UBD Unit plan for rocks and Minerals

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 developing a positive sense of identity by learning about subjects that require evaluating the belief system of the
individual such as FN content and Saskatchewans treaty history. Students will learn the influence of place on a
persons identity and how connected people are to the land around them. Students will develop their sense of identity
while reflecting on the learning material and journaling at the end of some classes.

Students will develop into life long learners as they develop an interest in science and the natural world around them.
They will learn to appreciate other ways of knowing and be able to learn from, with and about others by working on a
group project and on socratic circles.

Students will become engaged citizens by demonstrating confidence and courage while speaking and presenting to the
other students in the class and will be able to make better life, career and consumer decisions based on the
environmental and FN impact of the deposit.

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. Students will explore the world around them and especially the natural environment of
Saskatchewans people by exploring the impact of the treaties and ore deposits on the people. They will have to think creatively
about solutions to complicated issues such as treaty rights and ore deposits.

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. Students will learn that all the countries in the world are involved in the removal, purchase,
sale and environmental impacts of ore deposits and their removal from the earth.

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

ES30-LS2 Examine the processes 1. Differentiate the three main rock groups (i.e., sedimentary, igneous and
that lead to the formation of rocks metamorphic) by their processes of formation, including the roles of time, heat and
and minerals. pressure. (K) (Lesson 3-6)

[SI] 2. Observe and classify mineral samples using standard physical properties (e.g.,
cleavage, fracture, crystalline structure, hardness, lustre, magnetism and streak).
(S, STSE) (Lesson 1-2)

3. Identify rock features such as layering, foliation, crystal size and inclusions and
relate these to their processes of formation. (K, S) (Lesson 6)

4. Infer depositional environments from sedimentary features such as grain size,

bedding, ripple marks and fossils. (S, K) (Lesson 6)

5. Identify how temperature and pressure at time of formation influence whether

igneous rocks become rich in iron and magnesium (mafic) or rich in aluminum and
silicon (felsic). (K) (Lesson 4)

6. Research how current petroleum reserves were formed and what conditions are
 needed for reservoir formation. (K) (Lesson 9 +project)

7. Correlate depositional layers to major events such as volcanic eruptions, glaciation

and flooding. (K) (Lesson 8)

8. Distinguish between intrusive (plutonic) and extrusive (volcanic) igneous rocks and
their inferred rate of cooling from their grain size. (K) (Lesson 4)

9. Explain how current potash (evaporite) and conventional oil deposits formed from
inland shallow seas. (K) (Lesson 9 +project)

10. Recognize the Precambrian deposits of uranium in the Athabasca Basin are
erosional remains of the Hudsonian Mountains. (K) (Lesson 9 +project)

TR12: Examine ones position regarding the importance of the treaty relationship for the social, cultural, and economic
prosperity of all Saskatchewan and Canadian People.

Analyze what you believe about treaty relationships, why you believe it, and how you came to believe it.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
Minerals are the building blocks of rocks
Rocks and minerals can be identified based on their physical
characteristics.
Rocks and minerals are differentiated based on the processes of
formation such as time, heat and pressure.
There are laws of stratigraphy that allow scientists to identify
and date layers of rocks and that they can be affected by natural
What provocative questions will foster inquiry into the
content? (open-ended questions that stimulate thought and
inquiry linked to the content of the enduring understanding)
Content specific.
How does the rock cycle and processes of formation of rocks
and minerals change the landscape around you?
Who owns Saskatchewans mineral rights?
How do FN and western scientific differ in relation to the
formation of rocks and minerals?
How do the people of Saskatchewan benefit from ore
phenomenon such as volcanoes and earthquakes.
Related misconceptions
Different types of rocks and minerals are created by chance or
that there are only a few types of rocks or minerals
Fossils happen by chance or can be found in all rock types
Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or might
also address pre-requisite knowledge that students will need for
this unit.
Students will know...
Minerals are the building blocks of rocks
Rocks and minerals exist and are differentiated based on
differences in their processes of formation
There are 3 groups of rocks and they can be differentiated and
identified based on their processes of formation.
Temperature, pressure and time affect the formation of rocks.
The laws of stratigraphy dictate how rocks are layered and allow
us to date rocks and fossils and to identify unconformities such
as volcanoes, erosion or earthquakes.
their standpoint on who owns Saskatchewans mineral rights
and that this is a contested topic.
Understand that there are different perspectives when it comes
deposits?
FNMI, multicultural, cross-curricular
Discussion of who owns mineral rights in Saskatchewan and
what the treaties say about this.
Who owns the mineral rights under reserves?
How do FN and scientists define rock and minerals and what
are the differences between the two ways of knowling?
Skills
What skills will students acquire as a result of this unit? List
the skills and/or behaviors that students will be able to exhibit
as a result of their work in this unit. These will come from the
indicators.
Students will be able to
Identify rocks and minerals that they encounter in the
environment around them.
Identify on a map where mineral deposits are located in
Saskatchewan and the type of deposit that it represents.
Identify the processes that have created the rocks and
minerals that they encounter
Create a project following the instructions laid out in a rubric.
Speak about an ore deposit of their choosing in
Saskatchewan.
Identify rock and mineral features, and physical
characteristics.
to western science

Provide information about the ore deposits in the province.

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
What should students rocks and minerals. For a final assessment students will create a project based on an ore
accomplish by completing this deposit of their choice in Saskatchewan. This project will include information on depositional
task? environment, common rock and minerals in the area, and what the ore is used for and which
R Role companies are working in the area. And include any social and political implications of this
What role (perspective) will deposit (ex. Who do we sell it to? who owns the mineral rights? Who is making money off of
your students be taking? this deposit?, is it located on a current First Nations reserve? Do the local FN people make
A Audience money or work on the deposit?)
Who is the relevant audience? G- The students should create a project relating to an ore deposit in Saskatchewan that
demonstrates their understanding of formation of the deposit.
S Situation R- Students will have the role as teachers to teach the other students in the class about their
The context or challenge deposit.
provided to the student. A- The audience will be myself and the other students in class
S- The student will present their work either by prerecorded video, live or some other method
P Product, Performance of their choosing
What product/performance will P- The product will be a 5-8 min presentation about the depositional environment of their
the student chosen deposit.
create?
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the There are 2 blank rubric boxes that will be chosen by the class to finish off the rubric.
Performance 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.

Students will be able to reflect on the things they have learnt in

My formative feedback will include a graded lab that will
include comments based on the type of answer that the
students give. This will allow me to find out if students are
understanding the topics.
the unit while working on their final project. They will then use
this knowledge to teach the class about their chosen ore
deposit and can self asses on their presenting and subject
knowledge based on the questions that the class asks them.

The mini quizzes will be graded and I will provide feedback

based on each question.

I will also ask question as we proceed through the lessons that

can be answered with a thumbs up, sideways or down.

We will work on written journal entries after some classes.

This will help to ensure that all students understand the
material before we move one. I will provide feedback on the
entries and change lessons to re cover things that students
seem to be struggling with.

There will be a socratic circle that will not be graded but

students will receive feedback in the shape of a token that will
be given to them when they make a meaningful contribution.
Students will have to collect 6 extra points (tokens) during the
unit either at the side stations or during the socratic circle.
 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?). I expect that the students will
know how to listen to and understand at least some English. They should be able to ask questions and nod understanding. They
should have seen many examples of rocks, minerals and fossils and should have seen the rock cycle in grade 7. They should
have learnt about the water cycle and understand that the earth is a rocky planet (grade 9 science) They should know how to
create a presentation and how to interpret the rubric (but we will discuss the rubric and presentation in class). They should have
some knowledge of FNMI content including the idea of treaties and that we are all treaty people.

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 Resource
s
1 Minerals What is a mineral? Why should we know how to identify common minerals? Constru Power
What does FN content teach about the environment? ct point
Use physical properties to classify mineral samples- using mineral samples we will knowled
 discuss and identify cleavage, fracture, crystalline structure, hardness, luster, ge
magnetism and streak. We will also discuss the processes of formation of common related
minerals with a focus on minerals found in Saskatchewan. I have a few identification to
kits available so each table can have their own kit so that each student can hold the various
minerals and learn to identify them. literacie
Explanation of the side stations and the point system so they have to know what to do s
if they finish assigned reading or the lesson finishes early. (each station will be a 10
min or less (ish) project)
Journalling projet (10 min)- What do you know about rocks and minerals? What
would you like to learn about?

PGP Goals:
2.2 Proficiency in the language of instruction

Constru
Why are minerals classified based on physical properties?
ct
What the physical properties and why are they used to classify minerals. Includes
knowled
cleavage, fracture, crystalline structure, hardness, luster, magnetism and streak.
ge
Formation of Prezi presentation (modification to my usual style of teaching that will allow students Prezi and
2 related
Minerals to work through the presentation on their own) by working in groups and going Plicker.
to
through the information instead of me doing a power point. I have added videos
various
which will augment learning.
literacie
s
3 Rock groups What is a rock? (non living) Constru Power
1 In FN cultures rocks are considered living things and deserve respect and have ct point #2
a spirit that can be used up. (sweats and the need to renew rocks once they literacy -Sed rock
begin to crumble). Students will read the story of how the turtle got its shell. samples
How are sedimentary rocks deposited?
Differentiating Sedimentary (depositional environments)- Using photos and hand
samples discuss and identify different depositional environments such as grain size,
bedding, ripple marks, fossils.
Discuss the seas that covered Saskatchewan and how glaciation has affected
sedimentary rocks in the province.
Class discussion (15 min)- At the end of the lesson try to relate the story to the
sedimentary rocks and erosion
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 rocks are and point #3
formed? learn -Igneous
Why are igneous rocks important in Saskatchewan? contextu rock
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 Constru Quiz #1
Features mineral (10 minutes) ct sheet,
Why should we learn to identify rocks? What do the features of a rock tell us literacy 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 and Hand back quiz#1- discuss any questions that people didnt understand or didnt do Use All power
mineral Lab well on. (5 min) moral points in
Lab Can students identify the rocks we have looked at in class? reasoni case we
Rock, mineral and fossil identification lab. In groups students will discuss and classify ng need to
rocks and fossils based on the things we have learnt in the last few lessons. process review,
PGP Goals: es 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 lab sheet
and 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 interpret stratigraph
phenomena. the y maps of
 Looking at pictures we will do correlations and time scales. And then we can link world Sask.
fossils and stratigraphy and show how they help to date strata
PGP Goals:
2.4 Ability to use technologies readily, strategically and appropriately.

9 Quiz 2- fossils and stratigraphy (10 minutes) Instead of a written quiz we will use Explore Quiz #2-
Saskatchew Plickers. Plicker will work well in this case as I can instantly see whether or not and Plicker in
ans ore students understand. It is also better than some other options because it is not interpret file ES30,
deposits possible to copy off of another student. the quiz 4
This is the What natural resources does Saskatchewan hold? What do uranium, potash world Ore
lesson for and petroleum deposits in Saskatchewan look like? deposit
culturally Who should own Saskatchewans mineral rights? map of
Responsive Reading and explanation of a part of treaty #4. Sask.,
teaching Discussion of who owns mineral rights? What do the treaties say? Are we mineral
following the words of the treaties the way that mineral rights are distributed? claims
PGP Goals: map of
1.3 a commitment to social justice and the capacity to nurture an inclusive and Sask.
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). Use plicker to look at students Think Book
answers to the quiz and see if we need to review any sections. We can go through and computer
each question and look at the statistics and discuss how to answer each question learn lab
(SAMR- Substitution) creativel Rubrick for
Explanation of final unit project and rubric, with a discussion on what criteria the last 2 y assignmen
boxes of the rubric should be, also discussion on what makes a good oral t and
presentation (so they know what to expect from rubric). Explanation of a few options instruction
for presenting and working on student projects such as google docs for collaborative s
working, prezi, a movie option and a quiz option for testing student knowledge after
the presentation. They will not have to use one of these as these are just options.
Explanation on internet safety. If they are creating a website they must think about
their personal information they are posting online including which school they go to or
class logos, peoples names address or phone numbers etc. This is a redefinition of
learning because without the media they would be unable to make an interactive
video or project. Work period for the rest of the class. Stations for students that have
completed their work
PGP Goals:
2.5 knowledge of a number of subjects taught in Saskatchewan schools
2.6 ability to strive for and pursue new knowledge.
11 Work period for ore deposit project- Stations for those that are done their work. 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 creativel
all learners. y

12 Students will present their projects on the date that was decided. Think
Presentation PGP Goals: and
period 1.1 the ability to maintain respectful, mutually supportive and equitable professional learn
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. underst
anding
and
commu
nicate
meanin
g using
various
literacie
s

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, I have connected the outcomes and indicators to each lesson in this unit.
performance assessment and learning The initial lessons will have formative assessment based on the lab,
experiences? quizzes, and journals. The final project will be a summative assessment of
the entire unit and will be the first part of a two part final project. The
learning experience will include teacher led, student led discussions such
as the socratic circle and a problem based learning project, which will
explore Saskatchewans ore deposits. Students will also learn some FN
and Canadian history while talking and discussing the treaty rights of FN

Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
people and whether or not the treaty rights of the people are being fairly
assessed.
For struggling students:
For EAL students: I can provide the notes before class and be available
before class to help with some of the vocabulary so that the class will be
easier to understand. I have included many photos, maps, and hand
samples to help with understanding rather than just readings. I could also
be available for a verbal quiz for those that would be unable to succeed
during a written test.
During all of the classes there will be multiple rocks, fossils maps, and
mineral hand samples in stations around the class so that students can
work and test their knowledge if they have extra time. There will also be
worksheets for the stratigraphy lesson and provincial geological maps that
students can study while deciding on which ore deposit they will choose for
their summative assessment.
Students from other cultures may have different ideas of how the rock cycle
works or is interpreted. They will have the chance to share this information
if they want during our socratic circle in lesson 9. I will keep the floor open
at the end (and during) each lesson incase students feel like they would like
to share anything. We will also have sharing circles and some journaling to
provide some different types of learning strategies.
Students who need more time are able to decide when they will do their
presentation. We will do a few presentations per day, and allow students to
sign up for a spot.
For those who are uncomfortable doing a live presentation they will have
the opportunity to make a video or another type of presentation that will
prove the outcome. If they are able to prove that they helped equally with
the presentation students may be able to not appear in the presentation
(maybe because they took on a different role like cameraperson).
For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
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.
If I get thumbs down in a particular lesson I will allow those students who
gave a thumbs up to work on the station rocks- they will work quietly alone
so that they are not disturbing those students who are still trying to
understand the concept.
I use a mixture of teacher directed and student directed approaches, I
provide the vocabulary and then we will use pictures, diagrams, hand
samples and maps to fill in the knowledge that is needed.
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 students need them to
complete their presentation.
I have included some FNMI content by discussing treaty rights and mineral
rights and the idea that treaties did not include giving away the mineral
rights to the land. We will also look at how rocks are a respected part of the
earth, and the idea that they have a spirit that is used up during sweats and
other ceremonies.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)