Unit Planning Organizer Tanya Stahl Subject: Science Grade: 3 & 4 Unit/Topic: Rocks and Minerals Duration: 16 classes / 3 hours per week (March, April) 1. General Learning Outcome(s) for the Unit  Students will: 3–5 Demonstrate knowledge of materials that comprise Earth’s crust, and demonstrate skill in classifying these materials. 2. Specific Learning Outcomes for Unit Students will: 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: • colour • lustre or “shininess”; e.g., shiny, dull, glassy, metallic, earthy • texture; e.g., rough, smooth, uneven • hardness, based on scratch tests with available materials • presence of carbonates. Note that the presence of carbonates can be tested with vinegar or another mild acid • 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 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. 3. Lesson Topics Rocks, Minerals, Rock Cycle, Components of the Soil, Properties of Rocks 4. Assessment Students will be formatively and summatively assessed. Their work will be collected and assessed according to a rubric. There will be a summative assessment at the end of the unit. 5. Essential Resources: YouTube Videos- to help explain terms and concepts as well as to provide visuals for students.  For example: Dr. Bionics Show:https://www.youtube.com/watch?v=CeuYx-AbZdo Laptops- for research and digital activities. Rodeo Chaps (1996). Rocks and Minerals Student Book.. Softkey International Inc. 6. Possible Learning Activities Rocks and Minerals Scavenger Hunt Streak Test Categorizing Rocks according to texture, color, weight, luster Vinegar Test 7. Learning Strategies: Direct Instruction Experiments- students will get to observe and record experiments in the classroom

8. Addressing Learner Diversity: Students who have trouble writing can have sentence stems. Extra help as needed. Providing visuals- new terms, finished projects Modelling the steps to an activity so the kids know what to do Writing directions on the board or on paper Group work- pairing weaker students with stronger students. Allowing children who speak the same language to work together. Allowing students to write in their native tongue and redrafting it in English. Computer software will be useful for translating. Student centered activities