NOVEMBER 17, 2019

Rock Inquiry Unit

Using picture books to support learning

Unit Outline
Learning Outcomes
Students will be able to observe, sort, ask questions about
rocks, and other materials. Identify the differences
between living and non-living, be able to communicate
their ideas, thoughts, observations and discoveries in oral
and written format. Explore force and motion, weights,
measurement and quantity. Create various artworks,
stories and reports (individually and as a class) that reflect
their learning through inquiry-based activities. Be able to
communicate their theories, and outcomes to demonstrate
a understanding of their learning experiences.

Math: Big Ideas- Repeating elements in

Cross-curricular
Science: Big Ideas- The motion of objects
depend on their properties. Humans interact
with matter everyday through familiar
materials. Questioning and predicting,
Demonstrate curiosity and a sense of wonder
about the world. Observe objects and events
in familiar contexts, Ask simple questions
about familiar objects and events.
Language Arts: Big Ideas- Language and
story can be a source of creativity and
joy. Stories and other texts can be shared
through pictures and words. Through listening
and speaking, we connect with others
and share our world. Curiosity and wonder
lead us to new discoveries about ourselves and
the world around us.
patterns can be identified. Objects have
attributes that can be described, measured,
and compared. Familiar events can be
described as likely or unlikely and compared.
Art: Big Ideas- People create art to express
who they are as individuals and community.
Engagement in the arts creates opportunities
for inquiry through purposeful play, visual arts
express meaning in unique ways. People
connect to others and share ideas through the
arts.
Applied Design, Skills and Technologies: Big
Ideas- Designs grow out of natural curiosity,
skills can be developed through play,
technologies are tools that extend human
capabilities

1
ROCK INQUIRY UNIT OUTLINE NOVEMBER 17, 2019

The young narrator believes This books depicts many types of rocks and
that every child needs a minerals, their processes, and the uses of rocks in
friend rock and that there are past/present times. The many characteristics of
ten rules to follow that will rocks are beautifully illustrated and described
help someone find the poetically.
perfect rock. The reader is
lead through the senses of
smell, taste, feel, and site to pick out that one
special rock.
This free-from poetry book
provides great illustrations
of different rocks, the places
they are found and gives fun
new ways that rocks can be
classified by their uses and
appearances.

LESSON IDEAS AND ACTIVITIES

Everybody Needs a Rock, written by Byrd Baylor, illustrated by Peter Parnall
• Read outside (if possible). Snuggle up, or gather in close. Listen to the cadence of the language.
• Pictures are optional. Encourage students to close their eyes and make pictures in their brains
• Review the rules for looking for a rock (only one, you find it yourself, right size, choose carefully)
• Go and find a perfect-for-you rock (colour, shape, texture, feel, weight, size, smell)
• Break the usual rule of leaving everything in its habitat, and allow the kids to bring one rock home
• Play with rocks, construct with rocks
• Stacking rocks is good meditation
If You Find a Rock, written by Peggy Christian, photographed by Barbara Hirsch Lember
• Read, Discuss, think, pair, share.
• Present personal rock collection (ordinary rocks, polished and raw, crystals, fools gold, pumice, volcanic rock, rocks
from Australia, New Zealand, Japan etc)
• Explore--touch, feel, use hand lenses, sort, and play with the rocks. Sort rocks (eg. size, colour, shape, texture)
• Invite children to bring their own special rock to school to examine, children can also examine each others
• Complete a “Rock Report”, in journal - size, texture, colour, shape, where could it be or where is it from? Draw a
picture
• Go on a nature walk or field trip to the beach, discover rocks in your local area.
A Rock Is Lively, written by Dianna Hutts Aston, illustrated by Sylvia Long
• Look closely at the detailed illustrations on the first two pages of the book.
• Does anyone recognize any of the rocks shown?
• Can anyone name any of the rocks? Turn to the last two pages of the book which shows the same rocks labeled with
their names. Each student should select two of the rocks and create an individual flash card for each. Using crayons or
coloured pencils, they should copy the illustrations as closely as possible, then write the name of the rock on the back on
the card. They should write their own name there as an artist’s signature.
• Collect the cards and go through them with the children, having them identify the rocks you hold up. Keep the cards
handy. Children can partner with each other to play rock identification when they have time.