Ece Unit Plan Final

Integrated Unit Plan
Topic A: Rocks and Minerals
We will, we will,
ROCK YOU!
How do rocks and minerals shape our world?Integrated Unit

Plan
Title of Unit
Curriculum Area
Developed By
We will, we will ROCK

YOU!
Science (Main), Math,
English Language Arts
Melissa Gough
Grade Level
Time Frame
20 days
Identify Desired Results (Stage 1)

Content Standards
Science
General Learner Expectations
Students will:
35: Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill in
classifying these materials
Understandings
Overarching Understanding
Stufents will discover similiarities and differences
between rock samples through exploration using
simple tests and tools. They will learn that each
kind of rock has a set of characteristics that are
used to classify and identify rocks.
Essential Questions
Overarching
How do different rocks
and soil shape my
world?
What causes the

differences amongst
rocks?
Students will study soil and discover that soil is

more than just dirt. They will observe that soil is
made up of materials and that different soils have
different compositions. Students will learn that the
characteristics of rocks and soil are important to
their use within the community.
What causes rocks

to break down?
What are the
components of soil?
Knowledge
Skills
Students will know
Students will be able to
1. Compare samples of various kinds of rock,

and identify similarities and differences.
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. colour
b. lustre 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 rocks
3. Describe and classify a group of rocks and
minerals, based upon the above
properties.
4. Recognize that rocks are composed of a
Topical
In what ways can we
compare and classify
rocks?
3-1: Investigate the nature of things,

demonstrating purposeful action that leads to
observations and inferences.
3-2: Indentify 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.
3-4: Demonstrate positive attitudes for the
study of science and for the application of
science in responsible ways.
variety of materials; and given a coursegrained rock and magnifier, describe some
of the component materials.
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.
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.
7. Describe some common uses of rocks and
minerals; and identify examples of those
uses within the school, home or local
community.
Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performan
ce
Students will be able to classify rocks and minerals.

An employee at a jewelry store.
Potential customers.
The boss has asked that the employee creates a brochure to mail out to
customers that will include information about the precious rocks and
minerals that the store sells.
A brochure or pamphlet.
Science
Students will:
35: Demonstrate knowledge of materials that comprise Earths
crust, and demonstrate skill in classifying these materials
Specific Learner Expectations
Students will:
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. colour
Standards
b. lustre 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 rocks
3. Describe and classify a group of rocks and minerals, based upon
the above properties.
7. Describe some common uses of rocks and minerals; and identify
examples of those uses within the school, home or local community.
Other Evidence
Science Journalling - Prompts

o Students will complete a Science Journal for every exploration/experiment that they
do. Throughout the unit, they will be given journal prompts to assess their learning
and their responses will be summatively assessed. This is an assessment for learning
because it provides the teacher with an idea of where students are, and if there is a
need to reteach any area. This is an assessment as learning because students are
constantly asked to reflect on what they have learned thus far to and reflect on it.
This is an assessment of learning because it will be taken as a summative grade.
Science Journalling Explorations
o Students will complete a Science Journal for every exploration/experiment that they
do. They will be asked to make a hypothesis about the experiment, write their
observations, and then give a conclusion for what they think happened. This is an
assessment for learning because it provides the teacher with an idea of where
students are, and if there is a need to reteach any area. This is an assessment as
learning because students are constantly asked to reflect on what they have learned
thus far to and reflect on it.
Learning Plan (Stage 3)
Visual Map of Learning Projected Unit Calendar

We will,
Day 1
Day 2
Day 3we will ROCK
Day 4
Day 5
Introduction
Exploring,
Exploring
Color
Exploring
Exploring
YOU!
Collecting, and
Classifying
Rocks
Texture
Lustre
Potential
Potential
Learning
Potential
Learning
Activities:
Learning
Activities:
1. KWL Chart
Activities:
1. Reading
2. I-Spy (Whole
1. Reading We
Everybody
Class)
are going on a
Needs a Rock
Science
3. I-Spy (Small
rock hunt!
2. Rocks of a
General Groups)
Learner Expectations
2. Rock Hunt
Different Color
Students will:
3. Classifying Math
Experiment
35: Demonstrate knowledge of

Rocks
3.
Journal
General
Learner
Outcomes
materials that comprise Earths
Students will:
Reflection
crust, and demonstrate skill in
Potential
Potential
Learning
Learning
Activities:
Activities:
1. Creation of
1. Adding to
Class Web
Class Web
Art
2. Testing
2. Looking for
Outcomes
TextureGeneral Learner
Lustre
Expression:
Use of art materials
Experiment
Experiment
as a vehicle or medium for
3. Journal
3. Journal
saying
something in a
Reflection
Reflection
and
meaningful
way.
Use direct and indirect

classifying these materials.
Specific Learner
Outcomes
Prompt
measurement to solve problems
Specific
Expectations
Students
will:10
DayLearner
6
Day 7
Day 8
Day 9
Day
Specific Learner Outcomes
Students will:
1. Students will record or
Exploring
Exploring
Exploring
Exploring
Exploring
Students
will:
1.
Compare samples of various
document
activities, people and
Hardness
Carbonates
Streak
Patterns
and
Composition of
4. Demonstrate
an understanding
of
kinds of rock, and identify
discoveries.
measuring length (cm, m)Shapes
by:
similarities and differences.
A. Everyday activities can
of
Rocks
a. selecting and justifying
2. Given a description of the
be documented
Rocks and
referents for the units cm and
properties of a particular rock
visually.
Crystals
m
or mineral, identify a sample
B. Special events, such
Potential
Potential
Potential
b. modelling and describing the
rock or mineral that matches
as field trips, visits and
relationship betweenPotential
the units
those properties. Properties
festive occasions can
Learning
Learning
Potential
Learning
cm and m
that students should be
able to
be recorded visually.
Activities:
Activities:
Learning
Learning
Activities:
c. estimating length, using
describe and interpret include:
C. Family groups and
Activities:
Activities:
1. Adding
1. Adding to
1. Making
referents
a. colour to
people relationships
d. Adding
measuring to
and recording
b. lustre
or shininess;Class
e.g.,
1.
. Catch up
can be recorded
Class
Web
Web
Cookies
length, width and height.
shiny, dull, glassy,
visually.
Class
Web
for
first
15
2. Hardness
2.D.Examining
5. Demonstrate an understanding of
metallic, earthy 2. Vinegar
Knowledge gained
measuring
mass
(g, kg) by:
c. texture; e.g., rough, Acid Test
2. Streak
Test
minutes on
from study or
Test
different
a. selecting and justifying
smooth, uneven
experimentation can
(in
class)
any
journal
3. Journal
rocks
referents for the units g and kg
d. hardness, based 3.
on Journal
be recorded visually.
b. Streak
modelling Test
and describingreflections
the
3.
scratch tests with
E. Journal
Local and provincial
Reflections
Reflections
3.
relationship between the units
available materials
events can be
(walking
.
Collage
of
Reflection
g and kg
e. presence of carbonates.
recorded visually
c. through
estimating mass, using crystals and
Note that the presence of
2. Students
will Prompt
illustrate or tell a
and
carbonates can be tested
story.
community)
rock
with vinegar or another
A. A narrative can be
4.
Journal
patterns
mild acid
retold or interpreted
General Learner Outcomes
f.
crystal shape for minerals,
visually.
Reflection
.
Rock
1. Students
will listen, speak,
or overall pattern of rocks
B. An original story can
read, write, view and
Activity
3. Describe and classify a group of
represent to explore
rocks and minerals, based upon
thoughts, ideas, feelings Book
the above properties.
DayRecognize
11
Day 12
Dayand
13experiences.
Day 14
4.
that rocks are
2. Students will listen, speak,
of a varietyExploring
of
Soilcomposed
Excavation
Soil
Looking
at
read, write, view and Sampling Soil
materials; and given a courseLayers
represent to comprehend
grained rock and magnifier,
and respond personally and
describe some of the
critically to oral, printPotential
and
Potential
component materials.Potential
other media texts.
5.
Recognize and describe
the
Learning
Learning
Potential
Learning
3.
Students will listen, speak,
various components within
a
Activities:
Activities:
Learning
read, write, view and Activities:
sample of soil; e.g., clay, sand,
represent to manage 1.
ideas
Activities:
1. pebbles,
Soil decaying plants;
1. Adding
to
Adding to
and
and information.
describe
differences
between
1.
Adding
to
Excavations
Class Web
Class Web
.
Students will listen, speak,
two different soil samples.
read, write,
view and2. Students
Class
Web
(5
different
2.
Seperating
6. Describe ways in which rocks
represent to respect,
break
down to become soil,
and
2. Analyzing
samples)
Particles
support and collaborate will
demonstrate one or more of
with others.
layers
of
2. these
Journal
Experiment
examine
ways; e.g., by shaking a
SpecificLearnerOutcomes
group
of
small,
soft
rocks
in
a
Soil
Reflections
3. Journal
different
o
1.1, 1.2
jar of water; by striking rocks
o
2.1
together. Note: Safety goggles
o
o
3.1, 3.2, 3.3, 3.4

5.1
Day 15
Breaking Down
Rocks
Potential
Learning
Activities:
1. Discussion
of
Predictions
2. Frozen
Water and
Rocks
3. Soil
Predictions
(whole class
discussion)
Reflection
Day 16
Breaking Down
Rocks P.2
Day 17
Common Uses
of Rocks in Our
Community
Potential
Learning
Activities:
Potential
Learning
Activities:
1. Discussion
of
Predictions
2. Plants Can
break Apart
Rocks
Experiment
3. Journal
Reflections
and
Observation
s
1. Reading of
If You Find
a Rock
2. Walk with
Students
outside and
discussion
of common
uses of
rocks in our
community.
3. Journal
Reflection
types of soil
that has
been dug
from the
ground.
3. Predictions
for
tomorrows
experiment.
Experiment
3. Journal
Reflection
and Prompt
4. Predictions
for
Mondays
experiment.
Day 18
Performance
Task Work
Period
Day 19
Performance
Task Work
Period
Day 20
Celebration of
Learning!
Potential
Learning
Activities:
Potential
Learning
Activities:
1. Performanc
e Task
Description
2. Work Period
on
Performanc
e Task
3. One-on-one
consults
with
students
1. Performanc
e Task Work
Period
2. One-on-one
consults
with
students.
3. Rock
Activity
Book
Potential
Learning
Activities:
1. Gallery
Walk of
Students
Brochures
2. Filling in
Individual
KWL Chart
3. Filling in
Class KWL
Chart
Day 1: Introduction (35 minutes)

Outcomes
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
1.1: Discover and Explore
2.1: Use Strategies and Cues
3.1: Plan and Focus
Potential Learning Activities
o KWL Chart (20 minutes)
Students will be writing in their Science Journal throughout the unit, and today they
will write their first journal entry. Each student will be given some time to discuss in
groups of 2 or 3 about things that they already know about rocks and minerals. Then,
they will have time to fill out a KWL chart and glue it into their notebook.
We will then create a class KWL chart for the unit to refer back to.
o I Spy (15 minutes)
To prepare for the observations of the unit, we will play I Spy. The teacher will provide
clues to the students about an unknown object. Based on the properties, students
must determine what the object is.
Students will then go into small groups and play I Spy.
Differentiation
Assessments
Resources/Materials
Students who are
Edmonton Public
Class KWL Chart
unable to write
Schools
(formative assessment
sentences can draw to
Lets Do Science!
for learning)
represent things that
KWL Chart Sheets (20
Individual KWL Charts
they know about rocks,
Copies)
for students notebooks
and then communicate
(formative assessment
Individual KWL Charts
their thoughts verbally.
for learning)
for students notebooks
Students can write
(20 copies)
Observation of students
sentences out for their I
playing I Spy
20 notebooks
Spy.
Day 2: Exploring, Collecting, and Classifying Rocks (35 minutes)

Outcomes
Science
Students will:
Specific Learner Expectations 1 and 2.
Math
Students will:
Use direct and indirect measurement to solve problems
. Demonstrate an understanding of measuring mass (g, kg) by:
a. selecting and justifying referents for the units g and kg
b. modelling and describing the relationship between the units g and kg
c. estimating mass, using referents
d. measuring and recording mass.
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
3.3: Organize, Record and Evaluate
o Reading Lets Go Rock Collecting by Roma Gans. (10 minutes)
Asking students for their responses to the books.
Key Questions:
Have you ever collected rocks?
What did you look for when you were collecting rocks?
What kind of rocks did you want to collect?
o Rock Hunt (20 minutes)
Students will be taken outside to go on a rock hunt. Students will choose 3 unique
rocks to bring into the classroom and examine with a magnifying glass. (15 minutes)
In their Science Journal, they will note observations of similarities and differences
between the rocks they collected.
o Students will use scales to find out the weight of the rocks they are
comparing.
Once students have recorded information about their rocks, they will be given an egg
carton with 5 mineral types and asked to compare those.
Differentiation
Assessments
Resources/Materials
Science
Journal
Edmonton Public
Students can be given
Observation
of
students
Schools
prompts for how to
Lets Do Science!
classifying
their
rocks.
classify their rocks (such
Lets Go Rock Collecting

as texture, color, etc.)
Discussion with students
Book
about how we can
5 Scales
classify different rocks.
10-20 Magnifying
Glasses
10 bags (for collecting
rocks)
5 egg cartons
5 mineral types in each
egg carton.
Day 3: Exploring Color (35 minutes)

Outcomes
Science
Students will:
5. Students will listen, speak, read, write, view and represent to respect, support, and collaborate
with others.
1.2: Extend Understanding
3.4: Share and Review
5.2: Work Within a Group
o Reading Everybody Needs a Rock. (10 minutes)
Asking students for their responses to the book.

o Rocks of a Different Color Experiment (20 minutes)
Discussion with students about the different colors in rocks they have seen. Show
students some pictures of exotic rocks in other places of the world and the types of
colors they are.
Split students up into groups of 3-4.
Students will examine their rocks from different angles (far away, close up, from the back,
etc.)
Students will then discuss key questions about their rocks:

o Does the color look different when I change angles?
o What colors do/dont I see? Is there more than 1 color?
o Do the colors sparkle?
o Do we see all colors in our samples? What colors dont we see?
o What about when we wet the rock?
Students will record their observations, and then examine the mineral samples and
record the colors of those.
o Journal Reflection (5 minutes)
Students will reflect on anything that they noticed about the rocks (if students need prompts, they
can refer to the questions above).
Differentiation
Assessments
Resources/Materials
Science
Journal
Edmonton Public
Student who are unable
Schools
to write full sentences
Lets Do Science!
can use key words to
and their discussions
Rocks from previous

assist them.
with peers about what
class
they notice throughout
Students who have a
Mineral Samples (6
the experiment.
hard time focusing on
samples in 6 egg
the writing portion of
the activity may use

headphones or focus
paper to help them.
cartions)
10-20 magnifying
glasses
Students Science
Journals
Class set of headphones
Class set of focus paper
(bright colored paper
borders for students to
place around their work)
Day 4: Exploring Texture (45 minutes)

Outcomes
Science
Students will:
Art
Expression: Use of art materials as a vehicle or medium for saying something in a
meaningful way.
Students will:
1. Students will record or document activities, people and discoveries.
A. Everyday activities can be documented visually.
B. Special events, such as field trips, visits and festive occasions can be recorded
visually.
C. Family groups and people relationships can be recorded visually.
D. Knowledge gained from study or experimentation can be recorded visually.
E. Local and provincial events can be recorded visually
3.1: Plan and Focus
o Creation of Class Web (10 minutes)
o As a class, we will create a big class web on a large piece of poster paper that will
cover one of the walls in the room.
o Every day, we will add more to the web so that we can see our learning as we
progress through the unit.
o Today, we will add our knowledge of Color onto the web.
o Testing Texture Experiment (25 minutes)
o Having students seated, we will first describe some of the different kinds of texture in
a sample of rocks that we had brought in from the previous classes. (Focus will be on
students explaining what they feel and how it feels, and then encouraging them to
use the words rough, smooth, uneven, etc.)
o Then, we will use some examples of rocks that have coarse, medium, fine, or very
fine textures and discuss those as a class.
o Students will then choose on of their rocks, and be given a ball of plasticine. The
objective is for students to sculpt a replica of their chosen rock. They can use
toothpicks, plastic knives, or plastic forks to help sculpt their rocks.
o Afterwards we will do a gallery walk of all the rocks.
o Students will complete a journal entry today about what kind of texture they thought
their rock had and why.

Differentiation
Assessments
Students who have
Science Journals
difficulty performing
Observation and
activities with fine
discussion with students
motor coordination may
about the different kinds
choose from a sample of
of textures their rocks
smooth rocks to allow
have and why.
for them to still be able
to sculpt the rocks.
assist them.
Students who need a
scribe to help them may
do so, or they can use
sight words to help
them.
Students who have a
headphones or focus
paper to help them.
Resources/Materials
Edmonton Public
Schools
Lets Do Science!
20 balls of plasticine
20 plastic forks
20 plastic knives
20 toothpicks
Samples of rocks (from
previous class)
Class Web (from
previous class)
Science Journals
Day 5: Exploring Lustre (35 minutes)

Outcomes
Science
Students will:
3. Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.1: Plan and Focus
o Adding to Class Web (10 minutes)
o Since yesterday we worked with texture, today we will add to our class web about
what kinds of textures rocks have.
o Key Questions:
Who can remind me what it meant when a rock had coarse or medium
texture?
What about a rocks whose minerals you can only see when you use a lense?
What do we call that type of texture?
What about when you cant even see the minerals?
o Looking for Lustre Experiment (15 minutes)
o Circled on the reading carpet, discuss with students about shininess of two different
rocks. Allow for students to hold the rocks in their hand and see the shininess.
Discuss with students the different types of lustre we will see: metallic lustre and non
metallic lustre. Use some examples from the bag about what the lustre of different
rocks may be.
o Students will then be given a rock and a magnifying glass to take back to their desk.
They will record in their Science Journal what the type of lustre of their rock is, and
why they think that. Once they are finished with their rock, they will trade with
another student.
o Students will use our samples of rocks to look at with a magnifying glass.
o Journal Reflection and Prompt (10 minutes)
o Students will finish filling in their lustre experiment for the day. Then, students will
complete the following prompt in their science journals:
Describe your rock in the three different ways that we have talked about so
far in our unit on rocks and minerals. Make sure you add reasons!
Differentiation
Assessments
Resources/Materials
Science Journals and
Edmonton Public
Prompt
Schools
Observation and
Lets Do Science!
Samples of rocks (from
assist them.
about
lustre.
previous classes)
Students who need a
Questioning
Science Journals

sight words to help
them.
Students who have a
headphones or focus
paper to help them.
20 Magnifying Glasses
Class Web
Day 6: Exploring Hardness (35 minutes)

Outcomes
Science
Students will:
information.
3.1: Plan and Focus
o Since yesterday we worked with lustre, today we will add to our class web about what
kinds of lustre rocks have.
What were some of the different types of lustre?
What do each of those look like?
o Hardness Test (15 minutes)
o Collected at the reading carpet, explain what a rocks hardness means.
o Students will be given a chart (to glue into their science journals after) to record their
rocks hardness. Demoing the first example with students is important.
o Students will first scratch the sample with their fingernail. If they can scratch the
sample, they will record Yes in their chart. If the answer is No then the students will
then try with a penny. If the sample isnt scratched with a penny, then they will try to
scratch with a metal nail. Then they will try sandpaper, and finally they will record
very hard if they were unable to scratch the sample.
o Journal Reflections (10 minutes)
o Students will explain their experiment and their methodology for determining their
samples hardness.
o Students will glue their chart into their science journal.
Differentiation
Assessments
Resources/Materials
Science
Journals
Edmonton Public
Observation
and
Schools
Lets Do Science!
discussion
with
students
about
the
hardness
of
20 Recording Charts
assist them.
their
samples
and
what
Rock and mineral

Students who need a
it
means
for
their
samples (previous class)
sample
to
be
very
hard,
10 pennies
hard,
medium,
soft,
or
10 metal nails
sight words to help
very
soft.
10 pieces of sandpaper
them.
Questioning
Science Journals
Students who have a
Class Web
headphones or focus
paper to help them.
Day 7: Exploring Carbonates (35 minutes)

Outcomes
Science
Students will:
3.1: Plan and Focus
o Since yesterday we worked with hardness, today we will add to our class web about
what kinds of hardness rocks have.
What did it mean when your rock was considered very hard?
What did it mean when your rock was considered very soft?
o Vinegar Acid Test (15 minutes)
o Explain to students what it means when something contains calcium carbonate.
o Demonstration: Students will see what happens when a piece of chalk is placed in a
petri dish and put into contact with hydrochloric acid to demonstrate the fizziness.
o Students will hypothesize what they think is going to happen when the teacher takes
a given sample and puts it into contact with vinegar. Each sample will be put into a
petri dish and 3 drops of hydrochloric acid will be added to it.
o Then students will record their observations of each sample.
o Using their observations, students will determine which samples contained calcium
carbonate and which ones didnt.
Differentiation
Assessments
Resources/Materials
Science
Journals
Edmonton Public
Observation
and
Schools
Lets Do Science!
about
the
vinegar
acid
Hydrochloric Acid
assist them.
test
and
what
it
means
Small piece of chalk
Students who need a
for a mineral to have
1 medicine dropper
the presence of
10 mineral and rock
carbonates.
samples
sight words to help
Questioning
10 petri dishes
them.
20 hypothesis and
Students who have a
observation sheets.
headphones or focus
paper to help them.
Students with low vision
will be seated at the

front of the class to be
able to properly view
the experiment
Students who have a
difficult time focusing on
the demonstration and
hold a fidget tool
(TOOLS NOT TOYS) in
their hands.
Day 8: Exploring Streak (35 minutes)

Outcomes
Science
Students will:
3.1: Plan and Focus
o Since yesterday we worked with hardness, today we will add to our class web about
what kinds of hardness rocks have.
Does anyone remember the special word that we talked about all day
yesterday?
What did it mean when a rock or mineral had carbonates?
How could we tell?
o Streak Test (in class) (10 minutes)
o How many of you have ever gone outside, and used a rock as chalk?
o Did you notice that when you scratched a rock on the concrete, that it worked like
chalk?
o Demonstration: Show students what happens when you scratch a mineral on a streak
plate. Explain to students that the color of the residue is called a minerals streak. Ask
students when they think it would be important for a scientist to know about streak?
Because it helps to identify minerals.
o Streak Test (walking through community) (20 minutes)
o As a class, we will go on a walk throughout the community to test different kinds of
minerals streaks. Students can write their names or draw pictures using different
minerals streaks.
o Students will complete the following prompt:
Was there anything that you noticed about the streak of the minerals you
found outside?
Differentiation
Assessments
Resources/Materials
Science
Journals
Edmonton Public
Observation
and
Schools
Lets Do Science!
discussion
with
students
about
the
streak
tests
Mineral Samples
assist them.
and
observation
of
how
10-20 magnifying
Students who need a
their
perform
the
streak
glasses
test on our walk.
10-20 streak plates
Questioning
sight words to help
them.
Students who have a

headphones or focus
paper to help them.
Students with low vision
will be seated at the
front of the class to be
able to properly view
the experiment
Students who have a
hold a fidget tool
(TOOLS NOT TOYS) in
their hands.
Day 9: Exploring Patterns and Shapes of Rocks and Crystals (35 minutes)
Outcomes
Science
Students will:
Art
Expression: Use of art materials as a vehicle or medium for saying something in a
meaningful way.
Students will:
2. Students will record or document activities, people and discoveries.
F. Everyday activities can be documented visually.
G. Special events, such as field trips, visits and festive occasions can be recorded
visually.
H. Family groups and people relationships can be recorded visually.
I. Knowledge gained from study or experimentation can be recorded visually.
J. Local and provincial events can be recorded visually
3.1: Plan and Focus
3.2: Select and Process
o Catch up for first 15 minutes on any journal reflections (15 minutes)
o Students will use this time (if they need) to catch up on any reflections that they
have yet to finish.
o If students would like, during their work time we can put on KidzBop.
o Collage of crystals and rock patterns (20 minutes)
o Students will collect at the reading carpet, and be shown different kinds of minerals.
It will be explained to students about how crystals are made and how their shape is
determined.
o Students will look through magazines and resource books to create a collage of
different patterns on rocks and the shapes of crystals.
o Rock Activity Book (~ extra time activity)
o Students will be given a rock activity book to complete if they are finished early.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Schools
Lets Do Science!
collages
sight words to help
20 Magazines
them.
about the patterns they
20 Rock Activity Books
Students who are

unable to write can
verbalize their response
to the teacher.
Students who have low
fine motor skills can
either ask a friend to
help them cut, or then
can cut the pieces of
their collage as circles.
see on their rocks

about what shape
makes a crystal a
crystal.
Questioning
20 gluesticks
20 posterboards
Day 10: Exploring Composition of Rocks (50 minutes)

Outcomes
Science
Students will:
Specific Learner Expectation 4.
3.1: Plan and Focus
o Making Cookies (20 minutes)
o As a class, we are going to make a batch of oatmeal cookies! Explain to students how
the Earth represents a baker who is baking cookies and how we can make lots of
different kinds of cookies with different ingredients, just like how the Earth makes lots
of different rocks that are made up of different things.
o While the rocks are in the oven, we will move onto the next learning activity.
o Examining different rocks (10 minutes)
o While the cookies are baking, we will use a magnifying glass to examine and describe
some of the components of rocks.
o The teacher will do a demonstration with the students where she will use a hammer
to break apart a rock, and then students will pass around the pieces to see if the
middle is different from the outside.
o Look back at cookies (5 minutes)
o Using a magnifying class, students will look at the cookies and break them open. (1
cookie per student)
o They will compare the cookie with the broken rock.
o Students will record their results in their science journal.
o Students will complete a journal entry on what some of the components of rocks are.
They will also try to think of another analogy that helps to explain the way that the
Earth makes rocks and how rocks are composed.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
about the hardness of
Ingredients to make
them.
their samples and what
Oatmeal Chocolate Chip
Students who are
it means for their
Cookies
unable to write can
sample to be very hard,
1 Oven
hard, medium, soft, or
10-20 magnifying
to the teacher.
very soft.
classes
Questioning
1 hammer
21 Safety glasses
Science Journals
Day 11: Soil Excavation (35 minutes)

Outcomes
Science
Students will:
information.
1.2: Clarify and Extend
3.1: Plan and Focus
o Class discussion of soil (5 minutes)
o Can anyone tell me what soil is?
o What does soil do? Why do we use it?
o Explain to students that now we will be looking at soil as a part of our unit.
o Soil Excavations (5 different samples) (10 minutes)
o Soil samples will be brought into the class. Students will identify to common
components of soil.
o Students will identify components of soil and compare the different samples together.
They will record their observations in their science journals.
o With each group, the teacher will emphasize to students what parts show organic
material (decaying plants), the size of the particles, and ask students to observe the
texture, color, moisture content, and to see if there is any evidence of ants/insects.
o Students will pose a question that they have about soil.
o Soil Predictions (whole class discussion) (10 minutes)
o What do we think we are going to find out about soil?
o Remind students to bring in a cup full of soil from their home so we can look tom
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
about the what they find
5 different soil samples
them.
in the different soil
Science Journals
Students who are
samples.
20 spoons and posicle
unable to write can
Questioning
sticks
Wax paper (to put soil
to the teacher.
on)
Day 12: Exploring Soil (50 minutes)

Outcomes
Science
Students will:
Specific Learner Expectations 5.
information.
3.1: Plan and Focus
o Since yesterday we worked with soil, today we will add to our class web about what
we know about soil:
What do we types of things do we find in soil?
What is soil made of?
What is the purpose of soil?
o Seperating Particles Experiment (30 minutes)
o This activity will be separated into two parts: building sieves and using sieves.
o Building sieves:
Students will construct a sieve with a variety of materials provided to them.
How can you create a sieve to separate large particles from small ones?
o Using sieves:
Students will use their sieve to sift the soil through the sieves.
Students will record their observations from the exploration in the science
notebook.
After they finish the first round, they are challenged to create another sieve
that is different from their first one to see if they can make a better one.
Repeat the activity with new observations. Finally, students will observe the
soil specimens they brought from home and examine the differences.
Color, components, etc.
o Students will look back on the question they posed last class and see if they can
answer it. If not, they will describe what they viewed in the exploration today.
o Make prediction for tomorrows activity (soil layers)
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
3 different soil samples
them.
Science Journals
Students who are
it means for their
unable to write can

to the teacher.

very soft.
Questioning
Paper towels, fabrics, tin

foil, egg cartions, wood
chips, cardboard, glue,
pipe cleaners, tape,
staples (to build sieves)
60 straws
Day 13: Looking at Layers (35 minutes)

Outcomes
Science
Students will:
3.1: Plan and Focus
o What did we find out about soil yesterday?
o Analyzing layers of Soil (15 minutes)
o What were some of the predictions you made yesterday about the soil layers?
o Examining the soil laters. Discuss the different components of soil.
o Where are the biggest particles?
o Where are the smallest ones?
o Watch youtube video.
o Students can choose what they want to write about today. They can write about
anything that they have already learned, something they want to learn still,
something that they find interesting, etc.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Youtube Video on Soil scribe to help them may
Observation and
https://www.youtube.co
m/watch?
sight words to help
v=_Vho8o_ObrQ
them.
Edmonton Public
Students who are
it means for their
Schools
unable to write can
Lets Do Science!
2 soil samples with
to the teacher.
very soft.
water in a jar
Questioning
SmartBoard (for youtube
video)
Day 14: Sampling Soil (35 minutes)

Outcomes
Science
Students will:
3.1: Plan and Focus
o What did we learn about soil yesterday?
o What were some of the layers called?
o How were the particles separated?
o Students will examine different types of soil that has been dug from the ground. (15
minutes)
o Prep for the class was to have a samples of soil ready for students in a shoebox.
o Students will examine the soil sample in the shoebox and record their observations.
o Predictions for tomorrows experiment (10 minutes)
o Next class we will be examining how frozen water will affect rocks.
o We will be putting two pieces of charcoal in Ziploc bags, and filling one with water.
(Left overnight to soak, and then put in the freezer the next day)
o Ask students to predict what they think will happen to the charcoal.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
Science Journals
them.
6 shoeboxes
Students who are
it means for their
6 soil samples (different
unable to write can
areas of the school)
2 pieces of coal
to the teacher.
very soft.
2 ziploc bags
Questioning
Day 15: Breaking Down Rocks (45 minutes)

Outcomes
Science
Students will:
5. Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
3.1: Plan and Focus
o Discussion of Predictions (5 minutes)
o Think-Pair-Share of Predictions
o Frozen Water and Rocks Experiment (10 minutes)
o Examine bags closely with a magnifying class. Then allow for the water to melt over
the lunch period, and then examine the pieces of coal afterwards. Students will
record their observations
o Create a story about a rock that has been left out in the freezing rain with
illustrations.
o Predictions for Mondays experiment. (10 minutes)
o For Mondays experiment, we are going to place 25 seeds into a milk carton with soil.
Then we will pour a think layer of plaster over the soil to represent a rock layer.
Students will make predictions about what they think will happen.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
2 ziploc bags
them.
2 pieces of coal
Students who are
it means for their
20 magnifying glasses
unable to write can
25 bean seeds
1 milk carton
to the teacher.
very soft.
2 cups of soil
Questioning
plaster
Day 16: Breaking Down Rocks P.2 (35 minutes)

Outcomes
Science
Students will:
5. Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
3.1: Plan and Focus
o Discussion of Predictions (5 minutes)
o Think-Pair-Share
o Plants Can break Apart Rocks Experiment (10 minutes)
o Display plants for students
o Discuss with students when they see rocks growing out of rocks.
o Discuss with students about how the roots of plants push up against rocks and
causes cracks to break more.
o Journal Reflections and Observations (10 minutes)
o Students will reflect on the experiment and what they saw.
o Rock Activity Book (~ extra time)
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
Science Journals
them.
Previous classes milk
Students who are
it means for their
carton with seeds
unable to write can
to the teacher.
very soft.
Questioning
Day 17: Common Uses of Rocks in Our Community (40 minutes)

Outcomes
Science
Students will:
o Reading of If You Find a Rock (10 minutes)
o Walk with Students outside and discussion of common uses of rocks in our community and
get them to choose their favourite rock. (20 minutes)
o What about the rock makes it your favourite?
o Why did you choose that rock?
o Journal Prompt (10 minutes)
o Describe your favourite rock and where you found it. What about your rock makes it
special?
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
scribe to help them
Observation and
Schools
may do so, or they can
Lets Do Science@
use sight words to help
http://www.okaloosasch
them.
their samples and what it
ools.com/files/school Students who are
means for their sample to
district/Common
unable to write can
be very hard, hard,
%20Core/ES_Exemplars
medium, soft, or very
_9.13/Close%20Readto the teacher.
soft.
1st-If%20You%20Find
Questioning
%20a%20Rock.pdf
Science Journals
If You Find A Rock
book
Day 18: Performance Task Work Period (35 minutes)

Outcomes
Science
Students will:
Specific Learner Expectations 1, 3, and 7.
o Performance Task Description (10 minutes)
o With students, the teacher will go over the expectations and description of the
Performance Task.
o This task is individual, but students are welcome to collaborate.
o Work Period on Performance Task (25 minutes)
o Students will have the remainder of the class to work on their performance task.
o One-on-one consults with students
o The teacher will circulate the classroom for the first half of the class, and if she
notices that some students are doing well then she will call back students one by one
to get some idea of what their plans are, and to have them explain their thinking and
thought process.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
Consultation record
them.
book (anecdotal notes)
Students who are
it means for their
20 Performance Task
unable to write can
Handouts
Science Journals
to the teacher.
very soft.
Questioning
Day 19: Performance Task Work Period (35 minutes)

Outcomes
Science
Students will:
Specific Learner Expectations 1, 3, and 7.
o Performance Task Work Period (35 minutes)
o Students will have the entire period to work on their performance task (creating
brochures).
o One-on-one consults with students.
o Consulting students about their thoughts and ensuring that they will be completed
the performance task by the end of the period.
o If students need any help, now would be a great time to assist them one-on-one and
provide them with some formative feedback on their brochure.
o Rock Activity Book (~ extra time activity)
o If students have completed their performance task, they can use the remainder of
the period to work on their rock activity book.
Differentiation
Assessments
Resources/Materials
Students who need a
Science Journals
Edmonton Public
Observation and
Schools
Lets Do Science!
sight words to help
about their progress on
Science Journals
them.
their performance task
Rock Activity Books
Students who are
Individual questioning
unable to write can
with students one on
one
to the teacher.
Students who have a
headphones or focus
paper to help them.
Students who have a
hold a fidget tool
(TOOLS NOT TOYS) in
their hands.
Day 20: Celebration of Learning! (40 minutes)

Outcomes
Science
Students will:
Specific Learner Expectations 1, 2, 3, 4, 5, 6, and 7.
3.1: Plan and Focus
3.4: Share and Review
o Gallery Walk of Students Brochures (5 minutes)
o Students brochures will be displayed for other students to look at.
o Filling in Individual KWL Chart (5 minutes)
o Students will fill in their individual KWL chart on what they have learned in the unit.
o Filling in Class KWL Chart (5 minutes)
o As a class, we will fill in the last of our KWL chart.
o Magic School Bus Episode on Rocks and Minerals (with cookies to eat!) (25 minutes)
Differentiation
Assessments
Resources/Materials
Students who need a
Observations of gallery
Edmonton Public
walk
Schools
Science Journals KWL
Lets Do Science!
sight words to help
Chart
The Magic School Bus
them.
(Rocks and Rolls) Students who are
https://www.youtube.co
unable to write can
m/watch?
v=VpVjWX92n5c
to the teacher.
2 packs of cookies
(peanut free)

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Integrated Unit Plan

Topic A: Rocks and Minerals

How do rocks and minerals shape our world?Integrated Unit

We will, we will ROCK

Identify Desired Results (Stage 1)

What causes the

Students will study soil and discover that soil is

What causes rocks

Students will know

Students will be able to

1. Compare samples of various kinds of rock,

3-1: Investigate the nature of things,

Assessment Evidence (Stage 2)

Students will be able to classify rocks and minerals.

Science Journalling - Prompts

Learning Plan (Stage 3)

Visual Map of Learning Projected Unit Calendar

35: Demonstrate knowledge of

Use direct and indirect

3.1, 3.2, 3.3, 3.4

Day 1: Introduction (35 minutes)

Day 2: Exploring, Collecting, and Classifying Rocks (35 minutes)

Lets Go Rock Collecting

Day 3: Exploring Color (35 minutes)

Asking students for their responses to the book.

Students will then discuss key questions about their rocks:

Rocks from previous

the activity may use

Day 4: Exploring Texture (45 minutes)

their rock had and why.

Day 5: Exploring Lustre (35 minutes)

do so, or they can use

Day 6: Exploring Hardness (35 minutes)

Rock and mineral

Day 7: Exploring Carbonates (35 minutes)

will be seated at the

Day 8: Exploring Streak (35 minutes)

Students who have a

Students who are

see on their rocks

Day 10: Exploring Composition of Rocks (50 minutes)

Day 11: Soil Excavation (35 minutes)

Day 12: Exploring Soil (50 minutes)

unable to write can

sample to be very hard,

Paper towels, fabrics, tin

Day 13: Looking at Layers (35 minutes)

Day 14: Sampling Soil (35 minutes)

Day 15: Breaking Down Rocks (45 minutes)

Day 16: Breaking Down Rocks P.2 (35 minutes)

Day 17: Common Uses of Rocks in Our Community (40 minutes)

Day 18: Performance Task Work Period (35 minutes)

Day 19: Performance Task Work Period (35 minutes)

Day 20: Celebration of Learning! (40 minutes)

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