SCIENCE CURRICULUM MAPPING-Unit Plan
Timeline
Subject/Grade
Course Content
Topic
4 days
Physical Geology
Minerals
Atoms and Elements
Science Inquiry and- Application
During the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to
construct their knowledge and understanding in all science content areas:
• Identify questions and concepts that guide scientific investigations;
• Design and conduct scientific investigations;
• Use technology and mathematics to improve investigations and communications;
• Formulate and revise explanations and models using logic and evidence (critical thinking);
• Recognize and analyze explanations and models; and
• Communicate and support a scientific argument.
Looking Back
Looking Forward
This unit builds upon the middle school Earth and Space Science strand
(beginning in grade 6), where common minerals are tested, minerals are
defined and minerals are classified. In addition, the chemistry sections of the
physical science syllabus support both mineral properties and crystalline
structures (chemical compositions and bonding).
Content Standards
PG.M.1
Key Ideas
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Atoms
Elements
Atomic Structure
Isotopes
All Key Ideas are applied to the concept of minerals.
Content Elaboration
The emphasis at the high school level is to relate the chemical and physical components of minerals to the properties of the minerals. This requires extensive
mineral testing, investigations, experimentation, observation, use of technology and models/modeling. The focus must be learning the ways to
research, test and evaluate minerals, not in memorization of mineral names or types.
Properties such as cleavage and hardness must be connected to the chemical structure and bonding of the mineral. In addition, the environment in which
minerals form should be part of the classification of the mineral, using mineral data to help interpret the environmental conditions that existed during the
formation of the mineral.
Misconceptions
Mineral and Rock Terms:
Separations along bedding plane, like those that dominate most sedimentary outcrops, occur deep beneath the Earth's surface.
Rocks (and minerals) grow.
Coarse-grained rocks are rough, fine-grained rocks are smooth
Coarse-grained sedimentary rocks cooled slowly, coarse-grained igneous rocks formed in areas of high depositional energy, etc.
With minerals, the term 'massive' texture means that the samples are big.
There is little to no relationship between outcrops and bedrock, and at least in Upper Midwest the whole concept of what is bedrock is fairly nebulous (I suspect
students in mountainous areas may have a better concept of 'bedrock', but do not know...).
Instructional Input
Materials for Labs and Activities:
Instructional Resources: Details of materials to support instruction and learning
x Text: Modern Earth Science. Page #:Chapter 8 Section 1
Safari Montage:__________________________
______________
Graphic Organizers:
_
Vocabulary ____________
Manipulative: _________
Mandatory Labs:
_________
Activities: __________________________
Other: __________________________
Additional Resources
Password Protected : http://www.akronschools.com/dotCMS/login?referrer=/departments/ci/teaching-and-learning/science/curriculum/teacher-resources.dot
Topic Outline/Objectives
Procedures: Details of the sequence of instruction
Lesson 1: Standard: PG.M.1
Resource: Modern Earth Science, Chapter 8 section 1
Objectives: State the distinguishing characteristic of an element.
Lesson2: Standard: PG.M.1
Resource: Modern Earth Science, Chapter 8 section 1
Objectives: Describe the basic structure of an atom.
Lesson 3: Standard: PG.M.1
Resource: Modern Earth Science, Chapter 8 section 1
Objectives: Define atomic number and mass number.
Lesson 4: Standard: PG.M.1
Resource: Modern Earth Science, Chapter 8 section 1
Objectives: Apply mass number to explain an isotope.