what they are, how they form, and how humans use them ...€¢ that earth is made of layers of rock...

Learning Goals: Students will have opportunities to learn

• how to correctly use the terms mineral, fossil, igneous, metamorphic, sedimentary, crystal, hardness, lustre

• that Earth is made of layers of rock• that humans use rocks and minerals in many

ways• how fossils are formed• how rocks are formed• how to identify rocks and minerals• how mining affects the environment• how rock-based products can be recycled

Discussion Prompts:• What is Earth made of?• What are some kinds of rocks?• How can you tell the difference between two rocks?• How do we use rocks? What do we make from

rocks?• What impact does mining have on the

environment?• How does mining help people?• What items are in your recycling bin that are made

from rock?

Assessment Prompts:• Do students demonstrate, in their discussions and

answers to questions, understanding of the science vocabulary used in the cards for this unit?

• Are students able to carry out the skills of scientific inquiry, following activity procedure steps safely and accurately, making observations when appropiate?

• Assess students’ responses during discussions.

- Do students understand that Earth is made of layers of rock?

- Do they understand that rocks can teach us about Earth’s history?

- Do students know that rocks are made of different kinds of minerals?

- Can students explain how people depend on rocks and minerals? Do they know that rocks and minerals are used to make steel and aluminum?

- Can students give examples of modern technologies that contain minerals?

- Do students understand the effect of coal mining on the environment?

• Can students suggest ways to recycle tin cans and other metal products?

Links to PCSP Student Book Rockhound:Card 1: see Lessons 2 and 3Card 2: see Lessons 1 and 3Card 3: see Lessons 4 and 5 Card 4: see Lessons 5, 7, and 9 Card 5: see Lessons 6–9, and 11

T E A C H E R ’ S N O T E S©

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Students explore rocks and minerals: what they are, how they form, and how humans use them. Students will also learn about mining and how it affects the environment.

Focus:

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Activity Description: A new screen called “Earth’s Interior” appears. The text answers the Think question. Students click on the orange arrow and watch an animation of Earth splitting open to reveal the layers of rock inside. By clicking “Clear text,” students can remove the labels and try testing their knowledge.

Learning Goal: Students investigate the layers of rock inside Earth.

Ask Students: What are the names of the layers of rock inside Earth?

Assessment: Are students able to name correctly the layers of rock inside Earth?

Activity Description: A new screen begins with a paragraph of text about what we can learn from studying rock layers and fossils. The answer to the Think question begins with the brown number 1 circle. By clicking the arrow in the orange box, students will view four different illustrations, showing how fossils form from living organisms.

Learning Goal: Students extend their understanding of fossils, learning how they form.

Ask Students: What are some common fossils? (leaves, shells) How do fossils form? (plant or animal dies and soft parts decay, but hard parts are left behind; remains are covered with layers of sediment and mineral-rich water; sediment slowly turns to rock; over time, fossil may rise to Earth’s surface where it is found )

Assessment: Do students understand that the images on fossils were once living organisms? Do they understand that fossils are very old? Can they briefly describe how fossils are formed?

PCSP Interactive Science Teacher’s Notes

Introduce students to the topic with the video of the Grand Canyon. Discuss the video and any comments or questions students may have.

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Students explore where and how rocks are found. Focus:

Archaeologists dig at an excavation site.

Video:

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Activity Description: Corresponding to page 4 of the card, this screen includes the page 4 illustration with the addition of captions along the right-hand side. Students drag and drop the captions onto the correct place on the illustrated scene. This is a timed activity.

Learning Goal: Students review the importance of rocks in our communities: where rocks are found, why rocks are mined, and what we use rocks for.

Ask Students: How did you recognize the power station? (smoke stacks) What is a quarry? What rock or mineral is being mined in this activity? (coal) What types of rock are mined at quarries? (limestone, clay, gypsum, granite, marble, slate, sandstone)

Assessment: Do students know that rocks are mined and processed in many different ways, in areas, all around them? Do students understand that people use rocks in many ways?

PCSP Interactive Science Teacher’s Notes 3

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Activity Description: When students click the orange icon a blue mini-screen slides out to the right. The blue screen contains text that answers each of the three questions.

Learning Goal: Students extend their understanding about the three classes of rock.

Ask Students: What is an example of igneous rock? (pumice) What is an example of sedimentary rock? (conglomerate) What is an example of metamorphic rock? (quartzite)

Assessment: Are students able to list an example of each class of rock?

Activity Description: In the new screen that appears, below the photograph of two boys, the text in the grey box lists questions to help identify a rock. This partially answers the Think question. Along the right-hand side of the page, there are instructions on how to number your rocks. By clicking the orange icon next to the grey box, students will see another screen called “Rock Sort Challenge.” continued next page


Introduce students to the topic with the video that shows magma erupting. Discuss the video and any comments or questions students may have.

Activity Description: This reveals a new screen called “The Rock Cycle.” Students click on circled numbers for a step-by-step animation. Text on the right describes the rock cycle.

Learning Goals: Students enhance their understanding of rock formation by learning about the three different classes of rock (igneous, sedimentary, metamorphic) and the rock cycle.

Ask Students: What cools to form igneous rock? (lava) What builds up slowly to form sedimentary rock? (sediment; tiny pieces of rock) What are the forces that create metamorphic rock? (pressure and heat )

Assessment: Can students identify the main characteristics of the three classes of rock?

Students explore how rocks are formed and how to identify them.

Focus:

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This drag-and-drop activity has students sorting rocks by class.

Learning Goal: Students will enhance their ability to classify and identify rocks.

Ask Students: Which rocks are the hardest? (metamorphic) Which rocks are the softest? (sedimentary) Which rocks often contain tiny holes caused by gas bubbles? (igneous)

Assessment: Can students list a few questions to ask when trying to identify a rock? (heavy? hard? bands of colour? texture?) Can students list characteristics of each class of rock? (igneous: fairly hard; may be shiny; may have tiny holes; sedimentary rock: soft layers of rock; may contain fossils; metamorphic: hard; various colours; often glittery)

Activity Description: Corresponding to page 4 of the card, this screen includes the same page 4 word find, but with a slightly different layout and ordering of the vocabulary terms. Students must click and drag the cursor over the letters they want to highlight. Then a green check mark will automatically appear beside the picture of the animal they found. This is a timed activity.

Learning Goal: Students reinforce their knowledge of science terms.

Ask Students: Can you define five of these words using complete sentences?

Assessment: Review students’ work. Are students able to correctly use the science terms listed? Do they understand the meaning of the words?

continued from page 4


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Activity Description: Students see an enlarged view of the photograph of pyrite. The text under “True Gold” provides some historical background and answers to the Think question.

Learning Goal: Students learn the importance of the streak test in identifying gold.

Ask Students: What coloured streak does gold leave when it is run across a streak plate? What coloured streak does pyrite leave? Do these minerals always leave these colours?

Assessment: Do students understand the importance of comparing the streak of certain minerals during identification? Can students identify a sample of pyrite?


Introduce students to the topic with the video of miners sifting for gold. Discuss the video and any comments or questions students may have.

Students explore minerals and crystals.

Focus:

Activity Description: Students see an animated illustration of ancient Egyptians making copper. The text under “How Copper Was Produced” explains this process, which answers the Think question.

Learning Goal: Students extend their learning about making metals by exploring how copper was produced in ancient times.

Ask Students: What mineral was used to make copper? (malachite)

Assessment: Do students understand that people have been making metals for a long time? Can students explain how copper was made long ago?

Activity Description: A large photograph of an underground salt mine appears. Text provides the answer to the Think question.

Learning Goal: Students explore some of the characteristics of the mineral halite (salt).

Ask Students: What tests would you use to identify halite? (colour, crystal shape, taste) Why can you only taste samples in the science classroom

Activity Description: Students see an enlarged view of the photograph of a ring. The text under “The Stone Age, the Bronze Age, the Iron Age” provides the answer to the Think question.

Learning Goal: Students extend their learning about the impact of metals on society by learning about the development of metal use throughout history.

continued next page

continued next page

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Activity Description: Corresponding to page 4 of the card, this screen includes the same page 4 activity, but with a slightly different layout. Students may click on the orange Think icon (“What causes the crystals to grow?”) to see a photograph of the completed activity and a response to the Think question.

Learning Goal: Students expand their knowledge of the way crystals grow.

Ask Students: Why is sunlight important to crystal growth? Can you explain how crystals grow?

Assessment: Did students follow safety procedures in conducting their investigation? Were students’ responses to your questions accurate and did they contain sufficient detail?


Ask Students: What could people make with bronze during the Bronze Age? How did this influence people’s lives?

Assessment: Check that students’ responses are accurate and that students have an understanding of the impact of metals on human societies.

with your teacher’s permission? (important to follow safety procedures; some rocks or minerals could be dirty or toxic)

Assessment: Have students make informative posters about halite. Check that students have included the mineral’s name (halite) and common name (salt ); a drawing or description of the crystal shape; and a list of the uses (cooking, on roads in winter ).



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Activity Description: Called “Stone Home to High-Rise” this spread shows homes from history and around the world. When students click on the arrow in the orange box, they see four different examples of homes that use rocks and minerals.

Learning Goal: Students appreciate the history, architecture, and construction of homes made of stone from around the world.

Ask Students: Research other homes made of rocks and/or minerals. Create a brief, illustrated report to share your findings.

continued next page

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Introduce students to the topic with the video of diggers at a quarry. Discuss the video and any comments or questions students may have.

Students explore how people use rocks and minerals.

Focus:

Activity Description: By clicking each of the blue icons, students see three different videos and paragraphs about three archaeological wonders made of stone.

Learning Goal: Students enhance their knowledge about famous historical structures made from rock.

Ask Students: Why do these famous structures remain today? (stone is strong)

Assessment: Do students have an understanding of why stone is a useful building material?

Activity Description: Titled “Modern Technology,” this spread features an enlarged view of the snowboarder, with captions and arrows pointing to portions of the photograph.

Learning Goal: Students assess the benefits of using modern technologies made from rocks and minerals—focusing on snowboards.

Ask Students: How have high-tech materials (that include minerals) changed recreational activities and sports?

Assessment: Can students give an example of a modern technology that uses minerals? (Kevlar®, new plastic, and so on)

Activity Description: This screen is titled, “How Silicon Chips Are Made.” When students click on the arrow in the orange box, they see a series of four steps, outlining the process.

Learning Goal: Students extend their understanding about silicon chips made from quartz. They learn about the manufacturing of silicon chips and their uses.

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Activity Description: Corresponding to page 4 of the card, this screen includes an unlabelled space shuttle illustration. The left side of the screen features a seven-part unscramble activity, with clues, that focuses on rock-based materials used in the space shuttle. As students answer each question correctly, a label appears on the illustration. This is a timed activity.

Learning Goals: Students learn how different minerals can be used in different ways for space shuttle technologies. Students learn about the properties of different minerals.

Ask Students: What is the hardest rock or mineral? (diamond) Which material is strong and lightweight? (aluminum) Why do you think the nose of a spacecraft

contains carbon? (can withstand high temperatures) Which metal is known for not rusting? (titanium) Which material can be combined with plastic? (graphite) Which material is stronger than steel? (Kevlar®)

Assessment: Have students quiz each other with the above questions. Take up the answers and have students mark each other’s work.


Assessment: Have students included a picture of a home, described where it is from, and the time period (historical or contemporary)? Can they explain why the people used rocks and/or minerals in their homes?


Ask Students: What rock is used to make silicon chips? What properties of silicon crystals make it ideal for slicing thinly? How are silicon chips used?

Assessment: Check that students can answer your questions correctly.


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Activity Description: The screen is titled “An Underground Coal Mine.” The main text provides the answer to both parts of the Think question. A cross-section of a coal mine has numbered captions that correspond to different moving parts in the partially animated illustration.

Learning Goal: Students learn more about coal mining and its effects on the environment.

Ask Students: What happens to the land when coal is mined at the surface? (deep pits are cut into earth) What happens to the land when coal is mined underground? What is the problem with coal dust? (pollutes the air) Why do families who live nearby complain about the machinery? (noisy)

Assessment: Do students grasp the impact of coal mining on the environment?

Activity Description: After clicking on the orange icon, students see a new screen and a shortened version of the Think question: “What can you recycle?” Students drag and drop the items into the correct recycling bins. On completion, the green bin will disappear and the blue bin will have orange icons beside each recycling item. Students click on each item to gain insight into the uses of recycled materials.

Learning Goals: Students learn how to sort recycling items into the correct bin. Students discover how recycled items are used.

Ask Students: Where would you put an apple core from your lunch? (green bin) Where does an empty orange juice bottle belong? (blue bin) Where would you put a plastic bag? A phone book? (grey box)

Activity Description: A screen with pros and cons appears, and students drag and drop the bulleted points into the correct box. When complete, students will have the answer to the Think question. Two photographs at the bottom depict other dangers associated with power plants.

Learning Goal: Students examine the pros and cons of nuclear energy.

Ask Students: Make a T-chart. Write the pros of nuclear energy on one side and the cons on the other.

Assessment: Check students’ T-charts for accuracy. Do they have at least two points for each column?


Introduce students to the topic with the video of a machine shifting material for recycling. Discuss the video and any comments or questions students may have.

Students explore how mining affects the environment and how recycling works.

Focus:

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Activity Description: When students click the orange icon, a screen called “What Is Made from These?” appears.

Learning Goal: Students learn about what can be made from aluminum and graphite, due to their special properties.

Ask Students: Why is aluminum popular? (easy to shape) Why is graphite used in pencils? (lightweight and tough)

Assessment: Check students’ responses to the questions you asked. To extend this activity, ask students to research aluminum or graphite in pairs or small groups, and make an informative poster that describes some of the varied uses of the metal.

Activity Description: Corresponding to page 4 of the card, this screen includes the same page 4 activity, but with a slightly different layout. Students click on items in the illustration to find non-renewable resources that are being mined: oil, coal, uranium. To complete part 2 of the card, students simply click the orange icon under the Think question (“How could you encourage people to recycle, re-use, or reduce their use?”), and a screen appears with four posters. Students choose one, click on it, and type their own text on screen, or in their Science Journals.

Learning Goals: Students learn which resources are non-renewable and explore

ways to recycle, re-use, and reduce their use of resources.

Ask Students: What are three non-renewable resources? What do we use them for? How can you recycle plastic? How can you recycle glass? What could you suggest your parent or caregiver does to recycle rubber tires? How can you cut down on your personal use of electricity?

Assessment: Ask students to create their own poster, similar to the ones on the CD, with paper, pencils, and markers. Check students’ sentences about recycling, re-using, and reducing their use. Have they identified some reasonable ways to achieve these goals?

Assessment: Do students have a basic understanding of which items belong in which recycling container? (Note: There may be regional differences in recycling programs.)




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(Understanding Earth and Space Systems)Rockhound

Overall Rubric You can use this rubric to assess students’ understanding of the unit as a whole, after they have completed the five cards for Rockhound. To help you assess communication or presentation skills students may have used during the activity, use the Science and Technology Communication and Science and Technology Presentation rubrics in the Program and Assessment Guide.

12

Level 1 Level 2 Level 3 Level 4

Relating Science and Technology to Society and the Environment (Application of Concepts and Skills)

Scientific Investigation and Technological Problem Solving (Inquiry and Design)

Understanding Basic Concepts (Knowledge)

The student

what they are, how they form, and how humans use them ...€¢ that earth is made of layers of rock...

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