Standards Based Unit of Study Template (provided via LiveText)
Unit Planning Template
Teacher: Ashley Winn Subject(s)/Course(s): Science Grade/Level:3rd
UnitTopic/Focus: Rocks & Minerals
Integration with other content areas (if applicable): language arts, art, technology
Estimated time for implementation: 8 days
Standards Visit the KDE Website for quick access to the Academic Expectations, Program of Studies, and Core Content for Assessment 4.1. The Combined Curriculum Document makes it easier to copy and paste the standards you are addressing into your standards-based unit of study and lessons plans. (See Combined Curriculum Documents and others):
| Program of Studies: Understandings | Program of Studies:Skills and Concepts | Related Core Content |
| SC-P-EU-U-1Students will understand that people use a variety of earth materials for different purposes because of their different properties. All products that people use somehow come from the Earth. | SC-P-EU-S-1Students will use senses and scientific tools (e.g., hand lens/magnifier, metric ruler, balance, etc.) to observe, describe and classify earth materials (solid rocks, soils, water and air) using their physical properties SC-P-EU-S-2Students will explore how earth materials are used for certain things because of their properties | SC-EP-2.3.1 Students will describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties. Earth materials include solid rocks and soils, water and the gases of the atmosphere. Minerals that make up rocks have properties of color, luster and hardness. Soils have properties of color, texture, the capacity to retain water and the ability to support plant growth. Water on Earth and in the atmosphere can be a solid, liquid or gas. DOK 2 |
Big Idea: Grade: The Earth and the Universe (Earth/Space Science) Grade: End of Primary The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the heart of elementary students’ initial understanding of the Earth’s place in the universe is direct observation of the Earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. Students identify and analyze systems and the ways their components work together or affect each other. Big Idea: Humanity in the Arts The arts reflect the beliefs, feelings, and ideals of those who create them. Experiencing the arts allows one to experience time, place, and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings, and ideas of those cultures. Students also have the opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present, and to learn to appreciate their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts. Academic Expectations 2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities. 2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Big Idea: Interpreting Text (Reading)Interpreting text requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text, as well as focusing on specific information. Texts encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for interpreting print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. Big Idea: Speaking, Listening, and ObservingSpeaking, listening and observing are fundamental processes which people use to express, explore and learn about ideas. The functions of speaking, listening and observing include gathering and sharing information, persuading others, expressing and understanding ideas, and selecting and critically analyzing messages. The contexts of these communication functions include one-to one conversations, small group discussions, large audiences and meetings, and interactions with media. Academic Expectations 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various messages they observe. 1.4 Students make sense of the various messages to which they listen. 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. Big Idea: Information, Communication and Productivity PrimaryStudents demonstrate a sound understanding of the nature and operations of technology systems. Students use technology to learn, to communicate, to increase productivity and become competent users of technology. Students manage and create effective oral, written and multimedia communication in a variety of forms and contexts. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. 3.3 Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects. 6.1 Students connect knowledge and experiences from different subject areas. 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills and experiences. Big Idea: Writing ContentTo communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms, connecting to prior knowledge and the students’ understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form. Academic Expectations 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. |
Context (Unit Organizer): A narrative that Rocks and minerals are a part of our everyday life. They have so many uses and it is important for students to understand how they impact many aspects of our lives. It is also important because we have so many different opportunities in our area for students to explore varying rocks and minerals that this subject area will surely be one of great interest and provides many opportunities for field trips. Prior to this unit students will have had a basic introduction to rocks and minerals from previous grades. It is also important that they have had several lessons on using encyclopedias as well at the computer and internet. They also should have had some experience using the Moviemaker program and digital cameras.
Essential Questions (1 Essential Question supported by 3-5 Guided Questions that guides lesson planning/focus and demonstrate):
¨ What are rocks/minerals and how are they important in our daily lives?
What is a rock?
What are the three main types of rocks?
How do rocks change over time?
What are the ways humans use rocks and minerals?
Culminating Activity/Assessment, A product or performance that: The students will be assessed in a variety of ways throughout the course of the unit. They will complete a KWL chart, they will write a summary of a rock and its characteristics and how it is used, they will create chalk painting and a journal entry, students will compare/contrast the three different types of rocks, and they will complete a rock journal outlining their findings from the rock centers. The final assessment will be the completion of a webquest on the final two days of the unit. Students will be asked to become rock detectives and research their rock/mineral and create a multimedia presentation to share with the “community”. Their presentation will be assessed based on the attached rubric.
Outline of Daily Plans
Day One – KWL Chart
Objective: § Students will complete the “know” and “want to know” section of a KWL chart about rocks and minerals. § Students will collect a rock to research.
Resources/Technology:§ KWL chart§ Area to collect rocks§ Smartboard
Procedure:§ Show students a variety of rocks/minerals. Ask them to think about what they know about rocks & minerals.§ Give them the KWL chart and ask them to write facts they already know about rocks and minerals.§ Bring the group back together as a whole and ask them to share what they would like to learn about rocks/minerals.§ Students can record their ideas on their KWL chart.§ Record student ideas using Smartboard.§ Once everyone has shared their ideas, explain that over the next few days we will be talking about different rocks and minerals and that everyone will have the chance to research a rock they choose. § Take the class for a walk and ask them to look for different kinds of rocks. § Tell them to choose one rock to take back to class.
Assessment: Students will be assessed on their participation in class discussion and KWL charts.
Day Two – Rock and Mineral Research
Objectives:§ Students will discuss the connection between rocks and minerals and commonly used items.§ Students will use an encyclopedia and the internet to research their rock or mineral to find its common uses.
Resources/Technology:§ Various items containing a drill bit, a filled saltshaker, and a light bulb, a can of white paint, container of bath powder, a glass, and a roll of film§ Index cards with one of the following rocks and minerals written on it: diamond, halite, quartz, silver, chalk, titanium, and tungsten.§ Encyclopedias§ Computers with internet access.
Procedure:§ Explain that rocks and minerals are used for many things. Minerals provide metal for household appliances, and cars, quartz used in televisions and radios, and gypsum is used to make plasterboard and paint.§ Give students the opportunity to share ways they know we use rocks and minerals in our daily lives. § Show students the items located on the table and give them the chance to explore them.§ Next, give students an index card with one of the following rocks and minerals: diamond, halite, quartz, silver, chalk, titanium, and tungsten.§ Then will then use an encyclopedia and the internet to research their rock or mineral to find its common uses.§ Once they have completed their research they will use the computer to type a summary of their rock or mineral and its common uses.
Assessment:§ Students will be assessed on their summaries of their rock/mineral and its common uses.
Day Three – Chalk Painting
Objectives:§ Students will create a chalk painting.§ Students will write a journal entry about other ways they believe people may have used rocks and minerals 100s of years ago.
Resources/Technology(per student):§ 1 piece white chalk § glue-water solution (1 tbsp glue with 1 tbsp water)§ newspaper§ 9" x 12" sheet black construction paper§ 1 paintbrush§ 1 paper cup§ 1 plastic spoon§ Hammer
Procedure:§ Discuss with students how thousands of years ago people crushed rocks to obtain colors for paints. Hold up a piece of chalk and ask the students what it is. Explain to the students that the chalk is actually limestone. The chalk powder has been used as a white pigment (coloring).§ Next, demonstrate the process for creating the chalk painting. The steps are as follows: Step 1: Put your chalk inside the plastic bag, flatten the bag to remove the extra air, and close the bag securely. Step 2: Place the bag in between layers of newspaper for cushioning. Step 3: Use a hammer to carefully crush the chalk into a powder. Step 4: Pour the chalk powder into the paper cup and add the glue solution. Mix thoroughly with a spoon. Step 5: Use the chalk paint and the paintbrush to create a picture on the black construction paper.§ Once student have completed their chalk painting ask them to write in their journals about what other ways they think people might have used rocks and minerals hundreds of years ago.
Assessment:§ Students will be assessed on the completion of all the steps of the chalk paining and their responses in their journals. Day Four – Sedimentary, Igneous, & Metamorphic rocks
Objective:§ Students will compare and contrast the three types of rocks. § Students will watch a short overview of rocks and minerals.§ Students will read about the three different types of rocks using the internet.
Resources/Technology:§ Introduction to Rocks and Minerals via Youtube§ http://www.youtube.com/watch?v=9cHUbyaid1k&feature=PlayList&p=E8FBD429D64D3515&playnext=1&playnext_from=PL&index=19§ Computer with internet§ access http://library.thinkquest.org/J002289/
Procedure:§ First show students the Youtube video about rocks and minerals.§ Next students will use the internet to access the following website to learn more specifically about sedimentary, igneous, and metamorphic rocks. http://library.thinkquest.org/J002289/§ Students will then use what they have learned to compare and contrast the three different types of rocks.
Assessment:§ Students will be assessed on how they compare/contrast the three different types of rocks.
Day Six – Rock Centers
Objectives:§ They will draw what it looks like, and record it in the data journal.§ Students will find the true color of their rock by performing the streak test§ Students will determine if their rock contains limestone.§ Students will determine if their rock contains metal.§ Students will determine if their rock sinks or floats.
Resources/Technology:§ Magnifying glass§ Drawing supplies§ journal§ Unglazed ceramic tile§ Eye dropper§ Vinegar§ Magnets§ Cup § Water§ Pumice rock
Procedure:§ Students will be divided in groups to move through the centers. The procedures for each of the centers is as follows:Ø Students will clean their rock and look at it with a magnifying glass. They will draw what it looks like, and record it in the data journal.Ø Students will find the true color of their rock by performing the streak test. Students will rub the rock across an unglazed ceramic tile. The streak of the color left on the tile's surface is the rock's true color. If no streak is left then it is harder than the tile. Students will record the information in their rock journal.Ø Students will learn that rocks with limestone will bubble when they come into contact with a weak acid such as vinegar. Students will conduct an experiment by using vinegar in a dropper to see if bubbling occurs. They will write their findings in their rock journal.Ø Students will learn that a rock containing metal will be attracted to a magnet. Students will hold the magnet to their rock and see if it is attracted. Then they will record their findings in the rock journal.Ø Students will find out if their rock sinks or floats. The students will learn that a pumice rock will float. Students will place their rocks into a cup of water and they will watch to see if it sinks or floats. Then they will record their findings in their rock journal.
Assessments:§ Students will be assessed on their completed rock journals.
Day Seven & 8 – Rock and Mineral Webquest
Objectives:§ Students will research using books and the internet to collect information about various rocks and minerals and how they are used.§ Students will work together with their group to answer questions and create a multimedia presentation about their findings.
Resources/Technology:§ Computers with internet access§ Computers with Moviemaker program§ Access to digital cameras with video capability§ http://www.rocksforkids.com/§ http://www.kidskonnect.com/content/view/97/27/§ http://www.minsocam.org/MSA/K12/K_12.html
Procedure:§ Tell students that we have been asked by some local geologists to help in their search of different rocks and minerals. We are going to become rock and mineral detectives! Our job is to collect clues about different rocks and minerals in our area and share with the community in the form of a multi-media presentation.§ Give the students their task: Your group will research using books and the Internet to collect information about various rocks and minerals and how they are used. After collecting all of your information your group should come together to answer the following questions:· What are minerals?· What are the physical characteristics of your assigned mineral?· Where is your assigned mineral found as a natural resource?· How is your mineral used once it is mined from the earth?· What are the three different types of rocks and how are they formed?· What type of rock is your assigned mineral associated with? Once you have collected all of your information, your group will put together a multimedia presentation. You will then be ready to share the discoveries from your detective work with the community.§ Assign students to groups of three. Each person in the group will hold one of the following positions: Mineral Detective – this person will find out what a mineral is and the specific characteristics of your assigned mineral. Locater Detective – this person will find out where your assigned mineral is found in nature and how it is used once it is mined from the earth. Rock Detective – this person will find out what the three different types of rocks are and how they are used. § Once they have decided who will complete each job, they will begin their detective work using the Internet and other resources that are found in the resourcs section. § When they have looked through all the information and decided what is the most important information that solves their detective work, they will then meet with their groups for a detective debriefing session. Remind them that they are responsible for teaching and sharing information to the other members of the group.§ As a group, they will organize the information for a Moviemaker slideshow . They will need to create at least one slide to answer each question. § They will have the opportunity to use the cameras to create pieces for their slide shows if they would like.§ Once students have completed their slideshows they will be ready to present to the group what their detective work has found!
Assessment: § Students will be assessed using the following rubric:
| Multimedia Project Rubric | |||||
| Novice: 1 point | Intermediate: 2 points | Expert: 3 points | Self Evaluation | Teacher Evaluation | |
| Topic/Content | Includes some essential information and few facts. | Includes essential information. Includes enough elaboration to give readers an understanding of the topic. | Covers topic completely and in depth. Complete information. Encourages readers to know more. | ||
| Technical Requirements | Includes 4 slides or less and few graphics from outside sources. | Includes at least 5 slides, 3 graphics from outside sources, and some advanced features, such as sound or animation. | Includes at least 6 slides, 5 or more graphics from outside sources, and several advanced features, such as sound or animation. | ||
| Mechanics | Includes more than 5 grammatical errors, misspellings, punctuation errors, etc. | Includes 1-4 grammatical errors, misspellings, punctuation errors, etc. | Grammar, spelling, punctuation, capitalization are correct. No errors in the text. | ||
| Cooperative Group Work | Works with others, but has difficulty sharing decisions and responsibilities with others. | Works well with others. Takes part in decisions and contributes fair share to group. | Works well with others. Assumes a clear role and related responsibilities. Motivates others to do their best. | ||
| Oral Presentation Skills | Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work | Communicates ideas with proper voice projection, adequate preparation, and some enthusiasm. | Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery. | ||
| Scale: 13 - 15 = Expert 9-12 = Intermediate 6 - 8 = Novice | Total Points | ||||
Reflections and Connections to Kentucky's Teacher Standards: For the Standards Based Unit of Study (SBUS),