SCIENCE CURRICULUM MAPPING-Unit Plan
Timeline
Subject/Grade
Course Content
10 days
Physical Geology
Minerals
Topic
Chemical and Physical
Properties
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.3
PG.M.4
PG.M.5
Key Ideas
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Definition of a mineral
Groups of minerals
Crystalline Structure
Chemical properties
Physical properties
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:
Mineral samples
Glass plates
Streak plates
Magnets
Copper penny
Instructional Resources: Details of materials to support instruction and learning
x Text: Modern Earth Science. Page #: Chapter 9
Safari Montage:__________________________
Graphic Organizers:
_
Vocabulary ____________
x Manipulative: mineral identification page 172-173
Mandatory Labs:
_________
______________
Steel nail
x Activities: ___page 167____________
Other: __________________________
Additional Resources
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Topic Outline/Objectives
Procedures: Details of the sequence of instruction
Lesson 1: Standards: PG.M.3
PG.M.4
Resource: Modern Earth Science, Chapter 9 section 1
Objective: Define a mineral and distinguish between the two main mineral groups.
Lesson2: Standards: PG.M.3
PG.M.4
Resource: Modern Earth Science, Chapter 9 section 1
Objective: Identify the elements found most abundantly in common minerals.
Lesson 3: Standards: PG.M.3
PG.M.4
Resource: Modern Earth Science, Chapter 9 section 1
Objective: Name six types of non-silicate minerals.
Lesson 4: Standards: PG.M.3
PG.M.4
Resource: Modern Earth Science, Chapter 9 section 1
Objective: Distinguish among six main arrangements of silicon-oxygen tetrahedra found in silicate minerals.
Lesson 5: Standard: PG.M.5
Resource: Modern Earth Science, Chapter 9 section 2
Objective: Describe some characteristics that help distinguish one mineral from another.
Lesson 6: Standards: PG.M.5
Resource: Modern Earth Science, page 167
Objective: Apply knowledge of mineral properties and identify mineral samples.
Lesson 7: Standards:
PG.M.5
Resource: Modern Earth Science, page 172-73
Objective: Apply knowledge of mineral properties and identify mineral samples. Include
the environment in which minerals form.