equipment/materials/set-up)

·        Hard Boiled eggs

·      Coke, Water, Milk

·      Raw egg

·      Containers to let eggs sit in.

·      Pre –soaked eggs (soak at home)

·      Spoons

·      Tray

·      Mini-books

·      Timer

·      Anchor Chart

·      Markers

·      Toothpaste

·      Tooth brushes

·      Magnifying glasses

·      Plate

 

Set

 

During recess set up experiment at the back table, when students get in at recess have all the students sit at their desk.

 

·      When ready call them to the back table to sit on the carpet facing the table.

·      Recall with students what we learned about keeping our teeth healthy, what do we have to do to keep our teeth healthy (brush them)

·      Review sometimes and everyday foods, hold up the different drinks and students to decide if they are everyday or sometimes drinks.

·      Have Canada food Guide chart close by to reference to if learners need prompting.

 

Development

 

·      Calling on students to be your “experiment assistants” – explain expectations of being an assistant (if we are being too silly, only I will get to be the assistant)

·      First fill each labeled cup with its contents.

·      Before dropping eggs into liquids ask students to infer what they think will happen.  (make a guess, support guess) ie. I think the pop will turn the egg brown.

·      Write guesses down on chart paper.

·      Drop the eggs in the different liquids and set a timer for 5 minutes to start.

·      Using a chart paper document changes seen in eggs as time passes by.

·      While eggs are soaking, have students return to their and turn to the I keep my teeth healthy by eating: page.  Have students color the foods that are healthy for our teeth.

·      When the timer goes have learners join you back on the back carpet.

·      Get assistant to look at the eggs using the magnifying glass.  Have them explain to the class what they are seeing.

·      Once eggs are stained have all the learners move back to their desks and flip to the page called “My Egg Experiment”

·      Using the document camera get a volunteer to come and try to away the sugar bugs on the soda egg.  Remind assistant to use circular motions with the toothbrush and toothpaste.

·      Other students will watch and practice their circular brushing motion with the assistant.

·      As a class write “what happened” for each egg.

·      In the end ask that students circle which drinks are healthy for our teeth (assessment)

 

Closure

·      Once everything is cleaned up, have students stand behind their desk.

·       Again sing the teeth brushing song to close the lesson.

·      Video:  https://www.youtube.com/watch?v=Ku-ForS6G3I

Student Engagement/Classroom Management Strategies

 

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