Unit: Rocks and Minerals
Length of Unit: 3 Weeks
Stage 1 –Desired Results
Where are we going?
NY State Standards:
Standard 4 Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of
matter and its reactivity.
Performance Indicator: 3.1:
Explain the properties of materials in terms of the arrangement and properties of the
atoms that compose them.
3.1a: Minerals have physical properties determined by their chemical composition and crystal
structure.
3.1b: Minerals are formed inorganically by the process of crystallization as a result of specific
environmental conditions.
Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air,
water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns,
seasonal changes, movements of Earth’s plates.
2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include:
production of magma (and subsequent igneous rock formation and contact metamorphism) at both
subduction and rifting regions; regional metamorphism within subduction zones; and the creation of
major depositional basins through downwarping of the crust.
2.1w: Sediments of inorganic and organic origin often accumulate in depositional environments.
Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of
chemical precipitation from seawater.
Standard 4 Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of
matter and its reactivity.
Performance Indicator: 3.1:
Explain the properties of materials in terms of the arrangement and properties of the
atoms that compose them.
3.1c: Rocks are usually composed of one or more minerals.
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Rocks are classified by their origin, mineral content, and texture.
Conditions that existed when a rock formed can be inferred from the rock’s mineral content and
texture.
The properties of rocks determine how they are used and also influence land usage by humans.
CCSS:
Reading:
(1) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
(8) Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
Writing:
(2) Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a) Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e) Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
(9) Draw evidence from informational texts to support analysis, reflection, and research.
Shifts in Literacy :
 Balancing Informational Text and Literacy
X Knowledge in the Disciplines
 Staircase of Complexity
X Text-Based Answers
X Writing from Sources
X Academic Vocabulary
Learning Outcomes/Goals:
Students will be able to:
 Identify the different properties if minerals and how to test for them.
 Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
 Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
 Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
 Analyze the physical characteristics of a rock to determine origin and formation.
 Explain how minerals are formed.
 Explain why each mineral has its own unique physical properties.
 Explain and identify the silica tetrahedron.
Enduring Understandings:
Essential Questions:
We will understand…
Rocks and minerals have properties related to their
structure that can be measured and used do identify,
classify and describe them.
How does a rock’s origin affects its observable
characteristics?
How does the internal arrangement of atoms affect a
mineral’s properties?
What are the similarities and differences among
sedimentary, metamorphic and igneous rocks?
Which is more important to life on earth, rocks or
minerals?
Knowledge
We will know…
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Skills
We will be able to…
How minerals are formed.
Why each mineral has its own unique physical
properties.
The composition of silica tetrahedron.
How Sedimentary rocks are formed (deposition,
cementation, compaction, precipitation,
evaporation)
The identifying features of Sedimentary (fossils,
clasts, layers) Rocks and explain how those
features were formed.
How Igneous rocks are formed (also magma vs.
lava)
How Metamorphic rocks are formed (include
contact vs. regional)
Tier Three Words:
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Banding
Foliation
Metamorphic
Regional
metamorphism
Contact
metamorphism
Sedimentary
Clastic
Chemical
Organic
Compression
Burial]
Deposition
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Intrusive
Extrusive
Volcanic
Plutonic
Precipitate
Evaporite
Rockj cycke
Mafic
Felsic
Texture
Lava
Magma
Vesicular
Non-vesicular
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Use the Earth Science Reference Tables to
identify rocks and minerals by their physical
and observable characteristics.
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Classify a rock sample as either Igneous,
Metamorphic or sedimentary and give a
reason for your identification.
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Determine the rate of cooling using crystal
size and explain the differences in formation
and characteristics of Extrusive and intrusive
igneous rocks
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Analyze the physical characteristics of a rock
to determine origin and formation.
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Cementation
Fossil
Igneous
Igneous Rocks
Sedimentary
Rocks
Metamorphic
Rocks
Crystals
Clasts
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Bedding
Foliation
Banding
Rock cycle
Stage 2 – Assessment Evidence
Performance/Products Tasks:
How will we know we are there?
Other Evidence:
History Rocks Essay
CCSS W(2) and W(9)
Final Unit Assessment with questions pulled from last
year’s Regents exam. Teachers will compare student
responses/results between last year’s group and this year’s.
Read and Respond to What are Minerals?
CCSS R(1) and W(9)
Mineral Lab using
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Quizzes
Do Now
Tickets out the Door
Rock Lab
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Rock Cycle Activity
Explanatory RAFT Document to conclude
Activity CCSS W(2) and W(9)
Stage 3 – Learning Plan
How will we get there?
Individual Lesson Plans with Resources
The following is the intended SLO for each day of the unit. SLOs for each day may change based on results
of embedded formative assessment.
Day 1: Identify the different properties if minerals and how to test for them.
a. Hand out unit plan
b. Start mineral power point
Day 2: Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
a. Finish mineral power point
b. Start Mineral ID lab
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Mineral sets (see lab) and sheets
Hardness kits, streak plates
Mineral ID books
Day 3: Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
a. Work on the Mineral Lab- Memorization
b. Work on the Mineral Lab- Write Up
Day 4: Explain why each mineral has its own unique physical properties.
Explain and identify the silica tetrahedron. Explain how minerals are formed.
a. Mineral review sheets
b. NYS ESRT
Day 5: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Mineral Check Point quiz
b. Vocab exploration
Day 6: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Rock Power point Sedimentary
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Sedimentary: Conglomerate, Sandstone, siltstone & fossilifous limestone
Evaporates: Rock Salt, Gypsum
Day 7: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Sedi rock lab
Day 8 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Rock Power Point Ing/Meta
- Samples of Gneiss, slate, banding & foliation
- Marble and
Day 9 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Igneous rock lab
Day 10 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. metamorphic rock lab
Day 11: Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
a. Wrap up 3 sections of rock lab conclusion
Day 12: Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
a. ESRT Activity Sheet
b. Coloring Rock sheet
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ESRT Activity sheets
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Coloring sheets
NYS ESRT
Colored pencils
Day 13: Analyze the physical characteristics of a rock to determine origin and formation.
Day 14: Work collaboratively to review the Enduring Understandings and Essential Question from the unit.
Day 15: Demonstrate knowledge of the unit’s learning objectives