Unit 1: Exploration Grade 4 Social Studies

Tiffany Gardiner Laura Swain Erica Dinan Andrea Langille

Introduction Our group focused on Unit 1: Exploration from the grade 4 social studies curriculum. The main objective of this unit is to have students examine the concept of exploration and begin to see themselves as explorers. The backdrop for our center was in the middle, along with desks for the students to explore their letter and complete their puzzle piece. A number of other must, should and could activities were also available in the middle of our center but, because of time constraints, we mainly focused on the “Exploring World Issues” activity. On one side of our center, we had the letters posted randomly on the white board for students to aim for with the globe ball; the bags for each letter were placed on a desk on the other side of our center. Students could easily transition from choosing their letter, to picking up their bag, to the exploring/puzzle piece area without bumping into each other. We were notified that the students were to move to the next learning center when Chris (the timer) blew a whistle. The students quickly realized that the whistle meant that they were to move to the next learning center, and began to do so by themselves. The students were supposed to move to the next center in the numerical order at the sound of that whistle. The students were also given name tags at their starting center so that the members of the proceeding centers would know how to address them. Activities Activity #1 - Exploring Places Through Pictures (MUST) Activity #2 - Exploring World Issues (MUST) Activity #3 - Exploring The Ocean (MUST) Activity #4 - Exploring History and Imagining the Future (MUST) Activity #5 - Exploring Yourself and Exploring Others (SHOULD) Activity #6 - Exploring the Past (SHOULD) Activity #7 - Exploring Space (SHOULD) Activity #8 - Collage of Exploration (COULD) Activity #9 - Exploring Your Backyard (COULD) Activity #10 - Exploring Rocks and Minerals (COULD)

MUST Activity #1 – Exploring Places Through Pictures – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will use a picture to explore a new place. Materials: Photos from the National Geographic website and magazine, glue sticks, and “Exploring Places Through Picture” worksheets. Procedure: Allow each student to choose a photo from a variety of photos that have been prechosen from the National Geographic website or magazine, an “Exploring Places Through Pictures” worksheet, and a glue stick. The students will glue their picture at the top of their worksheet, and will then examine the picture and explore the place depicted within it. Through exploring the picture, the students will develop a paragraph about the place in their picture. Their paragraphs should include answers to the following questions: Where could this be? What would it be like there? What types of people would want to go there? How would you get there? Would you like to go there? Why or why not? Students can write their paragraph on their worksheet underneath their picture. Assessment: Students will be assessed on how well they were able to explore their given pictures through their written paragraphs and their answers to the given questions.

MUST Activity #1 – Exploring Places Through Pictures – Student Guide Step 1: Choose one of the available pictures from the National Geographic website or magazine. Step 2: Take an “Exploring Places Through Pictures” worksheet and glue the picture at the top. Step 3: Examine your chosen picture and explore the location that is shown in it.

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Step 4: On the designated area on your “Exploring Places Through Pictures” worksheet, write a paragraph about the location shown in your picture. Answer the following questions in your paragraph: Where could this be? What would it be like there? What types of people would want to go there? How would you get there? Would you like to go there? Why or why not?

Exploring Places Through Pictures – Activity Sheet Name:_____________________________

Date:__________________________

Write a paragraph describing the location in your picture: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Teacher Rubric for Exploring Places Through Pictures Activity Category Evidence of Exploration

Answers to the Given Questions

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Student Student Student demonstrates demonstrates demonstrates strong evidence of appropriate acceptable exploration in their evidence of evidence of paragraph about exploration in their exploration in their the location in paragraph about paragraph about their photo. the location in their the location in their photo. photo.

Student lacks evidence of exploration in their paragraph about the location in their photo.

Paragraph includes complete answers to all of the given questions.

Paragraph does not address any of the given questions.

Paragraph includes complete answers to most of the given questions.

Paragraph is lacking answers to some of the given questions, or the answers are incomplete.

MUST Activity #2 – Exploring World Issues – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore world issues (ideas, people, places, things, etc.) and the notion that we are all explorers. Materials Required:          

Foam letter cut outs (A-Z) Paper bags “Globe in a Box” printouts (2 printouts per letter) Images/items to put into paper bags Pencils Pencil crayons/crayons Puzzle pieces Globe ball “Must”, “Should”, and “Could” baskets Student Instructions

Procedure: Students will line up in front of the wall where letters A through Z will be randomly displayed. They will be given the globe ball, which they will use to throw at a letter of their choice. Once they hit a letter, they will find the corresponding bag and will begin to explore the contents within. Once a student has hit a letter, that letter will be taken off the wall to ensure that each student explores a different global issue. After exploring their bags students will be asked to take a puzzle piece and draw and/or write about what they learned about the topic they explored. Students will take the puzzle piece with them, and if they wish, they can piece the puzzle together on their spare time. One side of the puzzle will depict a map of the world, while the other side will be a display of what they learned about issues around the world. Assessment: Students will be assessed through the completion of their puzzle piece, which demonstrates their understanding of the exploration of their global issue.

Teacher Rubric for Exploring World Issues Activity Category

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Exploration of global issue

Student demonstrates an in-depth exploration of global issue from the information included on their puzzle piece.

Student demonstrates appropriate exploration of global issue from the information included on their puzzle piece.

Student demonstrates adequate exploration of topic from information included on their puzzle piece.

Student lacks evidence of exploration of global issue from the information included on their puzzle piece.

Quality of Puzzle Piece

Puzzle piece is complete and shows an indepth understanding of global issue.

Puzzle piece is mostly complete and shows an understanding of global issue.

Puzzle piece is somewhat complete, but lack of information shows an unclear understanding in some areas global issue.

Puzzle piece is incomplete and demonstrates that the student has no understanding of global issue.

MUST Activity #2 - Exploring World Issues – Student Guide Step 1: Line up in single file in front of the letters stuck to the wall. Step 2: Take the globe ball and throw it at a letter of your choice. Step 3: Find the paper bag that has your letter on it. Step 4: Find a spot to explore what’s in your bag. Don’t forget to read the card outlined in green! Step 5: After exploring what’s in your bag, grab a puzzle piece and draw and/or write (on the blank side) about something interesting you’ve learned about your topic! Step 6: Put your puzzle pieces together (in your spare time) if you wish! One side will make a map of the world, while the other side will show all the new and interesting things you have all discovered about the world around you!

MUST Activity #3 – Exploring The Ocean – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore the habitat and environment of underwater life using the underwater viewer. Materials Required:        

Instruction sheet for students Information about underwater life Underwater viewer (pre-made by teacher): plastic tube, plastic wrap, a rubber band, scissors, duct tape Bucket Water Model of life underwater Paper Markers/pencil crayons/crayons/pencils

Procedure: The Underwater viewer for this center must be prepared beforehand. The instructions are as follows: 1) cut a square of plastic wrap and stretch it across the end of your tube, wrapping it firmly at the sides. 2) Make sure you have a water tight seal by wrapping an elastic band tightly around plastic wrap. 3) Tape the edges of the plastic wrap with duct tape to keep the plastic wrap securely in place, and keep out the water. The Students will use the underwater viewer to explore a model of life underwater. Students will use the information provided at the center, and do some research on different features of underwater life. Then,they will choose an aspect about underwater life that interests them (this could be something that they observed with the underwater viewer) and draw, or write about an example of what they think underwater life looks like. They may choose to focus on one specific aspect of underwater life that was the most interesting to them. Students will be given 20 minutes to complete the given task. After their final product is evaluated, they may take it home to share what they learned with family. Assessment: Students will be assessed on their final product, which will demonstrate their understanding of underwater life. The final product for this activity should include an illustration accompanied by a description of the picture, or some interesting facts that the student learned in the center.

MUST Activity #3 - Exploring The Ocean – Student Guide Step 1: Use the underwater viewer to explore the model of underwater life. Find one part of it that you like more than anything else. Step 2: Use the information and books to help you find information about your favourite part of underwater life. Step 3: Draw a picture that shows what you learned about life under the water. Step 4: Add some information about the thing you chose to draw, or add a description about your picture, on the back of your page.

Teacher Rubric for Exploring The Ocean Activity Category

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Exploration of underwater life

Student demonstrates an in-depth exploration of underwater life through their drawing or writeup.

Student demonstrates an appropriate exploration of underwater life through their drawing or writeup.

Student demonstrates an adequate exploration of underwater life through their drawing or writeup.

Student lacks evidence of exploration of underwater life through their drawing or writeup.

Quality of drawing/ write-up

Drawing/write-up is complete and shows an indepth understanding of underwater life.

Drawing/write-up is mostly complete and shows an understanding of underwater life.

Drawing/write-up is somewhat complete, but lack of information shows an unclear understanding of underwater life.

Drawing/write-up is incomplete and demonstrates that the student has no understanding of underwater life.

Choice of research topic

Student has chosen a specific aspect of life underwater

Student has chosen a somewhat specific aspect of life underwater. (choice could be narrowed further)

Student has chosen a broad and non-specific aspect of life underwater.

Student has not chosen a specific aspect of life underwater.

MUST Activity #4 – Exploring History and Imagining the Future – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Have students examine the history or our world (through transportation, food, education etc.), and apply that information to think about how those aspects of our world might change in the future. The ultimate goal is for students to explore changes from the past to the present and ultimately, the future. Materials Required: · Pictures (Historical and present day) · Information (accompanying photographs) · Books · Labeled Bins · Discussion questions · White paper · Pencils, markers, colored pencils, crayons Procedure: In the center, display poster boards with pictures of how things have developed throughout history (transportation, schools, food, entertainment etc.). Have students examine and talk about the things that they see, and how those things compare to what they see in the world today. Have bins labeled for a specific innovation (i.e. transportation); have those bins full of books, pictures and information about that feature. Then, tell the students to imagine that they are going into a time machine, to the future. Ask them to describe what things they might take with them, how far in the future they would go, what kinds of things they think that they would see, and how things have changed. Have them write a short story about their adventure exploring the future. Ask them to draw a picture about their favorite futuristic item, and describe it (ex. how it looks, how it functions, do all people have one etc.). Assessment: Students will be assessed on their story about travelling to the future; they will be required to demonstrate an understanding of history, and how things change throughout time. This will be evident in their creation of a futuristic object and their explanation of the purpose and function of the object.

MUST Activity #4 - Exploring History and Imagining the Future– Student Guide Step 1: Look at the pictures and information on the poster boards. Step 2: Talk with your group about the different things you see on the board. Talk about some things that look really old in the pictures, but that we still have today (for example, a car). Think about how these things have changed over time. Step 3: Imagine that you are going through a time machine to the future for a week. Collect the “travel into the future” sheet, and write about some of the things that you might take with you. For example, you might feel like you’ll need food or clothing. Step 4: Think about one item that you might find on your journey to the Future. Draw it, and describe what it does on the “Futuristic Item” sheet. Step 5: Talk about your work with the people in your group. It will be interesting to see how each person’s exploration of the future lead to new discoveries!

Name: ________________________

TRAVEL INTO THE FUTURE! Imagine that you have gone on a journey to the future….

List five things that you would take with you on your journey: 1. 2. 3. 4. 5.

Describe what things look like in the future, (think about how buildings, cars, schools, restaurants, or homes might look):

How do people in the future communicate?

How do people travel from place to place?

Do people still go to school?

Name: ______________________________

FUTURISTIC ITEM Choose your favorite item from the future. Draw what it looks like here: What is it called? _______________________________________ What does it do? _______________________________________ Does everybody own one? _________________________________

SHOULD Activity #5 – Exploring Yourself and Exploring Others – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore themselves (their personalities, what they like and dislike, favorite memories, etc.) and those around them. Materials Required: instruction sheet for students, “Exploring Yourself and Exploring Others” activity sheet for each student to complete, an assortment of items (i.e. pictures, books, figurines, etc.) for inspiration for students, pencils Procedure: Arrange an assortment of items out on a table and provide each student with a hand out. The students should use the items on the table as inspiration to help them develop a list about themselves that they will fill in on their “Exploring Yourself and Exploring Others” activity sheet. Once the students have had approximately 5 minutes to develop their lists, they will then share and explain their lists to their small groups. As each student shares their list, each member of the small group at the learning center will take notes on their “Exploring Yourself and Exploring Others” activity sheet about each group member’s list, highlighting new information that they did not know about them. Once the activity is complete, students will take the “Exploring Yourself and Exploring Others” activity sheet with them as a reminder of the discoveries they have made about themselves and their peers. Assessment: Students will be assessed on how well they demonstrate a deep self-exploration with a complete list of things about themselves. Students will be further assessed on how well they explored their peers by listening and taking notes about their group members’ lists.

SHOULD Activity #5 - Exploring Yourself and Exploring Others – Student Guide Step 1: Look at the items on the table. Step 2: Take a “Exploring Yourself and Exploring Others” activity sheet and fill in the first part by developing a list of statements describing you that your peers may not know about you. This list can include anything such as your likes or dislikes, your personality, a favorite memory, etc. You can use the items on the table as inspiration to help give you ideas about what you could put on your list. This should only take about 5-7 minutes. Step 3: Once every member of the group has completed their lists, each member should take turns sharing and explaining their lists of statements about themselves. Step 4: As each member of the group shares their lists, take notes on the second part of your “Exploring Yourself and Exploring Others” activity sheet about the new things you are learning about them. Step 5: Keep your “Exploring Yourself and Exploring Others” activity sheet as a reminder of the discoveries you have made about yourself and your group members.

Exploring Yourself and Exploring Others Activity Sheet Name:____________________________

Date:____________________________

All About Me Make a list of statements that describe you.

All About My Friends What have you learned about your group members? Make a list.

Teacher Rubric for the “Exploring Yourself and Exploring Others” Activity Categories 3 2 1 The student provided a The student created a The student did complete list of statements sufficient list of statements not develop a Student’s List about themselves. The list about themselves. The list complete list of of Statements demonstrates a thorough could have included more statements about About self-exploration. reflective elements. themselves. Themselves The student gave a clear The student shared their list The student did and thoughtful explanation of statements about not share their list Student’s of each statement they themselves with their group of statements Presentation of listed about themselves. members, but did not about themselves List to Group provide an explanation for with their group Members each one. members. The student explored The student took a sufficient The student did characteristics about their amount of notes about some not take adequate Student’s group members and took of their group notes on their Notes on Their thorough notes about the members. The notes could group members’ Group new information they have been more thorough lists. Members’ learned about them from and displayed more Lists their lists. evidence of exploration.

SHOULD Activity #6 – Exploring the Past – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore the similarities and differences between the past and present, in areas such as technology, music, clothing, events (birthdays, weddings), different foods, families (the amount of people in the picture, different types of familes -- two mothers, two fathers, single mother or father, etc), pictures from school, among other things,, by digging up a time capsule and exploring the contents within. Materials Required:       

Time capsule Soil Bin Shovels Things to put into time capsule (newspaper clippings, pictures, music, etc.) Instruction sheet for students Activity sheet (The Past vs. The Present)

Procedure: Students will dig up the time capsule and explore its contents. As they explore the contents within the time capsule, they will be expected to compare and contrast the past and present. A worksheet entitled “The Past vs. The Present” will be given to each student; they will write and/or draw the similarities and differences they observe on this worksheet. Students will be permitted to work collaboratively, but each student is expected to pass in his/her own worksheet. Assessment: Students will be assessed on how well they demonstrate a deep exploration of the past through completing the worksheet entitled “The Past vs. The Present”. Students will be expected to compare and contrast the past and present by noting the similarities and differences of the items in the capsule (from the past) to what the items are like in present-day.

SHOULD #6 Activity - Exploring the Past – Student Guide Step 1: Dig up the time capsule. Step 2: Explore the contents of the time capsule. Step 3: Compare and contrast the past and the present by noting similarities and differences on “The Past vs. The Present” worksheet. Step 4: Share your notes with those around you!

The Past vs. The Present How are the things in the time capsule the same today? How are they different? Similarities ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________ Differences ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________

SHOULD Activity #7 – Exploring Space – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore what it is like to be an astronaut, an explorer of space. Materials Required:         

Instruction sheet for students Pictures of planets, space, constellations, astronauts, space shuttles, telescopes, etc. Information and books about space and space exploration Bristol board (1/4 of a piece per poster) White paper Colored paper Markers Crayons Colored pencils

Procedure: Provide students with pictures of planets, space, constellations, astronauts, space shuttles, telescopes, etc. Students will then create a poster describing a hypothetical adventure to space. They will be provided with information and books about certain planets and types of space exploration; they should use this information when creating their poster. The poster should consist of illustrations and information about the planet they have chosen to explore, the kinds of tools and survival gear they might need to explore this planet, and what they might find there (water, life, etc). Students may choose to include their information in the form of captions, or in a small write up. Students will be given 20 minutes to work on their poster, they can choose to share their poster with the class, or simply post it in the classroom to share with others. Assessment: Students will be assessed through the completion of their poster (this includes illustrations and written information), which will demonstrate their knowledge of the exploration of space.

SHOULD Activity #7 - Exploring Space – Student Guide Step 1: Take a look at the pictures and think of how they relate to the topic “Exploring Space.” Step 2: Think of a planet you would like to explore. Step 3: Use any of the information or books at the center to help you understand how you would go on a space journey! Step 4: Create your poster! Make sure to provide a caption for each of your pictures, or provide a small paragraph on the back that explains all of the things you did while exploring space! Step 5: Share your poster with your group.

Teacher Rubric for Exploring Space Poster Activity Category

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Exploration of planet

Student demonstrates an in-depth exploration of the planet they have chosen through the information included on their poster.

Student demonstrates an appropriate exploration of the planet they have chosen through the information included on their poster.

Student demonstrates an adequate exploration of the planet they have chosen through the information included on their poster.

Student lacks evidence of exploration of the planet they have chosen through the information included on their poster.

Quality of Poster

Poster is complete and shows an indepth understanding of space exploration.

Poster is mostly complete and shows an understanding of space exploration.

Poster is somewhat complete, but lack of information shows an unclear understanding of space exploration.

Poster is incomplete and demonstrates that the student has no understanding of space exploration.

COULD Activity #8 – Collage of Exploration – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will create a collage demonstrating different types of exploration and different types of explorers. Materials Required: Numerous copies of National Geographic magazines, construction paper for every student, scissors, and glue sticks. Procedure: Set out numerous copies of National Geographic magazines, construction paper, scissors, and glue sticks. The students will go through the National Geographic magazines to find examples of exploration (i.e. people who explore, places to explore, things that can be explored, etc.). The students will cut out any examples they find and glue them on a piece of construction paper to create a collage of exploration. When their collage is complete, students can flip it over on the back and write a paragraph explaining what they have learned about exploration from participating in this activity. Assessment: Students will be assessed on how well the quality of their collage and how well it demonstrates the concept of “exploration”. Students will also be assessed on how well their paragraph expresses what they have learned about “exploration” from this activity.

COULD Activity #8 – Collage of Exploration – Student Guide Step 1: Look through the National Geographic magazines that are set out and find pictures that you think demonstrate the concept of exploration. Some examples could include people who explore, places to explore, or things that can be explored. Step 2: Cut out any examples that you find and glue them onto a piece of construction paper making a collage where no paper shows through the pictures. Step 3: When your collage is complete, flip it over and write a paragraph on the back explaining what you have learned about exploration from participating in this activity.

Teacher Rubric for Collage of Exploration Activity Category

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Quality and Construction

Collage shows Collage shows Collage could considerable sufficient show more amount of attention to attention to attention to construction. All construction. Items making it. Items items are are sufficiently are neatly securely attached to the trimmed. All attached to the backing. A few items are backing. materials hanging attached to Nothing hanging over the edges. backing. over edges. Nothing hanging over edges.

Collage shows inadequate attention to construction. Most or all items are poorly attached to the backing. Majority of materials hanging over the edges.

Attention to Theme

Student chose pictures that clearly demonstrated the theme of “Exploration”.

Most of the pictures the student chose demonstrated the theme of “Exploration”.

Student had only some pictures that demonstrated the theme of “Exploration”. It was unclear how some of the pictures fit the theme.

It is unclear how the pictures chosen by the student demonstrate the theme of “Exploration”.

Number of Items

Collage includes more than 12 different items. Items represent different aspects of the theme of “Exploration”.

Collage has 8 to 11 different items. Items do not fully represent the different aspects of the theme of “Exploration”.

Collage includes fewer than 5 to 7 items. Items do not represent the different aspects of the theme “Exploration”.

Collage has fewer than 5 items. Items do not represent the different aspects of the theme “Exploration”.

Paragraph

Student has Student has provided a provided a complete complete paragraph that paragraph that demonstrates a demonstrates clear some knowledge understanding of of “Exploration” “Exploration” and how the and how the activity relates activity relates to the theme. to the theme.

Student has provided a satisfactory paragraph that lacks evidence of an understanding of “Exploration”.

Student has provided and incomplete paragraph that shows no sign of understanding of what “Exploration” is or how it relates to the activity.

COULD Activity #9 – Exploring What’s Found Underground– Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore what is found underground in this learning centre. They will explore such things as soil, bugs, animals, bacteria, rocks and even pollution! Materials Required:               

Soil Fake bugs, animals, and bacteria. Plant roots Rocks Green goo (chemical spills or pesticides in soil) Garbage Large display case Shovel Magnifying glass Containers Sifter Pencils Worksheet “What’s Found Underground” Pencil crayons/markers/crayons Paper plates

Procedure: Students will dig through the soil to explore what can be found underground. They will uncover the vast array of things that they could explore in their own backyard. This underground world will be discovered as they put a shovel full of soil into their containers and examine its contents using the magnifying glass and sifter provided. Students will demonstrate their knowledge on the worksheet “What’s Found Underground” by drawing and labelling what they discovered while exploring their soil sample. Students will be encouraged to work together as they explore, helping one another figure out what’s in their soil samples. Assessment: Students will be assessed through the completion of the “What’s Found Underground” worksheet, which will demonstrate their knowledge about what can be found underground.

COULD Activity #9 - Exploring What’s Found Underground – Student Guide Step 1: Take a shovel, sifter, paper plate, worksheet, coloring utensils, and a container. Step 2: Use your shovel to scoop out some soil and put in into your container. Step 3: Find a place to sit with your supplies and explore what’s in your soil sample. Use the magnifying glass to get a closer look at things, and use your sifter to find the larger items that may be hidden inside! Step 4: When you are finished exploring, draw and label what you discovered on the worksheet “What’s Found Underground”.

What’s Found Underground? Draw and label the things you found underground!

Teaching Rubric for Exploring What’s Found Underground Activity Category

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Exploration of Soil Sample

Student demonstrates an in-depth exploration of soil contents from the information included on their worksheet.

Student demonstrates appropriate exploration of soil contents from the information included on their worksheet.

Student demonstrates adequate exploration of soil contents from information included on their worksheet.

Student lacks evidence of exploration of soil contents from the information included on their worksheet.

Quality of Drawing/ Labelling of “What’s Found in Soil” Worksheet

Worksheet is complete (includes drawings and labels) and shows an indepth understanding of what’s found in underground.

Worksheet is mostly complete (includes some drawings/label)and shows an understanding of what’s found underground.

Worksheet is Worksheet is somewhat incomplete (no complete, but drawings and/or lack of drawings labels) and and/ or labels demonstrates shows an that the student unclear has no understanding in understanding of some areas of what’s found assignment. underground.

COULD Activity #10 – Exploring Rocks and Minerals – Teacher’s Guide Objective: 4.1.1- Students will be expected to examine the concept of exploration. Goal: Students will explore a variety of rocks and minerals, and discover information about them through investigation and guided research. Materials Required: · Collection of rocks and minerals · Magnifying glasses · Collection of books, pictures, and information about different rocks · White paper · Pencils, markers, crayons · Guided research sheet · Colored and labeled bins Procedure: In the center, have a collection of rocks and minerals, and tools for exploring them. Each student will choose one rock or mineral to investigate. Provide students with the guided research sheet, and allow them some time to record the key characteristics that they examine about their rock. Have a folder with sheets explaining different types of rocks, and have students use the information that they recorded to see if they can identify which type of rock or mineral they are exploring. Once they identify the rock/mineral, have them draw it (in the space provided on their sheet), and research from a book to learn about it. On their sheet they will write down facts about the rock or mineral, and some information that was interesting to them. Assessment: Students will be assessed on whether or not they took all necessary steps for exploring their rock or mineral. Moreover, they will be evaluated on their list of initial observations of the physical rock, the connections that they make in order to come to a conclusion about the identity of the rock, and on their completed drawing accompanied by interesting facts.

COULD Activity #10 - Exploring Rocks and Minerals – Student Guide Step 1: Look in the container full of rocks and minerals. Pick the one that looks the most interesting to you. Step 2: Get a magnifying glass from the blue bin and a “guided research sheet” from the green bin Step 3: Use your magnifying glass to explore your rock or mineral. Write down all of your observations on your sheet. Step 4: After you’ve written down all of your observations, go to the red folder and look for a sheet with a picture of your rock or mineral and information about it. See if the observations that you made about your rock or mineral match the description on the sheet. Step 5: Write down some of the facts about your rock or mineral that are on the sheet. Step 6: Draw a picture of your rock or mineral on your research sheet Step 7: Go to the white bin and find the book about your rock or mineral. Explore the pictures and information - write down some facts that you find interesting!

Name: _________________________ GUIDED RESEARCH SHEET ROCKS AND MINERALS Examine your rock sample, and write your observations:

After you have found the information that matches your rock or mineral, write some facts about it. (Example: This mineral is formed underground):

Look at the book about your rock or mineral and write some interesting information that you found:

Draw your rock or mineral. Make sure you remember to name it at the top!

Congratulations on a successful rock and mineral exploration!