Grade/Subject:

Grade 3 Science
Date: Nov 28, 2016

Topic:
Rocks & Minerals

LESSON FIVE
Lesson Duration:
60 Minutes
PROGRAM OF STUDIES OUTCOMES
General Learning Outcome:
3-5 Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill
in classifying these materials.
Specific Learning Outcomes:
Compare samples of various kinds of rock, and identify similarities and differences.
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 colour, lustre, texture, presence of
carbonates.
Describe and classify a group of rocks and minerals, based upon the above
properties.
LEARNING OBJECTIVES
Students will:
1. Compare and contrast mineral and rock samples
2. Describe rocks and minerals based on color and lustre
3. Utilize a classification table to track test results
ASSESSMENTS
Observations:
Key Questions:
I will observe the students as they
What colour is this rock? How is it
analyze the rock and mineral
different from the others? Are there
samples
2 + colours in this rock?
What is the difference between rocks
and minerals?
How would you describe the lustre
of this rock?
Written/ Performance Assessments:
Students will record their observations in their rock and mineral classification table.
Formative assessment.
RESOURCES CONSULTED
Edmonton Public Science Resource
MATERIALS AND EQUIPMENT
Rock/ Mineral Samples
Magnifying Glass
PROCEDURE
Introduction (10 min)
Attention Grabber: Helen lost my favourite rock!
Assessment of Prior Knowledge: Does anyone remember some of the ways we were
sorting our items last week? What is the word we use to talk about the qualities of an item?

Expectations for Learning and Behaviour: Today we will be conducting experiments as a

class. Please ensure that where you are sitting everyone can see.
Transition to Body: Lets figure out which rock I need to replace!
Body (50 min)
Key Questions: What colour is this rock? How is it different from the others? Are there 2 +
colours in this rock?
Learning Activity #1 (Allow 15 minutes): Group discussion
Hint #1: Do you remember the colour? No but it definitely wasn't white
or pink! (Eliminate Quartz, Calcite, Marble, Flurite)
Talk about some colour concepts. Why do we think there are more than one colour in some
rocks? Are colours different under a magnifier? Rocks vs minerals?
>> Introduce the classification table and explain how it works. Note that you can cover the
ones you dont need or use a ruler to help you know which box to fill in.
> > Go through the samples as a class
>> Students fill in on their classification table (and I do on the board)
>> Decide if we can eliminate any based on our clue
Assessment/ Differentiation: Fill in the chart as a class spelling will be on the board
Key Questions: What is the difference between rocks and minerals?
Learning Activity #2 (Allow 5 minutes): Group discussion
Has anyone noticed that some rocks have lots of tiny bits in them? When we see pictures of
minerals, they seem to have one colour. Why is this?
>> Minerals are pure. They are the building blocks of rocks, which also contain other
materials like plants.
Movement Break
Key Questions: How would you describe the lustre of this rock?
Learning Activity #3 (Allow 15 minutes): Group discussion
Hint #2: What about lustre? Hmmmm I don't think it was one of my very
shiny ones (eliminate Pyrite, Obsidian)
Discuss lustre using the chart in Master #10. (Shiny, Metallic, Glassy, Silky, Greasy, Dull,
Earthy)
>> Go through the samples as a class and decide on the lustre.
>> Students fill in on their classification table (and I do on the board)
>> Decide if we can eliminate any based on our clue
Assessment/ Differentiation: Fill in the chart as a class spelling will be on the board
Lustre is the way a mineral surface reflects light. Shiny minerals are described as having
metallic lustre. Galena and magnetite have the appearance of metal and therefore have a
metallic lustre. Those minerals that do not reflect much light are said to have non-metallic
lustre.
Closure (5 min)
- Go in the hallway and cross off the ones that we can eliminate
- Next class we will look at 2 more tests!
- Transfer to Gym

Grade/Subject:
Grade 3 Science
Date: Nov 29, 2016

Topic:
Rocks & Minerals

LESSON SIX
Lesson Duration:
60 Minutes
PROGRAM OF STUDIES OUTCOMES
General Learning Outcome:
3-5 Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill
in classifying these materials.
Specific Learning Outcomes:
Compare samples of various kinds of rock, and identify similarities and differences.
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 colour, lustre, texture, presence of
carbonates.
Describe and classify a group of rocks and minerals, based upon the above
properties.
LEARNING OBJECTIVES
Students will:
1. Compare and contrast mineral and rock samples
2. Describe rocks and minerals based on texture
3. Carry out the streak test
4. Utilize a classification table to track test results
ASSESSMENTS
Observations:
Key Questions:
I will observe the students as they
What texture is the rock?
analyze the rock and mineral
Does the rock create a streak when
samples
tested? What is the streak test used
for?
Written/ Performance Assessments:
Students will record their observations in their rock and mineral classification table.
Formative assessment.
RESOURCES CONSULTED
Edmonton Public Science Resource
MATERIALS AND EQUIPMENT
Rock/ Mineral Samples, Magnifying Glass, streak plate
PROCEDURE
Introduction (10 min)
Attention Grabber: Helen, have you found my rock yet??
Assessment of Prior Knowledge: OK class, what tests did we try yesterday to solve the
mystery? Any idea what we could try today? What are some questions you could ask?
Expectations for Learning and Behaviour: Today we will be conducting experiments in
groups. You will have time limits so you need to make sure you are sharing.

Transition to Body: Lets figure out which rock I need to replace!

Body (50 min)
Key Questions: What texture is this rock?
Learning Activity #1 (Allow 15 minutes): Group discussion
Hint #3: Do you remember the texture? (Definitely not smooth like glass)
>>Discuss texture and ask for some examples from the class.
>>Explain that part of what creates the texture is the size of the mineral/ rock fragments in
the rock. Coarse/ Medium you can see the minerals with no lense. Fine you can see with a
lens. Very fine you cant even see with a lens!
>> Ask: Do you think the very fine stones with be more or less smooth? Why?
>> Explain the experiment to the students (Look with a magnifying glass and fill in your
classification chart.) Do one example as a class.
>> Leave a chart on the board with the levels of texture for students to use. Stick to Fine vs
Coarse.
>> Timer: 3 minutes per rotation. Should be done in 3 mins!!
Assessment/ Differentiation: Fill in the chart as a class and as small groups spelling
available.
Movement Break
Key Questions: Does the rock create a streak when tested?
Learning Activity #2 (Allow 15 minutes): Group discussion
Hint #4: One time I scraped it on a dish I was carrying and it left a streak
but I dont recall what color (eliminate Olivine)
>>How do you think a streak gets left behind on a surface?
Streak is simply the colour of the fine powder / residue of the mineral which can readily be
seen if the mineral is rubbed on a piece of unglazed porcelain (streak plate). Note that some
minerals may be too hard to leave a streak on porcelain.
>> What do you think geologists would use the streaks for?
Since the same mineral can come in a variety of colours, geologists use a streak test to
identify minerals. The colour of the streak may be different from the actual surface colour.
The streak is usually a consistent colour. Often, streak colour is better to identify a mineral
than the actual surface colour of the rock.
>> Demonstrate streak test with one mineral and record results in the classification table.
>> While the 2 groups are doing the minerals, fill in your colours and lustre.
>> Did any of the streaks surprise you?? (for me Olivine!)
Assessment/ Differentiation: Minimal writing required.
Closure (5 min)
- Go in the hallway and cross off the ones that we can eliminate
- Next class we will look at 2 more tests!

Grade/Subject:
Grade 3 Science
Date: Nov 30, 2016

Topic:
Rocks & Minerals

LESSON SEVEN
Lesson Duration:
60 Minutes
PROGRAM OF STUDIES OUTCOMES
General Learning Outcome:
3-5 Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill
in classifying these materials.
Specific Learning Outcomes:
Compare samples of various kinds of rock, and identify similarities and differences.
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 colour, lustre, texture, presence of
carbonates.
Describe and classify a group of rocks and minerals, based upon the above
properties.
LEARNING OBJECTIVES
Students will:
Compare and contrast mineral and rock samples
Carry out the hardness test
Utilize a classification table to track test results
ASSESSMENTS
Observations:
Key Questions:
I will observe the students as they
How hard is this rock?
analyze the rock and mineral
Why does it matter how hard a rock
samples
is? What do we se hard rocks for?
What do we use soft rocks for?
Written/ Performance Assessments:
Students will record their observations in their rock and mineral classification table.
Formative assessment.
RESOURCES CONSULTED
Edmonton Public Science Resource
MATERIALS AND EQUIPMENT
Rock/ Mineral Samples, Pennies, Nails, Emery Board
PROCEDURE
Introduction (10 min)
Attention Grabber: Helen, have you found my rock yet??
Assessment of Prior Knowledge: Lets think a bit more about yesterdays tests. What did
we eliminate? Why?
Does Miss Binks remember anything about the texture? Not as shiny as glass. So we know
its not obsidian. (already eliminated!)
Expectations for Learning and Behaviour: Today we will be conducting experiments in
groups. You will have time limits so you need to make sure you are sharing. ZERO

tolerance for fooling around with sharp objects.

Transition to Body: Lets figure out which rock I need to replace!
Body (50 min)
Key Questions: Why does it matter how hard a rock is? What do we se hard rocks for?
What do we use soft rocks for?
Learning Activity #1 (Allow 10 minutes): Why would we care if a rock is soft or hard?
Please reflect on why we should know which rocks are hard or soft. Why would it be
important for us to know? Can you think of anything hard rocks are used for? What about
soft rocks? We will be sharing in 5 minutes. Silent = 20 marbles. (Use Timer)
>> After 5 minutes share and discuss.
Movement Break
Key Questions: How hard is this rock?
Learning Activity #2 (Allow 20 minutes): Experiment
>>Discuss the hardness test. Start at the fingernail of it scratches the rock, record the
hardness as very soft.
>> If the item does not scratch the rock, move to the next level. Stop when something
scratches the rock.
>> Conduct a few tests as a group and ensure understanding.
>> Timer: 2 minutes per rotation. Should be done in 2 mins!!
Assessment/ Differentiation: Words will be written out at each station (7 Copies)
Key Questions: Why does it matter how hard a rock is? What do we se hard rocks for?
What do we use soft rocks for?
Learning Activity #2 (Allow 15 minutes): Group discussion / Debrief
Hint #5: Do you remember how hard the rock was? No but I dont think I
could scratch it with my fingernail or even a penny. So I guess it was
pretty hard?
>> Go over some of the responses and eliminate the very soft soft rocks.
>> Revisit some of the hardest and softest rocks. Can we guess what they are used for?
Assessment/ Differentiation: Minimal writing required.
Closure (5 min)
- We will have to think of a couple more tests to solve the mystery!
- See LA 3 as well.

Grade/Subject:
Grade 3 Science
Date: Dec 1, 2016

Topic:
Rocks & Minerals

LESSON EIGHT
Lesson Duration:
60 Minutes
PROGRAM OF STUDIES OUTCOMES
General Learning Outcome:
3-5 Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill
in classifying these materials.
Specific Learning Outcomes:
Compare samples of various kinds of rock, and identify similarities and differences.
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 colour, lustre, texture, presence of
carbonates.
Describe and classify a group of rocks and minerals, based upon the above
properties.
LEARNING OBJECTIVES
Students will:
Compare and contrast mineral and rock samples
Carry out the magnetism test & draw a conclusion
Observe the vinegar test & draw a conclusion
ASSESSMENTS
Observations:
Key Questions:
I will observe the students as they
Does this rock contain calcium
analyze the rock and mineral
carbonate?
samples
Is this rock magnetic?
Written/ Performance Assessments:
Students will record their observations in their rock and mineral classification table.
Formative assessment.
RESOURCES CONSULTED
Edmonton Public Science Resource
MATERIALS AND EQUIPMENT
Rock/ Mineral samples, vinegar, chalk
PROCEDURE
Introduction (10 min)
Attention Grabber: Helen, have you found my rock yet??
Assessment of Prior Knowledge: Lets think a bit more about yesterdays tests. What did
we eliminate? Why?
Expectations for Learning and Behaviour: Today we will be conducting experiments in
groups. You will have time limits so you need to make sure you are sharing.
Transition to Body: Lets figure out which rock I need to replace!

Body (50 min)

Key Questions: Does this rock contain calcium carbonate? Is this rock magnetic?
Learning Activity #1 (Allow 10 minutes): Demonstration
Prediction: What do you think will happen?
Teacher demonstrates the fizz when chalk is added to a cup of vinegar. Why do you think
the chalk fizzes?
The oxygen in the vinegar combines with the carbon and creates carbon dioxide. Calcium
carbonate is often present in seashells and skeletons of marine animals.
Teacher demonstrates magnetism with a nail. Why do you think the nail sticks? Show a
few more classroom objects.
This is an additional test used by geologists to help identify some minerals. This is the
property of magnetism.
Movement Break
Key Questions: Does this rock contain calcium carbonate? Is this rock magnetic?
Learning Activity #2 (Allow 20 minutes): Experiment in groups
4 groups complete the activities:
>> Magnetism: Conduct magnetism test with the mineral samples. Record results on the
classification table. Do the challenge afterwards.
>> Acid: sit on carpet and view vinegar demonstration. Record results on the classification
table.
>> Colour & Lustre: Finish up testing for the rocks and do the challenge afterwards.
>> Hardness: Finish up testing and do the challenge.
Challenges are completed in your research journal.
Assessment/ Differentiation: Words will be written out on the Smartboard
Closure (5 min)
- Which rocks can be eliminated? (Monday as well)
- Dropped my rock in vinegar and nothing happened (eliminate Calcite, Limestone)
- My rock stuck to the fridge one time! Only Magnetite left!!!
- Review the process of elimination that we used to identify the mystery rock.

Grade/Subject:
Grade 3 Science
Date: Dec 5, 2016

Topic:
Rocks & Minerals

LESSON NINE
Lesson Duration:
30 Minutes
PROGRAM OF STUDIES OUTCOMES
General Learning Outcome:
3-5 Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill
in classifying these materials.
Specific Learning Outcomes:
Compare samples of various kinds of rock, and identify similarities and differences.
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 colour, lustre, texture, presence of
carbonates.
Describe and classify a group of rocks and minerals, based upon the above
properties.
LEARNING OBJECTIVES
Students will:
Compare and contrast mineral and rock samples
Draw conclusions based on properties in the samples tested
ASSESSMENTS
Observations:
Key Questions:
I will observe the students as they
Which rock adheres to all of the
analyze the rock and mineral
properties described by Ms. Binks?
samples
Written/ Performance Assessments:
Students will record their observations in their rock and mineral classification table.
Formative assessment.
RESOURCES CONSULTED
Edmonton Public Science Resource
MATERIALS AND EQUIPMENT
Smartboard
Rock Classification Sheet
PROCEDURE
Introduction (5 min)
Attention Grabber: Helen, have you found my rock yet??
Expectations for Learning and Behaviour: 20 marbles for not playing with papers.
Assessment of Prior Knowledge: Lets think a bit more about last weeks tests. What did
we eliminate? Why?
Colour: Quartz, Calcite, Marble
Lustre: Pyrite

Texture: Fluorite, Obsidian

Streak: Olivine
Body (20 min)
Key Questions: Does this rock contain calcium carbonate? Is this rock magnetic? How hard
is this rock?
Learning Activity #1 (Allow 20 minutes): Debrief of Hardness, Calcium Carbonate,
Magnetism tests.
Hardness: Go over some of the findings.
Miss Binks: I could not scratch with my nail or a coin.
Eliminate: Talc, Shale
Presence of Calcium Carbonate:
Miss Binks: I dropped it in vinegar and nothing happened.
Eliminate: Limestone
Magnetism:
Miss Binks: It got stuck to my purse clasp.
Eliminate: Granite, Sandstone, Pumice
Missing rock: Magnetite
Closure (5 min)
- How did we identify this rock?
- Did we know right at the start? How did we narrow it down?

Grade/Subject:
Grade 3 Science
Date: Dec 5, 2016

Topic:
Rocks & Minerals

LESSON TEN
Lesson Duration:
60 Minutes
PROGRAM OF STUDIES OUTCOMES
General Learning Outcome:
3-5 Demonstrate knowledge of materials that comprise Earths crust, and demonstrate skill
in classifying these materials.
Specific Learning Outcomes:
Comparesamplesofvariouskindsofrock,andidentifysimilaritiesanddifferences.

Givenadescriptionofthepropertiesofaparticularrockormineral,identifya

samplerockormineralthatmatchesthoseproperties.Propertiesthatstudents
shouldbeabletodescribeandinterpretinclude:colour,lustre,texture,crystal
shapeforminerals,oroverallpatternofrocks.
Describeandclassifyagroupofrocksandminerals,basedupontheabove
properties
Recognizethatrocksarecomposedofavarietyofmaterials;andgivenacourse
grainedrockandmagnifier;describesomeofthecomponentmaterials.
LEARNING OBJECTIVES
Students will:
View rock samples and describe their properties
Distinguish between different types of rocks (sedimentary, igneous, metamorphic,
crystals) based on properties.
ASSESSMENTS
Observations:
Key Questions:
I will observe the students as they
Which properties can we observe?
analyze the rock and mineral
Which properties does this rock
samples
have?
Written/ Performance Assessments:
Students will record their observations for each sample. Formative assessment handed
in.
RESOURCES CONSULTED
Edmonton Public Science Resource
MATERIALS AND EQUIPMENT
Smartboard
Sample Observation Sheet
PROCEDURE
Introduction (5 min)
Attention Grabber: Who thinks they can classify rocks based on the properties we have
talked about?
Expectations for Learning and Behaviour: We will be working on our own at different
stations. You will need to share the samples so that everyone can get through their work.
Assessment of Prior Knowledge: What are some properties that we can SEE?

Body (40 min)

Key Questions: What type of rock is this? What are its properties?
Learning Activity #1 (Allow 15 minutes): Discussion/ Videos
Crystals:
https://www.youtube.com/watch?v=rkNM6666hG4
How could we identify a crystal? (Show the example.)
3 Types of Rocks:
https://www.khanacademy.org/partner-content/mit-k12/mit-k12-ea/v/rock-cycle
What could we look for to identify each rock?
Write out on SmartBoard or whiteboard and leave up for LA #2.
Key Questions: What type of rock is this? What are its properties?
Learning Activity #2 (Allow 25 minutes): Work at Stations Independently
Set up 5 stations with 5 samples so that each station has the same rocks. Divide students
into 5 groups and explain that each student will need to describe each rock order is not
important.
Lustre Chart will be displayed on the board for words. For colour, you can write the colour
or you could even just draw the colour with a pencil crayon. For texture, give a refresher
that we are looking for coarse or fine (leave on board).
This will be HANDED IN at the end of class so you need to make sure it is complete.
Rock samples:
Conglomerate (Sedimentary)
Graphite (Metamorphic)
Galena (Crystal)
Obsidian (Igneous)
Tourmaline (Igneous)
Closure (5 min)
- Debrief lesson and findings for the type.
- COLLECT the worksheets form all students.