Rocks and Minerals Unit Plan
I.
II.
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IV.
V.
a. Course name: Earth Science
b. Grade level: 2nd grade and up
c. Unit topic: An introduction to Rocks and Minerals and understanding the Rock Cycle.
Name of units: 4 weeks
a. How do we identifying rocks and what kind of rocks are there? (2 weeks)
b. What is the rock cycle and how does it work? (1 week)
c. How do we identifying minerals and what kind of minerals are there? (1 week)
Resources
a. The internet
b. Ballenger’s Teacher Center at Booth Library (Eastern Illinois University)
Statement of rationale
The entire surface of Earth is made up of rocks and minerals, and these rocks are being recycled
from one type to another through the Rock Cycle. It is important for students to comprehend
this process and the types of rocks and minerals so they can learn what makes up the crust of
our Earth.
Content Outline and Timeline (4 weeks)
a. An introduction to rocks (3 days)
i.
“Let’s Eat Dirt” activity pg. 8 and 9 in Rocks and Minerals activity book
ii.
“Earth’s layers” pg. 17 and 18 in Rocks and Minerals activity book
iii.
Earth’s layers foldable activity
b. Speaking in terms of Rocks (2 days)
i.
Vocabulary, crossword puzzle as evaluation.
c. How to categorize rocks? (1 day)
i.
Rock description cards
d. What rocks make up the layers of the earth? (1 day)
i.
Sedimentary
ii.
Metamorphic
iii.
Igneous
e. Pet Rock Experiment (1 day)
f. The Rock Cycle (2 days)
i.
“Walking through the Rock Cycle” pg. 25 in Rocks and Minerals activity book
ii.
Copy of the Rock Cycle handout
iii.
Interactive Rock Cycle website
g. Oh what an adventure as a rock! (2 days)
i.
Writing activity
h. What is a mineral introduction? (3 days)
i.
Sorting minerals introduction activity
ii.
“Rock or Mineral?” activity from pg. 31 in Rocks and Minerals activity book
iii.
“Homemade Rocks” pg. 33 in Rocks and Minerals activity book
i.
j.
How do we categorize minerals? (1 day)
i.
Color
ii.
Streak
iii.
Luster
iv.
Texture
v.
Hardness
Identifying minerals (1 day)
i.
Have the 8 basic minerals (calcite, galena, graphite, quartz, obsidian, hematite,
magnetite, and talc) and see if they can categorize them. Use the table on pg. 40
in Rocks and Minerals activity book.
VI. Goals and outline
a. Sate Goal 11:
i.
Students will understand the processes of scientific inquiry and enable students to
pose questions, make predictions, gather work with date and draw conclusions
based on evidence. As a result of this lesson students will…
IL O A: Know and apply the concepts, principles and processes of scientific inquiry.
ii.
Activities:
1. To introduce the topic the students will make dirty samples and formulate
questions and observations based off of the sample they pull out. This will begin
their thinking about rocks and minerals.
2. I will then have the students begin to look more closely at earth’s layers and
start identifying what they observe and how many types of rocks make up these
layers.
3. By collecting rocks from the environment, at home, around school property an
anywhere else, they will observe and collect data to determine how to
categorize a rock. Ex. We will do the Pet Rock Experiment, which will also entail
using math to classify rocks.
4. We will move into minerals after we look at the rock cycle. We will first begin by
determining what is a mineral? By doing the Rock or Mineral activity.
5. The students will then collect ‘minerals’ to make their own homemade rocks,
and understand that minerals are located inside of a rock.
6. The last step will be for students to collect minerals again and categorize them
by observing their features.
iii.
Materials
1. All material to make dirt samples which can be found in Rocks and Minerals
activity book.
2. An example of earth with its layers exposed (can either be homemade or
purchased depending on creativity level).
3. A collection of rocks and minerals from the school environment outside and
community.
iv.
4. A collection of the rocks we will be talking about (can be purchased or
borrowed).
5. Pet Rock Experiment Worksheet
6. Rock or Mineral Activity from Rocks and Minerals activity book.
7. Collection of minerals that we will discuss (borrowed or bought).
8. Crossword puzzle
Evaluation
1. Formally assess by writing activities.
2. Formally assess with crossword puzzle.
b. State Goal 12:
i.
Students will understand the fundamental concepts, principals and interconnections
of the life, physical and earth sciences. As a result of this lesson students will…
IL O E: Know and apply concepts that describe the features and processes of the Earth
and its resources.
ii.
Activities:
1. I will begin by getting them familiar with the terms of the rock cycle. They will
receive a handout with fill in the blanks for the definitions of the words.
2. After they are familiar with the terms associated with the Rock Cycle we will
“Walk through the rock cycle” as a class.
3. They will then walk through the rock cycle again on an interactive website which
can be found here: http://www.learner.org/interactives/rockcycle/index.html
4. Each child will receive their own rock cycle diagram to use as reference.
iii.
Materials
1. http://www.learner.org/interactives/rockcycle/index.html
2. Rocks and Minerals activity book pg. 25 (states all materials needed)
3. Rock Cycle handout
4. Paper to draw out the rock cycle
5. Vocabulary handout (fill in the blanks)
iv.
Evaluation
1. Formally assess students by having them draw out the rock cycle and label the
steps with a partner.
2. Formally assess students by having them take the short quizzes on the
interactive rock cycle site.