Madras High School Unit Plan Grades: 11‐12 Subject: Environmental Science Semester: 2 Unit of Study: Rocks and Minerals Pacing‐Teaching: Interactive Notes: 5 class periods Practice work assignments: 4 class periods, see 3 practice work assignments linked on Worona’s website. Activities: 5 class periods. 2 videos, 2 lab activities, 2 days self‐paced notes Assessments: 1 lab write‐up, 1 project, 1 unit test Assessment Pacing: This unit takes 5 weeks to complete. Essential Questions: 1) What are the 5 characteristics of minerals? 2) What are the physical properties of minerals and how can they be used to identify an unknown mineral? 3) What are minerals used for? 4) By what processes are rocks formed? 5) What is the rock cycle? 6) How do scientists classify rocks? 7) What is the difference between igneous, sedimentary and metamorphic rock? How do they differ in their formation? 8) What are the different types of igneous, sedimentary and metamorphic rock? Oregon State Standards (including Madras High School Priority Standards in Bold, and Supporting Standards non‐bolded)  HS‐ESS1‐5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.  HS‐ESS2‐1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean‐floor features. Common Core Writing Standards: CCSS.ELA‐LITERACY.W.9‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA‐LITERACY.RST.9‐10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Concepts (Need to Know) Skills Blooms Level 1. Describe the five characteristics of Problem solving, writing, Interactive Notes: minerals reading, note‐taking skills 1,2 2. Name several physical properties of (reading a text and Practice work minerals deciphering the most assignments: 1, 2, 3, 3. Explain how physical properties can important information), 4,5, be used to identify minerals laboratory skills Activities: 4,5 4. Describe how minerals are used. Assessments: 5. Explain the processes by which 1,2,3,4,5 rocks are formed and how this contributes to the rock cycle 6. Explain how scientists classify rocks. 7. Describe how igneous, metamorphic and sedimentary rocks are formed 8. Classify the different types of igneous, metamorphic and sedimentary rocks. *Blooms level: 1 ‐Remember, 2‐Understand, 3‐Apply, 4‐ Analyze, 5‐Evaluate, 6‐Create *Assessment levels: 1‐Beginning to identify, 2‐ Developing simple knowledge & skills, 3 Proficient‐ demonstrates knowledge & skills along with applying details, 4‐ Mastery‐
demonstrates knowledge & skills along with analyzing, evaluating, and being able to create. Vocabulary: Cementation  Clastic Sedimentary Rock  Chemical Sedimentary Rock  Cleavage  Crystal  Deposition  Extrusive  Fracture  Foliated Metamorphic Rock  Gemstone  Hardness  Igneous  Intrusive  Luster  Magma  Metamorphic  Mineral  Non‐Foliated Metamorphic Rock  Ore  Organic Sedimentary Rock  Rock  Rock Cycle  Sediment  Sedimentary  Streak Assessments: GRADED ASSESSEMENTS/ PROFICIENCIES Mineral Identification Lab Rock Cycle Project Rocks and Minerals Test SCORING GUIDE COMPLETION DATE B (3.0) Discussion Discussion Discussion Questions: Questions: Questions: Missing, All questions All questions incomplete, or attempted, may answered, some lab has several lack detail and/or extra details significant errors. contain a few provided, a few Little effort errors. Shows a small errors. producing a poor basic knowledge Above average quality product. of the standard. final product. Does not Average quality demonstrate a product. minimal level of understanding. Mineral Data Table: Data Table: Identification Data Table: Completed with Complete and Lab Incomplete data errors in the mostly accurate tables, missing a recording of the recording of your title, column data. Table has a data with some headings, units or non‐descriptive extra details. other critical title. Mineral IDs Table title is information. are 70% to 79% general. Mineral Mineral IDs are correct . IDs are 80% to inaccurate. 89% correct . F (0.0) Concept Understanding: C (2.0) Concept Understanding: Concept Understanding: GRADE A (4.0) Discussion Questions: All questions answered with detailed, complete answers. Minimal to no errors. Exceptional final product. Data Table: Complete, detailed and precise recording of your data. Table title is clear, complete and describes the table's contents. Mineral IDs are 90% to 100% correct . Concept Understanding: The student demonstrates some confusion, but understands the basic concepts related Rock Cycle to the major Project groups of rocks, how they form, and how they fit into the rock cycle. Professionalism and Creativity: Project is moderately neat, but has three or more misspellings and/or grammatical errors. Project shows average effort and quality. All questions Questions left attempted, may blank or incomplete. Little lack detail and/or effort producing contain errors. poor answers. Shows a basic Unit Test Does not knowledge of the Short Answer standard. demonstrate a Questions minimal level of Average answers understanding. to questions. The student demonstrates a weak understanding of the concepts related to the major groups of rocks, how they form, and how they fit into the rock cycle. Professionalism and Creativity: Project lacks neatness with sloppy handwriting or artwork. Poorly drawn/created, showing obvious signs of rushing or lack of effort. The student demonstrates a solid understanding of most concepts related to the major groups of rocks, how they form, and how they fit into the rock cycle. Professionalism and Creativity: Project is moderately neat and has no more than two misspellings and/or grammatical errors. Project shows an above average level of effort and quality. The student demonstrates a mastery of the concepts related to the major groups of rocks, how they form, and how they fit into the rock cycle. Professionalism and Creativity: Project is very neat. No misspellings or grammatical errors. Creativity is excellent. Obvious, high quality effort is shown. All questions answered, some extra details provided, few errors. Above average answers to questions. All questions answered in complete, informational sentences. Highly detailed answers with minimal errors. Exceptional answers to questions.