Joggins Fossil Cliff

Grade 4 Science: Rocks, Fossils, Erosion

Kennedy Cosman, Sam Fraser and Kelsey Rutter-Williamson
Dr. Shaunda Wood
EDUC- 5473 Science for Elementary Children
Date: March 1st, 2018
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Table of Contents

Table of Contents --------------------------------------------------------------------------------- Page 1

Overview of Unit --------------------------------------------------------------------------------- Page 2

Bulletin Board & Learning Centre ------------------------------------------------------------- Page 2

Curriculum, Standards, Outcomes ------------------------------------------------------------- Page 3-5

Assessment and Evaluation --------------------------------------------------------------------- Page 5-6

Planning Sequence of Lessons ----------------------------------------------------------------- Page 6-7

Lessons --------------------------------------------------------------------------------------------- Page 7-21

Assessments -------------------------------------------------------------------------------------- Page 21-26

Materials -------------------------------------------------------------------------------------------- Page 27

Anecdotal Notes ----------------------------------------------------------------------------------- Page 27

UDL, Differentiated Instruction, Bloom’s Taxonomy, Tier 1-3, or PLP ------------------- Page 28

Division of Labour -------------------------------------------------------------------------------- Page 28

References and Resources ---------------------------------------------------------------------- Page 29-31

Appendices ------------------------------------------------------------------------------------------- Page 33

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Overview of Unit
In this unit students will explore the elements to Joggins Fossil Cliffs. We would do this unit
around the end of the school year, during spring when the weather is nice. Using hands on
activities, exploring nature, and discussing rocks, minerals, tides and erosion, students will
develop an understanding the effects of water on land. Our hope is that students will be able to
make observations and learn through discovery. This unit will be an enriching learning
experience for both teachers and students.

Bulletin Board

We would incorporate this bulletin board by having it posted in the classroom for the students to
see. We will add the interactive word wall later on in the unit .

Our science center has been broken up into lessons and will be used during a stations in the
lessons.
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Part A: Enduring Understanding

http://ngss.nsta.org/DisplayStandard.aspx?view=pe&id=74​ (grade 4) rocks ​4-ESS1-1

http://ngss.nsta.org/DisplayStandard.aspx?view=pe&id=63​ (grade 3) fossils ​3-LS4-1

http://ngss.nsta.org/DisplayStandard.aspx?view=pe&id=35​ (grade 2) Erosion ​ ​2-ESS2-1

​2-ESS2-
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NB Elementary SC. Curricula

Gr. 4 Unit 4: Earth and Space Science: Rocks, Minerals, and Erosion
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Science/Science-Grade4.p
d
Students will be expected to
• demonstrate respect for the habitats of animals and the local environment when collecting rocks
and/or minerals from their local area (108-3)
• describe the distinction between minerals and rocks (104-6)

Students will be expected to

• use appropriate tools while making observations and collect information to describe rocks and
minerals according to physical properties (204-8, 205-5, 300-6)
• record observations of their rocks and minerals in chart form, using notes in point form (205-7)
• compare different rocks and/or minerals from their local area with those from other places
(300-5)

Students will be expected to

• classify their rocks and minerals according to several properties and create a chart or diagram
that shows the method of classification (206-1, 207-2)
• compare their classification schemes of the rocks/minerals to those of others and recognize that
results may vary (104-4)

Students will be expected to

• describe how rocks and minerals are used (107-1)
• relate the characteristics of rocks and minerals to their uses (300-8)
• use appropriate terms to describe the positive and negative effects of the extraction and/or
utilization of rocks and minerals (104-6, 108-1)

Students will be expected to

• use appropriate terms to describe positive and negative effects of the extraction and/or
utilization of rocks and minerals (104-6, 108-1)

Students will be expected to

• describe the effects of wind, water, and ice on the landscape (301-5)
• demonstrate a variety of methods of weathering and erosion (301-6)

Students will be expected to

• identify and describe rocks that contain records of the Earth’s history (300-7)
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Other Integrated NB Curriculum Outcomes-

Grade 3 Social studies: Provincial identity (NS; UNESCO World Heritage Site)
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/SocialStudies/SocialStudie
s-Grade3.pdf

Students will be expected to:

● 3.1.2 Describe the major physical features, climates, and vegetation of their province and
the ​Atlantic region​ (NS)

Student Learning
● What do students already know, misconceptions?
○ Students should already have learned about landforms.
○ Misconceptions might include lack of understanding that there is more than one
kind of rock.
○ May not understand how fossils are created.
● What do students already understand?
○ They already understand the different kinds of soil
● What will they do at the end of the unit?
○ At the end of the unit, students will create a project that demonstrates what they
have learned by focusing on one aspect of the Joggins Heritage Site, including
erosion, rocks, minerals, etc.

Part B: Assessment and Evaluation

Outcomes or expectations Assessment Strategy Assessment Tool

Collect rocks and minerals on Investigation Check list

nature walk

Explore rock stations and Handout/Science Journal Rubric

complete handout

Identify minerals in Science Journal Rubric

household items

Create their own fossils and Science Journal Rubric

distinguish between the
different kinds of fossils

Explore Stations Science Journals Rubric

Explore outside to find Science Journals Rubric

different examples of erosion
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Understand the history of Science Journal Rubric

Joggins and the different
aspects of the UNESCO
heritage site

Show what they have learned Poster Rubric

from this unit

Part C: Planning the Sequence of Lessons

Lesson Title Outcomes Assessment What will What will
teacher do? students do?

Nature Walk (108-3) Science Take students on Collect rocks

4-ESS1-1 investigation a walk and minerals

Describe Rocks (204-8) Science Journal Provide Using the

(205-5) handouts and handouts,
(300-6) supervise explain their
observations
(104-6)
when looking at
(205-7) rocks and
3-LS4-1 minerals

Household Items (104-6) Science Journal Provide students Identify the

(204-8) with household minerals in the
(205-5) items items
(300-6)

Stations (​301-5) Science Journal Provide the Work through

(301-6) stations and the stations
(ESS2.A) supervise

Seeking Erosion (​301-5) Science Journal Take students Explore school

(301-6) outside and grounds and find
​2-ESS2-1 supervise signs of erosion

Make Your Own (300-7) Science Journal Provide students Make their own
Fossils 3-LS4-1 with materials fossils and
4-ESS1-1 for the activity participate in
discussion

Explore Joggins 3.1.2 Science Journal Discuss the In their journal

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(Social Studies Atlantic they will record

Activity) Provinces and the physical
World Heritage features of their
sites province.

Final Project All Outcomes Poster (Rubric) Provide students Create a poster
with materials that
demonstrates
their
understanding of
one of the
aspects of
Joggins

Lesson 1: Nature Walk

Teacher does: Student does:

Engagement:
Sitting and listening to instructions
Tell students you will be going on a nature
walk Asking questions when applicable
(raising hands)

Explanation and Exploration:

Tell students that this is a time to explore and

find rocks, minerals or anything left behind Listening
from animals or humans (imprints)

Have students line up (quietly) to go outside

to their nature area (playground, woods, etc) Line up to go outside

When outside..

Explain that this is a science investigation

where they will find objects that they think Explore, observe, respect environment
fall under the rock, mineral, imprint
categories Find objects in their nature area

Checking off things on checklist

Expansion and Elaboration:

Line students back up to come inside Line up to go inside

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Have students explain and share what they Share their findings
found

Ask questions about what types of rocks they Answer and make hypothesis (if not known
think they found; for sure) on the objects found

Ex: why do you think that is sedimentary? Construction explanations for describing rock
(what features make it so) types, formations, their finds, etc.

Evaluation:

While students explain what they found; Listening, answering questions, still sharing
Refer back to checklist and go over the list of
what types of things they could have found

Lesson 2: Describe the rocks/minerals

Teacher does: Student does:

Engagement:

Reminds students of recent science nature Listens and recalls nature walk
walk
Ask or answer questions (when applicable)

Explanation and Exploration:

Explain that students will be writing and

describing the objects that they found in the Writing down notes and charting findings
nature area

Tell students to sort their items by rock types

and write them down Sort objects into categories

Walk around the classroom helping students

identify types, spell words, answer questions, Writing, sorting, asking questions
etc.
Expansion and Elaboration:

Help analyze and interpret the data they Comparing and contrasting rocks, minerals,
collected and any other things found on nature walk
- How many types of rocks; igneous,

sedimentary, metamorphic and
minerals, imprints, etc.
Evaluation:
Have students keep their notes and add them
to their science journals
Lesson 3: Identifying Minerals
Teacher does:
Engagement:
Begin the lesson with a mineral scavenger
hunt to see how many minerals students can
identify in household products.
Provide students with a wide variety of
household items (ie. safe cleaning supplies,
foods, etc.).
Request that students take out their science
journals and record all the minerals that they
can identify in their journals.
Explanation and Exploration:
The teacher will move into the lesson by
explaining the different characteristics of
minerals (ie. colour, luster, break, streak,
etc.)through the use of a mineral to
demonstrate these properties.
The teacher will pass around the chosen
mineral and allow students to manipulate it.
The teacher will then divide students into
groups of three or four, place them at a table
with a set of minerals on it, and provide them
with the mineral worksheet.
9
Analyze and interpret data
Put away notes in science journals for later
reference
Student does:
In groups of two or three, students will search
through the ingredients on the household
items provided and record any minerals that
they recognize in their science journals.
Students will listen and participate in the
discussion of the characteristics of minerals.
They will be given the opportunity to
manipulate the mineral in question to better
understand its characteristics.
In groups of three or four, students will have a
chance to explore multiple different minerals
and their characteristics. While they explore
these minerals, they will record the
characteristics of each in the chart provided.
After the chart has been completed, students
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Expansion and Elaboration: will paste it into their science journals.

Once students have had a chance to explore

the minerals, divide them into pairs.

Assign each pair of students with a mineral to
explore further. Ask each student to research
their assigned mineral, including what
elements make up the mineral, where the
mineral is typically found, the uses of the
mineral, its unique features, etc.
Students will be divided into pairs, and each
pair will be assigned a mineral to research.
Each pair will research the unique features of
their mineral.

Once students have compiled their research,
the teacher will provide students with paper
and colouring materials, and they will ask
each pair to create a poster advertising their
assigned mineral.
Once their minerals have been researched,
students will be given the materials to create a
poster that advertises their assigned mineral.
They should ensure that they include the
research collected.

Evaluation:

The teacher will collect the students’ science

journals to read about what minerals they
were able to record during their scavenger
hunt. They will also read the table that
students filled out while they explored the
different minerals. The teacher will use this
information to gage whether or not they need
to return to the beginning and explain the
properties of minerals again as well as which
students may need additional support during
the unit.

The teacher will use the posters students

produced as a method of evaluation. This
evaluation will be completed through the use
of a checklist.
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Lesson 4: Stations
Teacher does Student does

Engagement:
Station 1- ​Writing Activity- They will answer - Students will sit on the mat and watch
the question .. “If I was digging at Joggins, I the short video.
would find…..”

Station 2- ​Digging at Joggins- Students will

dig through a bucket that is full of sand and
look for items they could find when at - Students will sit on the mat and listen
joggins. Students will need to sort the items to the instructions and ask questions if
and record their findings in their math journal. they have any.

Station 3- ​Make their own fossil prints and

shades- Students will make prints of plants
using clay. They then can draw and write their
procedure that happened to make their clay
fossil in their science journal. They also can
chose to shade their leaf on paper and record
how they made it.

Station 4- ​Candy Erosion- Students will place

skittles into a jar of water and watch them
eroid. They will need to observe and record
their findings in thier science journal.

Station 5- ​Word Wall Matching- Students

will match the word with the definition and
hand it in.

Explanation and Exploration:

Split students into 5 groups and rotate them
every 20 minutes or a specified allotted time.
Use an online timer to visually display the
time for the students.

Expansion and Elaboration: - Students will complete each station in

The students will return to the mat and ask an allotted time
them to discuss their findings at the stations.
Give students an exit slip that asks them to
briefly explain one thing they
learned/observed.
- Students will share their findings with
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Evaluation: ​They can be evaluated through the teacher and the class.
their science journals, activity sheets and exit
slip and observations. - Fill out the exit slip.

Lesson 5: Seeking Erosion

Teacher does Student does

Engagement:
Have the students sit in front of the
smartboard on the mat. Watch video on
erosion:
https://www.youtube.com/watch?v=R-Iak3W
vh9c
After that they now will be exploring the
different types of erosion that can occur at
Joggins.

Explanation and Exploration:

The class will be split into 6 groups. There - Students will listen to instructions and
will be 2 of each of the 3 stations. Students then participate in the stations.
will explore the stations and record their
findings in their science journals.

Wind- ​Using a hair dryer blow sand in the

designated area and see how it moves.

Water- ​This activity students will form in

groups and will create a landforms in the
sand. They then will slowly add water and
watch what happens to their landforms when
the water moves them.

Splash- ​Soil and drop water and see the

erosion happen.

They will need to record what happens with

each different type of erosion observed.

Expansion and Elaboration: - Students will return to the mat and

Ask the students to return to the mat and ask share their observations.
them to share their observations. Explain that
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there is erosion happens when movement of - Students will get ready for outside and
sediment or soil from one location to another grab a clipboard, pencil and graphic
by means of water, ice and wind. organizer from the teachers.
The students are now going to get their
outdoor clothing on and head out to search for - Students will then search for erosion
signs of erosion in the school yard. The in the school yard and fill out the
students should have a clipboard and an graphic organizer.
activity sheet that is a graphic organizer. The
graphic organizer will be broken up into 3 - Students will follow instructions of the
parts- type of erosion observed, location and teacher sn hand in their observation
how it go there. sheet into the teacher after they return
Take the students outside to search for inside.
erosion.
Observe the students and help any that are
struggling.
Return to the class and collect the observation
sheets for evaluation.

Evaluation:
- Students science journal observations
and graphic organizer.

Lesson 6: Absorption Experiment

Teacher does Student does

- Tell students to stand to sit around the

- Students will listen to instructions and
tables with their groups.
stand or sit at the table with thier
- Have the students fill one glass jar group.
with clay, sand and gravel. - Students will prep for the experiment.
- Pass out student observations sheets
- Students will record their hypothesis.
and ask students to quickly jot down
their hypothesis on which jar will
absorb the water the fastest.
- Ask a few students to share their
predictions- “Which jar do you think
will absorb the water the fastest?”
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- Instruct the students they will now

- Pour the water into the jars and
pour the water into each jar and
observe.
observe.
- Have students observe and record their - Record their findings of the
findings. Was their hypothesis right or experiment.
wrong?
- Have students complete the
observation sheet.
- Once completed the sheet, have the
students clean their area and return to
the mat.
- The teacher will then ask them to - Students will return to the mat and
share their observations and provide share their observations.

them with and explanation.

Explanation of the Science​: The idea behind
this demonstration is that water enters the
ground through its pores, which are the spaces
between the particles. Once water has
permeated the surface, it has become
groundwater. The water will continue to
absorb into the ground until it reaches that
layer of the ground that is impermeable,
which is usually made of rock or clay that
lack those pores that allow water to be
absorbed. Some rocks are porous and will
become saturated; the top of this layer is
called the water table. A sedimentary rock,
called shale, is made up of mud and hardened
clay, which lack pores and block water from - The students will return to their desk
 15

being absorbed. Aquifiers, which are layers of and complete a procedural writing
assignment.
sand that are above the layers of clay, are
considered a natural reservoir in which water
can be stored. These aquifiers are often tapped
to make wells. For the purpose of this
demonstration students are to decide which
substance, gravel, sand, or clay, will absorb
the water the fastest. The idea is that the
substance with most pores, or spaces between
particles, the gravel, will absorb the water the
fastest, while the substance with no pores, the
clay, will not absorb the water at all (Kardos,
1997).
- Once the teacher has explained the - Hand in hypothesis sheet and
lesson, the teacher will then ask the procedural writing to teacher.
students to return to their desks with
their hypothesis and complete the
graphic organizer for the procedural
writing of the science experiment.
(appendix)

- Collect the hypothesis sheet and

procedural writing at the end of class
for assessment.
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Lesson 7: DIY Fossils

Teacher does Student does

Engagement:

For the engagement phase of this lesson, The students will follow along with the story,
complete the Eating Rocks! (Appendix) Story making their sandwich along with the teacher.
with the students. Provide students with the
ingredients to make their rock sandwich,
white bread, jelly, raisins, pretzel sticks,
whole wheat bread, wow butter mixed with
chocolate chips [instead of chunky peanut
butter], and rye bread. Read through the story
with the students, modeling the
sandwich-making process along the way.

Ensure that students understand that they are

being shown how the sedimentary rocks of
the Joggins Fossil Cliffs were made, how
fossils came to be, and how the cliffs
themselves were created.

Explanation and Exploration:

Begin the explanation of fossils with a Students will participate in the brainstorming
brainstorm. Ask students what a fossil is, session.
what becomes a fossil, and how they think
fossils are formed from what they have
learned during the engagement phase.

Then let students make their own fossil.
Provide them with a paper plate filled with
wet plaster of Paris. You can either provide
students with a natural object to press into
their plaster, or you can ask them to bring one
from home the day before the lesson. Ask
them to press the object into the plaster.
Remind students not to touch the plaster until
it has dried.
Students will make their own fossil. They will
be provided with a paper plate of wet plaster
of Paris. They will either bring a natural
object from home or the teacher will bring
one for them. They will press their object into
the plaster and remove it once the impression
has been made; however, they should not
touch the plaster until it has been dried.

Once the students have made their fossils, In their journals, students will write
provide them with their science journals. observations about their fossils, including
which parts of their objects made a deeper
 17

impression, which parts made a lighter

impression, and why they think this.
Students will watch both videos.

Expansion and Elaboration:

Show students two videos:

How a Dinosaur Became a Fossil -
https://www.pbslearningmedia.org/resource/e
ss05.sci.ess.earthsys.fossilintro/how-a-dinosa
ur-became-a-fossil/?#.WpNWwkxFxPY
Laetoli Footprints -
https://www.pbslearningmedia.org/resource/td
c02.sci.life.evo.laetolifoot/laetoli-footprints/?
#.WpNXIUxFxPY

Divide students into groups of three or four, In groups of three or four, students will
and ask them to discuss the differences they discuss the differences that they noticed
noticed between the fossilization of the between the fossilization of the dinosaur and
dinosaur and the footprints. that of the footprint.

In their journals, ask them to record some of
the key differences as well as what kind of
fossil they think that they made and why.
After about fifteen minutes of discussion, ask
students to record the main differences in the
fossilization of the dinosaur and that of the
footprints in their science journals. They will
also record what kinds of fossil they made.

Evaluation:

The teacher will collect students’ science

journals after the class and read what the
students wrote about what they learned. The
teacher will use this information to gauge
students’ understanding of what they
discussed in class.
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Lesson 8: Explore Joggins (Social Studies Cross Curricular)

Teacher does Student does

Engagement:

From social studies, students will have prior

knowledge of the Atlantic provinces and
World Heritage Sites *Unesco*

Remind students about Nova Scotia

Discuss its physical features Listen to teacher, ask questions when

applicable (raising hand)
Ask about UNESCO sites

Explanation and Exploration:

Discuss specifically; Joggins Fossil Cliffs Look and examine photos

Show pictures of the cliffs on
smartboard/projector

Ask students to describe what they see; Answer questions, describe what they see,
Cliffs, layers, rock types, etc. point it out on board

Ask questions about; Answer questions, point out the different

fossils, cliffs, tides, erosion, water, etc. things they are being asked; fossil, tides,
erosion
Expansion and Elaboration:

Discuss how the different types of rocks we

found within our environment.nature area at Remember the types of rocks we found in our
our school, are also being found at Joggins nature area

Explain that Joggins is a heritage site and ask

what heritage sites they know about
Recalling and answering questions
Make a list on the board so students can copy
down (have a handout ready with sites from Write down the sites for their notes
the Atlantic Provinces)

Evaluation:

Recall some of the things we have done so far Listening and answering questions (raising
 19

to do with rocks, fossils, tides, cliffs, etc. hands)

Have students keep notes, observations,

photos, etc. in their science journal Put away all notes, observations, photos, etc.
in science journals.

Lesson 9: Final Project

Teacher does Student does

*Note: For this final lesson, the process of

completing the summative project with be
done over a series of days.

Engagement:
The teacher will begin the lesson by playing Students will watch the video.
the video, “Joggins Fossil Cliffs UNESCO
World Heritage Site”:
https://www.youtube.com/watch?v=ZL3sq4Q
lKAc

The teacher will then explain the final project

of this assignment. First, the teacher will play
a video of a child’s presentation from the
previous year. (Note: If it is the first year
teaching this unit, the teacher will have to
ensure that they record students’
presentations).

The teacher will provide students with the Students will listen to the teacher’s
handout and rubric for the final project. They instructions.
will explain that students are to explore one
important aspect of Joggins Fossil Cliffs, such
as rocks, erosion, tides, salt water, sea
animals, fossils, etc., that they are interested
in, research the topic, create a poster for the
topic, and present the poster to their peers.

Once the project has been explained, the Students will divide into their groups.
teacher will divide students into even groups.

The teacher will then put all topics into a hat, Students will pull their topic from a hat.
and ask students to draw their topic.
On this first day, students will have the
 20

The teacher will then provide resources, such opportunity to research their topic.
as the books from the Learning Center,
computers, or from the library.

Explanation and Exploration: The students will get back into their groups
On the second day, the teacher will ask and continue researching their project.
students to get into their groups, and continue
researching. While students research, the
teacher will circulate throughout the
classroom to be available for those students
who need help.

The teacher will explain that any group that Students who have completed their research
feels like they have completed their research will begin to work on the outline for the script
can begin the outline for their presentation. of their presentation.

On the third day of class work, the teacher Students will work on the outline for their
will ask students to complete the outline for script. When they have finished, they will
their script. Once their group thinks they have bring it to the teacher for revision.
finished, students should ask the teacher to
look over it. The teacher will make any
suggestions for improvement.

The teacher will ask those students who have Students will begin writing the script if they
completed the outline of their script to begin have completed their outline and made any
writing the script. revisions requested by the teacher.

The teacher will be available during class

time to address any issues.

Expansion and Elaboration:

On the fourth day, the teacher will ask Students will complete their scripts and bring
students to complete their script and bring it them to the teacher for revision.
to them for revision when it has been
completed.

When students have made revisions to their When students have made their revisions,
scripts, the teacher will provide students with they will begin working on their posters.
poster board and other materials for students
to use to create their poster.

On the fourth day, the teacher will ask Students will complete their poster. If their
students to complete their poster and to begin posters have been completed, they may begin
 21

practicing their presentations. to practice their presentation.

On the fifth day, the teacher will give students Students will practice their presentations.
time to practice their presentations.

During class time, the teacher will be

available for assistance.
Evaluation:
During this phase, the teachers will have the Students will take turns presenting thier
students present in their groups for 2-5 posters in their groups.
minutes about their poster.
The teacher will take anecdotal notes and
mark their presentations and posters using a
rubric.

Assessment (Charts, handouts, rubrics, powerpoints, etc.)

Checklist for Lesson 1:

*using check marks, or recording students names for each criteria
(instead of having a list for each student)
Science Investigation Checklist ✔ 𝗫

● Name on paper
● Looking for and finding different
types of rocks
- Sedimentary
- Metamorphic
- Igneous
● Students are digging or looking under
things (rocks, dirt, equipment etc.)
● Showing/demonstrating respect to
habitats, animals, rocks, minerals, etc.
● Students are making scientific
observations
● Asking scientific questions
- What kind of rock is this?
- How many types of rocks are there?
- Where did this come from(where in
the nature area)?
- How old could this be?
 22

Checklist for Lesson 3:

*​The teacher will record students’ names at the top of the checklist. They will mark a checkmark
in the correct column if the students have achieved the criteria or an ‘x’ in the correct column if
they have not. They may also write any additional comments in the columns.

Poster Criteria ✔ ✖

● Students included the key

features of their assigned
mineral on their poster (colour,
streak, hardness, transparency,
magnetism, luster).
● Students included additional
special features or interesting
facts about their assigned
mineral.
● Students included the elements
of which the mineral is made
on their poster.
● Students included uses for the
mineral on their poster.
● Students included where their
mineral can be found.
● Students’ poster shows
creativity and effort.
 23

Table for Lesson 3:

Name of Colour Streak Hardness Transparency Magnetism Luster
Mineral
 24

Lesson 2 Handout (a page to be put in science journals):

25
 26

Rubric for Science Journal (Lessons 2-7 use this same rubric)

Requirements 1 2 3 4 N/A

Observations Lacking Sometimes Consistently Always

Student took Student Student Student alway took
minimal sometimes took consistently took observation notes
observation notes observation notes observation notes

Illustrations Lacking Sometimes Consistently Always

Student Student Student Student always
illustrations were sometimes drew consistently drew drew illustrations
minimal illustrations illustrations

Checklists (their Lacking Sometimes Consistently Always

own from Student kept Students Students Student always
activities- if/when minimal sometimes kept consistently kept kept checklists
applicable) checklists checklists checklists

Overall content Lacking Sometimes Consistently Always

Student’s overall Student Student Student always
content in journal sometimes consistently provides
is minimal provides provides appropriate amount
appropriate appropriate of content
amount of content amount of content

Rubric for Poster - Lesson 9:

Poster
1 2 3` 4

Content Details on the Details on the Details on the Details on the

poster have little poster relate to poster include poster capture
to none to do the topic but are important the important
with the topic too general or information but information
incomplete. The the audience about the topic
audience needs may need more and increase the
more information to audience's
information to understand fully. understanding.
understand.

Organization The information Information is Information is Information is

 27

appears to be organized but at clearly very organized

disorganized. times readers organized with titles and
may need possible
assistants to subheadings.
understand
content

Mechanical Many A few Almost no No grammatical

grammatical grammatical grammatical errors.
errors errors errors

Presentation
1 2 3 4

Speaking Nervous and Was not fully Mostly confident Confident

hard to confident but not
understand too nervous

Opening No introduction Minimal Solid Engaging

to presentation introduction to introduction to introduction to
presentation presentation presentation

Closing No closing to Minimal closing Solid Engaging

presentation to presentation introduction to introduction to
presentation presentation

Materials Needed
Writing Utensils
Science Journals
Looseleaf/scrap paper
Smartboard/projector screen
Powerpoint (of photos)
Poster board
Mineral Set
Household products
White bread
Brown bread
Rye bread
Wow! Butter
Pretzel sticks
 28

Raisins
Chocolate chips
Plastic knives
Paper plate

Anecdotal Notes
Name Notes Name Notes

Lucy John

Alex Anna

Ashley Spencer

Corey Marley

Jess Rob

Part D: Differentiated Instruction

UDL: ​Our lesson allows activities for multiple types of learners. We have hands on activities
using several interactive manipulatives
DI: ​This unit allows for enrichment opportunities for students who need greater challenges
within science.They can have more hands on materials, or more advance manipulatives for each
lesson
 29

Tiers:​ This unit allows for tiered learning. The lessons can be done in large group, or smaller
groups. Some lessons can be taught one on one if needed. This unit also allows for opportunities
for students to continue to work on something if they do not understand something.
PLPs: ​For field trips​,​ we will not be going far away from the school, so students with
disabilities, or students with behavioural problems (runners), will be able to participate. If there
is an EA in the class, they can come outside with us. Plans will be adjusted depending on the
students within the classroom. If there are EAs within the classroom they can help out where
needed.

Division of Labour:
Sam:
Found all GCOs, SCOs and NGSS​.​ Came up with two activities for rocks. Part D-
accommodation
Kelsey:
Came up with two activities for minerals, completed student learning section, edited document
Kennedy:
Came up with two activities for erosion, formatted document, Part E
Group:
Decided on outcomes, expectations, assessments and tools to use for all lessons. Part E
reflections. All did the Bulletin board, all did the learning centre activities
 30

Books to be Requested From the Library

Banting , E. (2006). ​The Appalachian: From the Quebec Highlands to the Atlantic Coast​.
Calgary: Weigl Education Inc.

Barrie, D. M. (2009). ​Adventures in Sand.

Breidahl, H. (2001). ​Itty Gritter Critters: Life Between Grains of Sand​. Broomall, PA: Chelsea
House.

Beckett, H. (2008). ​Nova Scotia​. Calgary: Weigl Education Inc.

Domm, J. (2006). ​Fossils: fossils, rocks and minerals in Nova Scotia, New Brunswick and Prince
Edward Island​. Halifax, N.S.: Formac Pub

Gentry, L. (1993). ​The Ocean and Its Reefs​. Oracle: The Biosphere Press.

George, L. (2003). ​Plate Tectonics​. MI: KidHaven Press.

Hamilton, W. R., Bishop, A. C., & Woolley, A. R. (1977). ​The Larousse Guide to Minerals,
Rocks, and Fossils​. New York: Larousse.

Harman, R. (2005). ​Rock cycles​. Chicago, IL: Heinemann Library.

Henderson, D. (2000). ​Asteroid Impact​. New York , NY: Dial Books for Young Readers.

Hirschi, R. (1991). ​Ocean​. Little Rooster.

Hirschmann, K. (2004). ​Fossils​. New York: Scholastic Inc

Kelsey, E. (2003). ​Canadian Dinosaurs​. Toronto, ON: Maple Tree Press.

Kobasa, P. A. (2007). ​World Books solar system & space exploration library​. Chicago: World
Book

Lindsay, W. (2000). ​Prehistoric Life​. New York, NY: Dorling Kindersley Publishing, Inc. .

Lappi, M. (2011). ​Fossils​. New York: AV2 by Weigl

LeVert, S. (2001). ​Nova Scotia​. Philadelphia: Chelsea House.

Levi-Setti, R. (1993). ​Trilobites​(Second ed.). Chicago: The University of Chicago Press.

Mattern, J. (2006). ​Igneous rocks and the rock cycle​. New York: PowerKids Press.
 31

Mattern, J. (2006). ​Metamorphic Rocks and the Rock Cycle​. New York, NY: PowerKids Press.

Mattern, J. (2006). ​Minerals and the rock cycle​. New York: PowerKids Press

Mattern, J. (2006). ​Sedimentary Rocks and the Rock Cycle​. New York, NY: PowerKids Press.

Mattern, J. (2006). ​Weathering and erosion and the rock cycle​. New York: PowerKids Press

McIntosh, J. (2000). ​Archaeology ​. New York , NY: Dorling Kindersley Publishing, Inc.

Moody, R. (1993). ​The concise illustrated book of rocks and minerals​. London: Grange Books.

Neye, E. (2002). ​Water​. New York, NY: Grosset & Dunlap.

O’Donoghue, M., & Rowland-Entwistle, T. (1994). ​Rocks & minerals of the world​. San Diego:
Silver Dolphin

Parker, S. (2004). ​Seashore​. New York, NY: Dorling Kindersley Publishing, Inc.

Saunders, I. G. (1999). ​Bill Nye the Science Guy's Big Blue Ocean ​. New York , NY: Scholastic
Inc.

Stewart, M. (2014). ​Water​. New York, NY: Scholastic Inc.

Smith, A., & Howell, L. (2004). ​On the Beach​. London: Usborne Publishing Ltd.

Taylor, P. D. (2004). ​Eyewitness Fossil​. New York, NY: Dorling Kindersley Publishing, Inc.

Tomecek, S., Peter, C., & Binette, L. (2016). ​Absolument tout sur les roches et minéraux.
Toronto, Ontario: Éditions Scholastic

Walker, C., & Ward, D. (1992). ​Fossils​. London: Stoddart Publishing Co.

White, J. R. (2005). ​Hands-On Archaeology: Real-Life Activities for Kids ​. Prufrock Press Inc.

Wu, N. (n.d.). ​Beneath the Waves​. San Francisco: Chronicle Books.

Zodrow, E., & McCandlish, K. (1980). ​Upper Carboniferous Fossil Flora of Nova Scotia: In the
Collections of the Nova Scotia Museum, with Special Reference to the Sydney Coalfield​.
Halifax, NS: The Nova Scotia Museum.
 32

Resources (websites)

Fun with Fossils. (n.d.). Retrieved February 25, 2018, from

https://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lpf
unfossils/fun-with-fossils/#.WpNXZExFxPb

Teaching Resources & Lesson Plans. (n.d.). Retrieved February 25, 2018, from
https://www.teacherspayteachers.com/

https://www.tes.com/lessons/Zo49PkZh13Jq7A/plants
 33

Appendices

Powerpoint for Lesson 7: