Pottsgrove School District
Unit Planning Organizer
Subjects
EARTH SCIENCE
Grade / Course 9th Grade Earth Science
Unit of Study
Unit Type(s)
Pacing
Rocks and Minerals
Topical
Skills-based
Dominant Focus: How are rocks and minerals formed, classified, and
identified.
Thematic
Weeks: 4 weeks
Current Priority State Standards and/or Common Core Standards
List the priority standards (written out in bold) that will be taught during this unit of study.
CAPITALIZE the SKILLS and underline the important concepts for all priority standards addressed in this unit.
3.3.10.A1: RELATE plate tectonics to both slow and rapid changes in the earth’s surface. DESCRIBE the rock cycle and the
processes that are responsible for the formation of igneous, sedimentary, and metamorphic rocks. RELATE the geochemical cycles to
the conservation of matter. EXPLAIN how the Earth is composed of exchanging energy or matter.
Current Supporting State Standards and/or Common Core Standards
List the supporting standards (written out in non-bold) that will be taught during this unit of study. Supporting standards should not be unwrapped.
3.3.10.A8 Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study
the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations
and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of
accuracy and precision in making valid measurements.
Priority
Standards
“Unwrapped” Concepts
“Unwrapped” Skills
Bloom’s II
Taxonomy
(Students need to know)
(Students need to be able to do)
Ex: 8.12.U.D
May also include concepts in unit but not
specified in standard
Ex: Verb (concept)
Ex: 4 - Analyzing
3.3.10.A1
Formation of sedimentary, metamorphic
and igneous rocks
Describe
Knowledge
3.3.10.A1
Sedimentary, Metamorphic and Igneous
Rocks
Classify
Application
3.3.10.A1
Rock cycle
Describe
Knowledge
3.3.10.A1
Minerals
Classify
Application
3.3.10.A1
Minerals
Identify
Knowledge
Essential Questions
Corresponding Big Ideas
Essential Questions are engaging, open-ended questions that educators use to spark
initial student interest in learning the content of the unit about to commence.
Big ideas are what you want your students to discover on their own as a result of
instruction and learning activities.
Identify the Essential Questions that will be used throughout this unit to focus your
instruction and assessment. For consideration, ask yourself the following about each
essential question:
Identify the Big Ideas for each corresponding essential question.
1.
2.
3.
4.
Is this question written in student friendly language?
Can this question be answered with one of the Big Ideas?
Does the question lead the students to discovery of the Big Ideas?
Does the question go beyond who, what, where, when and ask the students to
explain how and why?
1. What is a mineral and how are they identified?
The goal is for students to effectively be able to respond to the teacher’s essential
questions with the big ideas, stated in their
1. A mineral is a naturally occurring, inorganic solid, with a definite
crystalline structure and a specific chemical composition. They are
identified based on their physical and chemical properties such as
color and cleavage
2. What three elements make up more than 80% of the Earth’s crust? 2. Oxygen, Silicon, Aluminum
3. What is an igneous rock and how are they classified?
3. An igneous rock forms from the cooling of magma. It is classified
based on texture
4. What is the sequence in the formation of a sedimentary rock and
how are they classified?
4. Weathering, erosion, deposition, lithification. They are classified
based on mode of formation.
5. What is a metamorphic rock and what are the three types of
metamorphism?
5. A metamorphic rock is a rock that forms from preexisting rocks
exposed to heat and pressure. The types of metamorphism are
regional, contact, and hydrothermal.
Plan for Instruction
Make connections between learning experiences and teaching strategies.
Engaging Learning Experiences
(Authentic Performance Tasks)
 Mineral Lab
Researched-based Effective Teaching Strategies
 Igneous Rock Lab
 Compare and Contrast (features, formation of
rocks, etc.)
 Sedimentary Rock Lab
 Creative writing
 Metamorphic Rock Lab
 Debate
 Interactive Rock Cycle game
 Webquest
 Current Events

Learning Stations

Choice Board
Engaging Learning Experiences for Honors
(Authentic Performance Tasks)
 Mineral Lab
 Igneous Rock Lab
 Sedimentary Rock Lab
 Metamorphic Rock Lab
 Interactive Rock Cycle game
 Current Events
Researched-based Effective Teaching Strategies
for Honors
 Compare and Contrast (features, formation of
rocks, etc)
 Webquest
 Creative Writing
 Debate

Learning Stations

Choice Board
Common Assessments
Note to Curriculum Designers:
Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in
focus for this unit of study.
2. Identify the vocabulary used and frequency of these questions.
3. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
4. Create the Post Assessment using the Common Formative Assessment Template (Appendix A).
5. Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact
number and type of questions as post-assessment.
Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are
directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building
block chunks” of instruction.
1.
Post Assessment: Mirrored
Pre Assessment: Mirrored
Informal Progress Monitoring Checks: Warm-ups/exit slips, informal questioning
Unit Vocabulary
Tier 3
Tier 2
Literary Terms
 Compare
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Mineral
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 Contrast
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Crystal
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 Differentiate
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Luster
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 Identify
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Hardness
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Cleavage
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Fracture
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Streak
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Specific Gravity
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Intrusive rock
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Extrusive rock
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Basaltic rock
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Granitic rock
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Texture
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Porphyitic texture
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Vesicular
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Pegmatite
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Kimberlite
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Sediment
 Specimen
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Lithification
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Cementation
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Clastic sedimentary rock
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Clastic
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Porosity
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Evaporite
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Instructional Resources and Materials
Technology
Program / Text
Teacher Created
 Glencoe Earth Science 2008
 Laptops
 learning station worksheets
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 Projector
 Power Point
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 Smartboard
 Labs (materials/resources)
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 Clickers
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