LESSON PLAN TEMPLATE A

Lesson Plan

ED 3501 2012

Grade/Subject: Grade 3 Science Unit: Rocks and Minerals Lesson Duration: 55 min
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:

(Health Learning Outcome) Students will develop effective interpersonal skills that demonstrate
responsibility, respect and caring in order to establish and maintain healthy interactions.
(Science Learning Outcome) 35 Demonstrate knowledge of materials that comprise Earths crust, and
demonstrate skill in classifying these materials.
Specific Learning Outcomes:
(Health Learning Outcome) Develop skills to work cooperatively in a group
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.
Describe and classify a group of rocks and minerals, based upon the above properties.
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.

LEARNING OBJECTIVES
Students will:
1. Analyze the properties of rocks and minerals and place them on a chart.
2. Work on their vocabulary during the apples to apples game.
3. Test rocks for their hardness.

ASSESSMENTS
Observations:
Rock Properties Center: At this center I am
looking for students who are working through
the sheet individually, while having on topic
conversation with other students about the
rocks.

Key Questions:
Rock Properties/Mineral Properties: What is the Mohs
Test? What is the Streak Test?

Mineral Property Center: At this center I am

looking for students to also be working
independently, while talking about things on
task. As well as performing the streak test and
mohs test on their rocks.

Apples to Apples: Which words go together the best?

Mind map: What are the types of rocks? How does each
rock form? What is extrusive and intrusive Igneous rock?

Soil Center: What is organic? What is inorganic? What is

in soil? Which are organic, and which are inorganic?

Mind Map Center: I will be conversing with

students at this center about the rock cycle and
we will watch how different rocks are formed.
Apples to Apples: I will observe what words
students associate with each other.
Soil Center: I am observing students ability to
work together in a group and their
understanding of organic/inorganic soil
components.

LESSON PLAN TEMPLATE A

ED 3501 2012

Written/Performance Assessments:
There will four written assessments, one mineral properties sheet, one rock properties sheet, and one soil
components sheet.

LEARNING RESOURCES CONSULTED

Resource #1: Soil sheet, Rock Sheet, Mineral Sheet, Apple to Apples cards, and Mind map sheet.
Resource #2: Smart Board
Resource #3:

MATERIALS AND EQUIPMENT

* Rocks, soils and minerals to observe.
*
*

PROCEDURE
Introduction (__min.):
Hook/Attention Grabber: My hook will be telling the students we are using work stations today.
Assessment of Prior Knowledge: I will; ask the students for a brief review of what we have covered.
Expectations for Learning and Behaviour: I will tell students how I expect them to behave at each work station.
(Doing work, focusing. Dicussing the rocks etc.)
Advance Organizer/Agenda: I will explain the purpose of each center, and provide written instructions at each center
for the students.
I will explain the rules of Apples to Apples and tell them what material they need.

Body (__min.):
Learning Activity #1: Rock Properties Center: Students will study the properties of rocks and use the
vocabulary we have been learning. They will be given a piece of paper at each station that will explain what to
do.
Assessments/Differentiation: Assessment will be written as they work through the rocks. I will also observe this center to make sure
students are discussing the texture and luster of their rocks. I am looking for students to be able to identify these characteristics in
rocks, and also work effectively with others.

Learning Activity #2: Mineral Properties Center ten minutes

Assessments/Differentiation: I will assess their written work, as well as observe the students ability to work together.

Learning Activity #3: Soil Center Students will look at soil samples and identify their components, as well as
group them as inorganic and organic materials. ten minutes
Assessments/Differentiation: Assessment here will be written. I am looking for students to analyze soil, and understand the
difference between organic and inorganic.

Learning Activity #4: Mind Map Center Students will create a rock mind map ten minutes
Assessments/Differentiation: I going to assess student conversationally here. I will be asking students to correctly identify the
processes that create the rock types, and understand their differences and similarities.
(How are sedimentary, igneous and metamorphic rocks formed?)

Learning Activity #5: Apples to Apples Science Vocab. Center ten minutes.
Assessments/Differentiation: This center is assessing students understanding of vocabulary by testing their associations with the
vocabulary.

Closure ( __min.):
Consolidation/Assessment of Learning: At the end of the lesson I will ask the students to tell me what they learned
today.
Feedback From Students: I will ask the students how well they liked to did not like the activities. (What was too easy?
What was too confusing?)
Feedback To Students: I will tell them how well I felt they fulfilled the behavior expectations, as well as check for
understanding.
Transition To Next Lesson: