Third Grade Unit 1 Rocks and Minerals Objectives
SCIENCE CONTENT STANDARD 3.3
The Changing Earth - How do materials cycle through the Earth's systems?
3.3 – Earth materials have different physical and chemical properties.
GRADE-LEVEL CONCEPT: u Rocks and minerals have properties that may be identified through observation and testing; these properties determine how earth materials are used.
CMT EXPECTED PERFORMANCES
B5 Describe the physical properties of rocks and relate them to their potential uses.
B6 Relate the properties of rocks to the possible environmental conditions during their formation.
Lesson1: Sharing What We Know about Rocks- Pre-Assessment
Lesson 2: Observing Rocks: How Are They the Same and Different?
Lesson 3: Learning More about Rocks
Lesson 4: Discovering Minerals
Lesson 5: Sharing What We Know abut Minerals
Lesson 6: Observing Minerals: How Are They the Same and Different?
Lesson 7: Describing the Color of Minerals
Lesson 8: Shining a Light on the Minerals
Lesson 9: Exploring the Luster of Minerals
Lesson 10: Exploring the Hardness of Minerals
Lesson 11: Testing the Minerals with a Magnet
Lesson 12: Describing the Shape of Minerals
Lesson 13: Comparing Samples of the Same Mineral
Lesson 14: Identifying the Minerals
Lesson 15: Exploring New Minerals
Lesson 16: How are Rocks and Minerals Used?
Rocks and Minerals Resources:
United streaming: search Rocks and Minerals (material changes)
The Magic School Bus Rocks and Rolls.-about boulders and rocks
The Magic School Bus Blows Its Top.- island creation
Literature and Reference Guides
Peterson First Guide to Rocks and Minerals. Fredrick H. Pough
Smithsonian Handbooks: Rocks & Minerals. Chris Pellant
Simon & Schuster’s Guide to Rocks and Minerals (Rocks, Minerals and Gemstones. Simon & Schuster
The Practical Geologist: The Introductory Guide to the Basics of Geology and to Collecting and Identifying Rocks. Dougal Dixon
Let’s Go Rock Collecting (Let’s-Read-And-Find-Out Science. Stage 2). Roma Gans
Rocks and Minerals (Eye Wonder). DK Publishing
Geology RocksQ: 50 Hands-On Activities to Explore the Earth (Kaleidoscope Kids). Cindy Blobaum. (+)
The Practical Encyclopedia of Rocks & Minerals: How to Find, Identify, Collect and Maintain the World’s best Specimens, with over 1000 photographs and Artworks. John Farndon
Anasi and the Moss-Covered Rock. Erick Kimmel
Girls Who Looked Under Rocks: The Lives of Six Pioneering Naturalists. Jeannie Atkins
The Pebble in my Pocket: A History of Our Earth. Meredith Hooper
How to Dig a Hole to the Other Side of the World. Faith McNulty
Rocks in His Head. Carol Otis Hurst
The Big Rock (Aladdin Picture Books). Bruce Hiscock
*Please check sites to ensure material has not been altered since publication!
www.msha.gov/KIDS/MINING.HTM What is mined in each state.
www.fi.edu/fellows/fellow1/oct98/index2.html- lesson plans, literature collection, activities, quizzes, puzzles and more.
www.cotf.edu/ete/modules/msese/earthsysflr/rock.html- rock cycle information
www.fi.edu/fellows/fellow4/nov98/indexhtml- create site created by 5th graders! –connections, games, labs and more. **Why not use technology teacher to help create your own website, let us know!
www.geocities.com/missneill/- about different jobs dealing with rocks!!
http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/slideshow/slideindex.html- excellent slideshow of rocks and minerals, lessons, and video
Rock Cycle Song
(Sing to the tune of “Row, Row, Row Your Boat”)
Has been formed in layers
Often found near water sources
With fossils from decayers
Then there’s IGNEOUS rock
Here since Earth was born
Molten Lava, cooled and hardened
That’s how it is formed
These two types of rocks
Can also be transformed
With pressure, heat and chemicals
METAMORPHIC they’ll become.
Don’t forget to sing this as a “Round” after all; it is the Rock “Cycle”!)
Create a rock pet, or artwork on a river rock or other found rocks.
Explore zen rock gardening.
Explore rock gardening.
Explore rock climbing.
The post-unit assessment is matched to the pre-unit assessment in Lesson 1 and to the assessment questions about minerals in Lesson 5. By comparing individual responses from this activity with those from Lessons 1 and 5, you will be able to document each student’s learning over the course of this unit. When students respond again to these questions and review the class lists, they may realize how much they have learned about rocks and minerals and about identifying and describing their properties.
1. Label one sheet of newsprint with the words “What we Know about Rocks,” one with “What We Know about Minerals,” and a third with “Questions We Still Have.” Date the sheets and post them in a prominent position in the classroom. You many need extra sheets of newsprint. (You can receive FREE news print from the New Haven Register, by driving to the loading dock and asking for an end roll and telling them you work for a New Haven public school. If you return the completely empty roll, you will receive another one. This helps save the district and you money plus you help save the environment by recycling. Please give it a try!! And pass the word around)
2. Have the class lists from Lessons 1 and 5 ready to display.
1. Ask students to think about what they have learned in this unit. Have them write down what they now know about rocks and minerals. When you compare these entries with those from Lessons 1 and 5, look for new ideas as well as for indications that students’ existing ideas have been refined.
2. Display the original class lists. Ask students to point out ideas they now know to be true. What experiences did they have during the unit that confirmed these statements?
3. Ask students to look at the lists again and to point to statements they would like to correct, improve, or delete. Again, ask them to support their suggestions with experiences from the unit.
4. Finally, ask students to share new information they gained from the unit. What else have they learned? What new questions do they have? Record their answers on the newly prepared newsprint. Point out that science involves asking questions and conducting investigations to find out the answers, and that the answers usually lead to more questions and additional investigations.
Students will prepare a museum like exhibit for others to visit/observe. The exhibit can be exhibited in the library, cafetarium, school entry, bulletin board, and showcase. The exhibit should include both rocks and minerals. The materials should be labeled with not only name but a student written description including vocabulary used during unit. The descriptions could include possible uses and history/origin.
Yale Peabody (either visit or have them visit you)