You are on page 1of 3


Rocks and Minerals

Subject/ Grade Level: Science/Grade 4
Time: 80 Minutes
NB Elementary Science Curricula:
GCO: Students will be expected to:
204-3 State a prediction and a hypothesis based on an observed pattern of events.
205-5 Make observations and collect information relevant to a given question or problem.
SCO: Students will be expected to:
300-6: Describe rocks and minerals according to physical properties such as color, texture,
lustre, hardness, and crystal shape (minerals).
NB Language Arts Curriculum:
GCO: Students will be expected to use a range of strategies to develop effective writing and
other ways of representing and to enhance their clarity, precision and effectiveness.
SCO: Students will be expected to
Use technology with increasing proficiency in writing and other forms of representing
Select, organize, and combine relevant information from two or more sources and
communicate meaning.
Lesson Objective: At the end of this lesson, students will have knowledge of different type of
rocks and the different features of rocks/minerals such as texture, lustre, hardness and crystal
Differentiation: The teacher and E.A. will be circulating the room to help students who are
struggling or need some extra help.

Rocks/Minerals from the Bay of Fundy and other areas.
Colouring pencils
Activity sheets Rock Information Sheet

Technology Component:
Students will be required to use digital media to make an informational video for the
classmates. (iPads, digital camers, etc.)
ENGAGEMENT (20 minutes)
The students will have some knowledge of rocks during their field trip to the Bay of Fundy.

However, some students may have forgotten or were absent. Because of this, the teacher will
explain the three principal type of rocks: sedimentary, igneous, and metamorphic. The teacher
will pass an information sheet to the students. The students will take a few minutes to read the
three main type of rocks. [Appendix L]
After the students have taken the time to read the information to refresh their memory, the
teacher will bring examples of rocks/minerals from the Bay of Fundy and around the local area
to show the students.
The teacher will show the first example rock (may have several of the same kind to pass
around easier). The teacher will ask the students what kind of rock they think it is based on
their information sheet: sedimentary, igneous or metamorphic. When a students have given
their answer, the teacher will ask some students why they think it might be a sedimentary rock.
Once the teacher has finished with the questions, the teacher will reveal what kind of rock it is.
The students will draw that rock using their pencils (colored pencils if desired) onto their sheet
to record the information.
At each different type of rock, the teacher will talk about the physical properties of this rock:
texture, lustre, hardness and crystal shape. On the smartboard, the teacher will record the
observations of the students. They will feel the rock to explain the texture, the lustre, the
hardness (using a nail, copper coin, fingernail - the teacher will pick a student to come try out a
different object for this) and attempt to explain the crystal shape.
This will be repeated three times for the three different types of rocks.
EXPLORATION [15 minutes]
The teacher will make sure every student had time to see every type of rock.
The teacher will divide the students into pairs to work together for the next activity.
The teacher will hand three different type of rocks (sedimentary, igneous and metamorphic) to
every team. The task for the teams is to distinguish which rock is what type.
To record their observations, students will use their Science Notepads. Each individual will
have to record their observations regardless of being in a team (the teacher will say this). The
teacher will communicate the safety expectations when using a nail to scratch the hardness of
the rock/mineral.
For the hardness aspects, the teacher will give a copper coin and a nail to each student. The
teacher will carefully explain the safety concerns using a nail to not hurt themselves.

EXPLANATION (10 minutes)

Once the students are done with the activity, they will go back to their individual desk with
their observation sheet.
The teacher will ask the students what is a igneous, sedimentary and metamorphic rock to see
if they are understanding the differences between these three types of rocks.
ELABORATION (35 minutes)
The teacher will put students into groups and each group will be given a different type of rock.
Each group is going to examine their rock and come up with what kind of rock it is based on
what they learned in class. Students are going to create a video like they are geologists
explaining the type of rock they have, to someone who knows nothing about rocks. At the end

of class, they will play the videos for their peers to see.
The teacher will use the science notepads as a formative assessment to see how students are
doing with rocks/minerals. Appropriate action will be taken place if the students need another
lesson on this topic.
The teacher will circulate and observe the students when participating in discussions and
filling out the activity sheets.

Lesson Evaluation and Revision:

How did the lesson work over all?
What things would we changes?
What things could we expand on?
What things do we need to make sure we keep?
Were the students engaged in the activities?
Were the differentiation strategies appropriate?