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 pre-

chosen 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.

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:

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Teacher Rubric for Exploring Places Through Pictures Activity

Category 4 3 2 1

Evidence of

Exploration

Student

demonstrates

strong evidence of

exploration in their

paragraph about

the location in

their photo.

Student

demonstrates

appropriate

evidence of

exploration in their

paragraph about

the location in their

photo.

Student

demonstrates

acceptable

evidence of

exploration in their

paragraph about

the location in their

photo.

Student lacks

evidence of

exploration in

their paragraph

about the

location in their

photo.

Answers to

the Given

Questions

Paragraph includes

complete answers

to all 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.

Paragraph does

not address any

of the given

questions.

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 4 3 2 1

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 in-

depth 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 4 3 2 1

Exploration of underwater life

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

Student demonstrates an appropriate exploration of underwater life through their drawing or write-up.

Student demonstrates an adequate exploration of underwater life through their drawing or write-up.

Student lacks evidence of exploration of underwater life through their drawing or write-up.

Quality of drawing/ write-up

Drawing/write-up is complete and shows an in-depth 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

Student’s List

of Statements

About

Themselves

The student provided a

complete list of statements

about themselves. The list

demonstrates a thorough

self-exploration.

The student created a

sufficient list of statements

about themselves. The list

could have included more

reflective elements.

The student did

not develop a

complete list of

statements about

themselves.

Student’s

Presentation of

List to Group

Members

The student gave a clear

and thoughtful explanation

of each statement they

listed about themselves.

The student shared their list

of statements about

themselves with their group

members, but did not

provide an explanation for

each one.

The student did

not share their list

of statements

about themselves

with their group

members.

Student’s

Notes on Their

Group

Members’

Lists

The student explored

characteristics about their

group members and took

thorough notes about the

new information they

learned about them from

their lists.

The student took a sufficient

amount of notes about some

of their group

members. The notes could

have been more thorough

and displayed more

evidence of exploration.

The student did

not take adequate

notes on their

group members’

lists.

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

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Differences

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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 4 3 2 1

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 in-depth 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 4 3 2 1

Quality and

Construction

Collage shows

considerable

amount of

attention to

making it. Items

are neatly

trimmed. All

items are

attached to

backing.

Nothing hanging

over edges.

Collage shows

sufficient

attention to

construction. All

items are

securely

attached to the

backing.

Nothing hanging

over edges.

Collage could

show more

attention to

construction. Items

are sufficiently

attached to the

backing. A few

materials hanging

over the 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

provided a

complete

paragraph that

demonstrates a

clear

understanding of

“Exploration”

and how the

activity relates

to the theme.

Student has

provided a

complete

paragraph that

demonstrates

some knowledge

of “Exploration”

and how the

activity relates

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 4 3 2 1

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 in-depth

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 somewhat

complete, but lack of drawings

and/ or labels shows an unclear

understanding in some areas of assignment.

Worksheet is incomplete (no drawings and/or

labels) and demonstrates

that the student has no

understanding of what’s found 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!