Understanding By Design Unit Template

Rock and Mineral Formation 12

Title of Unit Grade Level
Earth Science 30 12 lessons
Subject Time Frame
Alison Dueck
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Students will develop their sense of self, community and place by identifying the features of the world around them and
learning how to interact with these features and what they could mean to themselves and future generations.

Students will develop an interest in the natural world around them so that they will become lifelong learners.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking (Think and learn creatively): Show curiosity and interest in the world, new experiences, materials and
puzzling or surprising events. Explore complex systems and issues using a variety of approaches such as models, simulations,
movement, self reflection and inquiry.

Developing Identity and interdependence (Understand and value social, economic and environmental interdependence
and sustainability): Evaluate how sustainable development depends on the effective and complex interaction of social,
environmental and economic factors.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

ES30-LS2 Examine the processes that lead to the formation of rocks and minerals
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry linked
now) to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.
Minerals are the building blocks of rocks
Can you identify 15 common rocks and minerals based on their
Rocks and minerals can be identified based on their physical physical characteristics?
characteristics.
How does knowing the types of depositional environments and
Rocks and minerals are differentiated based on the processes of processes of formation help us to discover ore deposits?
formation such as time, heat and pressure.
Why are ore deposits important to our province?
There are laws of stratigraphy that allow scientists to identify and
date layers of rocks and that they can be affected by natural
phenomenon such as volcanoes and earthquakes.

Related misconceptions

Different types of rocks and minerals are created by chance or that FNMI, multicultural, cross-curricular
there are only a few types of rocks or minerals
Discussion of who owns mineral rights in Saskatchewan and
Fossils happen by chance or can be found in all rock types what the treaties say about this.

Who owns the mineral rights under reserves?

Invitation to an elder to come and do a short talk about their
understanding of mineral rights and the land.
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this result of their work in this unit. These will come from the
unit. indicators.

Students will know... Students will be able to

Identify rocks and minerals that they encounter in the
environment around them.
Rocks and minerals exist and are differentiated based on
differences in their processes of formation Identify in which parts of Saskatchewan ore deposits occur

There are laws that explain how stratigraphy layers are deposited. Identify the processes that have created the rocks and minerals
that they encounter
 Stage 2 Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal The goal of this unit is for students to be able to identify settings that lead to the formation of rocks
What should students accomplish by and minerals. For a final assessment students will create a project based on an ore deposit of their
completing this task? choice in Saskatchewan. This project will include information on depositional environment,
R Role common rock and minerals in the area, and what the ore is used for and which companies are
What role (perspective) will your working in the area.
students be taking? G- The students should create a project relating to an ore deposit in Saskatchewan that
A Audience demonstrates their understanding of formation of the deposit.
Who is the relevant audience? R- Students will have the role as teachers to teach the other students in the class about their
deposit.
S Situation
A- The audience will be myself and the other students in class
The context or challenge provided to
the student. S- The student will stand in front of the class and showcase their work.
P Product, Performance P- The product will be a 5-8 min presentation about the depositional environment of their chosen
What product/performance will the deposit.
student
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance There are 2 blank rubric boxes that will be chosen by the class to finish off the rubric.
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
 Formative- 2 Labs to identify rocks and minerals. Students will be able to reflect on the things they have learnt in
2 mini quizzes that will cover the earliest concepts in the unit to the unit while working on their final project. They will then use
ensure students understand before they start working on their this knowledge and other research to teach the class about their
projects. chosen ore deposit and can self asses on their presenting and
subject knowledge based on the questions that the class asks
them.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

By the end of this unit my students will be able to explain the processes of formation of some common minerals and
rocks. They will know the rock groups and how pressure, time and heat have differentiated these groups. We will learn
about the different areas that contain ore deposits in the province and the towns and cities that are nearby (do all of my
students know the location of the the cities and rivers in the province on the map?) (Can they locate themselves on the
map?).

How will you engage students at the beginning of the unit? (motivational set)

I will bring in multiple samples of rocks and minerals and we will have a discussion on what a rock is and what minerals
are and any interesting geological features any students have seen. We can talk about the ores that can be discovered
in Saskatchewan and what we make with them.ex. gold (rings), diamonds, oil and gas.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Minerals What is a mineral? Why should we know how to identify common minerals? Construc Power
Use physical properties to classify mineral samples- using mineral samples we will discuss t point
and identify cleavage, fracture, crystalline structure, hardness, luster, magnetism and knowled
streak. We will also discuss the processes of formation of common minerals with a focus ge
on minerals found in Saskatchewan. I have a few identification kits available so each table related
can have their own kit so that each student can hold the minerals and learn to identify to
them. various
literacies
PGP Goals:
2.2 Proficiency in the language of instruction

2 Mineral Lab Using hand samples identify and classify minerals based on their physical properties in Use Lab sheet
groups so that students can discuss. moral for mierals,
PGP Goals: reasonin minerals
3.1 the ability to utilize meaningful, equitable and holistic approaches to assessment and g
evaluation. processe
s
3 Rock groups What is a rock? Construc Power
1 How are sedimentary rocks deposited? t literacy point #2
Differentiating Sedimentary (depositional environments)- Using photos and hand samples -Sed rock
discuss and identify different depositional environments such as grain size, bedding, ripple samples
marks, fossils.
Discuss the seas that covered Saskatchewan and how glaciation has affected sedimentary
rocks in the province.
PGP Goals:
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners.

4 Rock groups Think Power

2 How does depositional environment and heat affect how igneous and point #3
learn -Igneous
rocks are formed?
contextu rock
Why are igneous rocks important in Saskatchewan? ally samples

Igneous rock formation including types (mafic and felsic) and crystallization environment
(intrusive, extrusive)
PGP Goals:
2.2 Proficiency in the language of instruction
2.6 ability to strive for/ pursue new knowledge.

5 Rock groups How are metamorphic rocks formed? Think Power

3 Metamorphic rocks, what are they made of and where do they form? and point #4
PGP Goals: learn
2.4 Ability to use technologies readily, strategically and appropriately. contextu
 ally
6 Rock Quiz 1- Sed, met, and igneous processes of formation and definition of rock and mineral Construc Quiz #1
Features (10 minutes) t literacy sheet,
Why should we learn to identify rocks? What do the features of a rock tell us power
about its depositional environment? How are fossils formed? point #4
Identifying rock features in hand samples such as texture, foliation and naming criteria and fossil
PGP Goals: samples
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and
evaluation.

7 Rock Lab Hand back quiz#1- discuss any questions that people didnt understand or didnt do well Use All power
Lab on. (5 min) moral points in
Can students identify the rocks we have looked at in class? reasonin case we
Rock, and fossil identification lab. In groups students will discuss and classify rocks and g need to
fossils based on the things we have learnt in the last few lessons. processe review,
PGP Goals: s rock
2.4 Ability to use technologies readily, strategically and appropriately. samples,
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and lab sheet
evaluation. for rocks

8 Why is stratigraphy important? What does stratigraphy tell us about the earth Explore Power
Stratigraphy around us? and point #5,
Correlations of rock layers to volcanoes, earthquakes, floods and other natural phenomena interpret stratigraph
Looking at pictures we will do correlations and time scales. And then we can link fossils the y maps of
and stratigraphy and show how they help to date strata world Sask.
PGP Goals:
2.4 Ability to use technologies readily, strategically and appropriately.

9 Quiz 2- fossils and stratigraphy (10 minutes) Explore Quiz #2

Saskatchewa What natural resources does Saskatchewan hold? What do we use Uranium for and Ore deposit
ns ore Deposition environments of Uranium deposits with an emphasis on Saskatchewans interpret map of
deposits deposits. the Sask.,
What other natural resources does Saskatchewan have and where are they world mineral
located in the province? claims map
Deposition environments or oil, gas and metals and potash with an emphasis on of Sask.
Saskatchewans deposits.

Discussion of who owns mineral rights? What do the treaties say? Are we following the
words of the treaties the way that mineral rights are distributed? Invite an elder to come
and speak about their experiences with the earth and belief system.
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
2.3 knowledge of First Nations, Metis, and Inuit culture and History

10 Hand back quiz #2- discuss any problems (5 minute). Think Book
Explanation of final unit project and rubric, with a discussion on what criteria the last 2 and computer
boxes of the rubric should be, also discussion on what makes a good oral presentation (so learn lab
they know what to expect from rubric). Work period for the rest of the class creativel Rubrick for
 PGP Goals: y assignment
2.5 knowledge of a number of subjects taught in Saskatchewan schools and
2.6 ability to strive for and pursue new knowledge. instruction
s

11 Work period for ore deposit project. Think Computer

Work period Decide on due date for project according to class vote. and lab
PGP Goals: learn
1.2 ethical behavior and the ability to work in a collaborative manner for the good of all creativel
learners. y

12 Students will present their projects on the date that was decided. Think
Presentation PGP Goals: and
period 1.1the ability to maintain respectful, mutually supportive and equitable learn
professional relationships with learners, colleagues, families and communities creativel
y, and to
1.4 a commitment to service and the capacity to be reflective, lifelong learners and express
inquirers. understa
nding
and
commun
icate
meaning
using
various
literacies
13

14

15

16

17

18

19

20
 Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional They may be able to pair up with a stronger student or more time could be
practices, and/or the learning environment to meet used as a work period if people need them. I have included many pictures and
the learning needs and diversities of all my videos so that there is a strong visual component instead of straight lecture.
students?

For students who need a challenge:

The final project will be challenging to all students because they will not only
have to be academically strong, but there is also a technology and public
speaking component so hopefully everyone will be able to use their strengths
and discover some weaknesses.

Instructional Approaches:
Do I use a variety of teacher directed and student I use a mixture of teacher directed and student directed approaches, I provide
centered instructional approaches? the vocabulary and then we will use pictures, diagrams, hand samples and
maps to fill in the knowledge that is needed.
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis? Students will have the opportunity to use the school computer lab for one work
period. For those students who might not have the internet at home I think
that they will be able to complete the internet portions during this work period
and then they will have to compile the data without the use of the internet.
There are laptops available in class if studetns need them to complete their
presentation.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: I have included some FNMI content by discussing treaty rights and mineral
Have I nurtured and promoted diversity while rights and the idea that treaties did not include giving away the mineral rights
honoring each childs identity? to the land.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)

This unit plan is for Earth Science 30 using the outcome ES30-LS2 Examine the processes that lead to the formation of rocks
and minerals

Outcome #1- I used the curriculum to plan my unit by reading the outcomes and getting ideas from the indicators. My plans for
instruction are designed to use the information I receive from the quizzes and labs (formative assessment) to change my instruction
enough that all of the students can succeed on the final assessment. I have a bit of time planned to discuss any questions that arise
after the quizzes and there will be time to add in a bit more about formation when we get into the ore deposit types of Saskatchewan if
students are not confident by that point in time.

Outcome #2- I make student learning goals for each lesson. I have clearly stated my goal for each lesson in the unit as well as
ensuring that I keep referring back to the outcomes and indicators so that I do not get off task. My instruction is focused on these
indicators and the activites that I have chosen will make it easy for my students to succeed.

Outcome #3- I have tried to use instructional and learning strategies that are related to the outcomes and indicators. My instruction
includes a lot of powerpoint presentations but I have included tons of pictures and activities to keep students interested. I have
included two labs so that students can get their hands on the rocks and minerals so that they can learn by doing instead of just
listening to me talk. They will also spend some time working in pairs and alone for different parts of the lab and final project.

Outcome #5- My formative assessments will tell me how to change my lessons as we progress through the unit. I have built in time to
discuss the quizzes if there are any problem areas and working on the labs will allow the students to discuss among themselves and
learn by collaboration. The final project will be another chance to learn any pieces of information that may be unclear. The students
will have a work period to research their project so they may find more information that will help them to remember.

Outcome #6- My students will help to shape the assessment by choosing their own project topic as well as having a say in the final
project due date and some portions of the rubric. The rubric will be easy to follow and we will discuss each point of the rubric and I will
ask if there are any questions.
Outcome #7- I have evidence that I have made progress towards my teaching goals. I have shown my lesson plan and unit plan to
people in this class as well as my partner teacher to see if they had any input. I have included PGP goals for each lesson that will help
me to achieve the goals and become a better teacher.

Outcome #14- My plans will be accessible for all students. I have included many pictures, notes if someone would like them and have
given studetns the chance to work on the labs on their own time which will help any EAL students. For those students that that are
unable to concentrate or sit still will enjoy this unit because there will be much collaboration and movement while passing around and
looking at the rocks.

Outcome #16- My planned activities would improve the discipline specific literacy skills of my students. The students will be
introduced to the vocabulary of the rocks and mineral unit during my lectures, they will then have time during the labs to discuss and
collaborate with the other students during the lab to improve their literacy even more. They will then use this knowledge to teach the
other students in their class about an ore deposit type.

Outcome #17- This unit plan will proves that I can create a unit plan that will achieve the outcomes and indicators. Many elements
come together to reinforce the outcome so that the students will have multiple opportunities to demonstrate that they can meet the
outcome.

Outcome#18- My final assessment will make the application of student learning relevant and useful. For the assessment the students
will create a project that outlines and examines an ore deposit in Saskatchewan. This will be relevant and useful information for the
students because it will give them a better understanding of the natural world around them and in Saskatchewan. It will also give them
an idea of the companies working in the area and what they are doing.

Outcome #19- I have included a number of different forms of formative assessment and a summative assessment that allows students
to work on a project that interests them. My formative assessments will help me to understand if my students are ready to move on to
new material before they get left behind.