Technology infusion

Title of Unit Geology – Rocks and Minerals Grade Level 8th grade

Curriculum Area Time Frame 5 weeks
Earth Science
Identify Desired Results (Stage 1)
Content Standards

S8E5. Students will investigate the scientific view of how the Earth’s surface is formed.
a. Investigate the contribution of minerals to rock composition.
b. Classify rocks by their process of formation.

Understandings Essential Questions
Overarching Understanding Overarching Topical
Students will understand that… What are the  What is a mineral?
 Many materials used by people come from properties of minerals  What are the five characteristics of a mineral?
rocks and minerals. and explain how  What are the processes by which minerals form?
 To be a mineral it has to be naturally occurring, minerals are  What are the characteristics used to identify rocks?
inorganic solid that has a crystal structure and a identified?  What are the three major groups of rocks?
definite chemical composition. Can minerals be used  How do igneous rocks form?
 Each mineral has its own specific properties in everyday life? If  How do sedimentary rocks form?
that can be used to identify it. so, how?  How do metamorphic rocks form?
 Minerals can form in two ways: through Is it possible for  How are rocks classified?
crystallization of melted materials and through rocks to change from
crystallization of materials dissolved in water. one type to another?
 Minerals are the source of metals, gemstones, Is the rock cycle
and other materials used to make many really a cycle?
products. How do natural
 Rocks are classified based on how they formed objects compare to
and their mineral composition. manufactured
 Igneous rocks are classified according to their objects?
origin, texture, and mineral composition. Can rocks be used in
 Sedimentary rocks are formed by the ongoing everyday life? If so,
deposition of rocks and other sediments that are how?
cemented together.
 Metamorphic rocks are identified by the
arrangement of the grains that make up the
rocks.
 Rocks at the Earth’s surface weather, forming
sediments that are buried, then compacted,
heated, and often recrystallized into new rock.

Related Misconceptions

Misconceptions:
 All rocks are the same.
 Rocks and minerals are the same.
 Rocks and minerals are not important in my
life.
 Rocks and minerals can be man-made.

Knowledge Skills
Students will know… Students will be able to…

Minerals can be identified by their physical  Explain the properties of minerals.
properties.  Identify the processes of how minerals form.
Rocks are composed of minerals. Minerals are  Explain and give examples of how minerals and rocks are used in their everyday life
the building blocks of rocks.  Explain how rocks change from one type to another.
Magma cools and crystallizes to form igneous  Analyze the rock cycle and explain how the different types of rocks form.
rock.  Classify igneous, sedimentary, and metamorphic rocks.
Igneous rock undergoes weathering to form
sediment. The sediment is transported and
deposited somewhere (such as at the beach or
in a delta, or in the deep sea.
The Rock Cycle explains how on rock type can
be transformed into another.

Science mineral vocabulary-Mineral, inorganic,
crystal structure, element, compound, Moh’s
hardness scale, streak, luster, density, cleavage,
fracture, magma, and lava.
Science rock vocabulary- Sedimentary,
igneous, metamorphic, rock composition,
mineral formation, pressure, and rock cycle.

Judy Wallace

Stage 2 – Evidence of Desired Results

Performance Task Assignment # 1
Students will develop a graphic organizer identifying the five characteristics of a mineral,
properties of a mineral, how minerals are identified, and how minerals form. (Facets 1, 2, & 3)

Students will create a theme book identifying the three types of rocks and how they are
classified. (Facets 1, 2, 3, & 4)

Students will develop a PowerPoint presentation describing how rocks and minerals are
used in everyday objects. Students will explain: What are some actual minerals, as
opposed to mineral products, that people use frequently? What are some things made

from rocks or minerals that we use in our daily lives? How would our lives be affected if
we did not use rocks and minerals? Facets1, 2, 3, 4, & 5)

Other Evidence:

(eg., tests, quizzes, prompts, work samples, observations)
Writing Prompt

Discuss the importance of rocks and minerals in our daily lives. (Facet 5, & 6)

Discuss any problem that you have had in your search for information and how
you resolved it. (Facet 4, 5, & 6)

Describe how you chose the rocks and minerals for your PowerPoint and how
you determine how to look up your information. (Facet 6)

Observation:
The teacher will observe the student’s participation and understanding of the
concepts daily, and address any problem students may have.

Students will develop a graphic organizer identifying the five characteristics of a mineral,
properties of a mineral, how minerals are identified, and how minerals form. (Facets 1,
2, & 3)

Goal

As the president of your science club, your task is to create a graphic organizer
identifying the characteristics minerals, properties of minerals, describe how to
identify minerals, and how minerals form.
Role
You are the president of your science club.

Audience
Your science club members.

Situation

The challenge involves dealing with new members that have no knowledge of
minerals.

Product, Performance, and Purpose

You will design a graphic organizer that will teach your new members the five
characteristics of a mineral, properties of a mineral, how minerals are identified, and how
minerals form.

Standards and Criteria for Success

Your work will be evaluated by your club advisor and new members using a
rubric. (Document 1) (Document 2)

Mineral Graphic Organizer

(Document 1)

Teacher Name: Judy Wallace

Student Name: ________________________________________ Grade_____________

1 Needs
CATEGORY 4 Excellent 3 Good 2 Satisfactory Improvement
Labels All items of Almost all items of Several items of Labels are too small
importance on the importance on the importance on the to view OR no
graphic organizer graphic organizer graphic organizer are important items were
are clearly labeled. are clearly labeled. clearly labeled. labeled.

Required The graphic All required All but 1 of the Several required
Elements organizer includes elements are required elements is elements were
all required elements included on the included on the missing.
as well as additional graphic organizer. graphic organizer.
information.

Content - At least 15 accurate 10 accurate facts 5 accurate facts are Less than 3 accurate
Accuracy facts are displayed are displayed on the displayed on the facts are displayed
on the graphic graphic organizer. graphic organizer. on the graphic
organizer. organizer.

Graphics - All statements are All statements are All statements relate Statements do not
Relevance related to the topic related to the topic to the topic. relate to the topic.
and make it easier to and most make it
understand. . easier to
understand.

Knowledge Student can Student can Student can Student appears to
Gained accurately answer accurately answer accurately answer have insufficient
all questions related most questions about 75% of knowledge about the
to facts in the related to facts in the questions related to facts or processes
graphic organizer graphic organizer facts in the graphic used in the graphic
and processes used and processes used organizer and organizer.
to create the graphic to create the graphic processes used to
organizer. organizer. create the graphic
organizer.

Self Assessment
For
Graphic Organizer
(Document 2)

Student Name:_______________________________________________

Teacher Name:___Judy Wallace________________________________

Earned
Possible Assessment
Element Points
Self Teacher

I included my name and the date.

The title tells what the graphic organizer is
about.
I central figure shows the main topic of this
graphic organizer.
All the correct categories are shown in figures
around the central figure.
Details are given as support for each category.
All information on the graphic organizer is
accurate.
There are no errors in capitalization, usage,
punctuation, or spelling. (C-U-P-S).
The graphic organizer is neat and presentable.

Total:

GRADE_________

Students will create a theme book identifying the three types of rocks and how they are
classified. (Facets 1, 2, 3, & 4)

Goal

As an Earth Science student teacher your goal is to design a theme book on how
to identify the three types of rocks and how they are classified.
Role
Earth Science student teacher.

Audience
Your students.

Situation

The challenge involves dealing with students that have no knowledge of rocks.


You will design a theme book that will teach your students the three types of
rocks and how to classify them.


Your work will be evaluated by your supervising teacher and students.
(Document 3 & 4)

Rock Theme Book

(Document 3)


Student Name: ________________________________________Grade________

CATEGORY 4 Excellent 3 Good 2 Satisfactory 1 Needs Improvement
Focus on Assigned The theme book is Most of the theme Some of the theme No attempt has been
Topic related to the book is related to book is related to the made to relate the
assigned topic and the assigned topic. assigned topic, but theme book to the
allows the reader to The information the reader does not assigned topic.
understand much wanders off at one learn much about the
more about the point, but the reader topic.
topic. can still learn
something about the
topic.
Organization The theme book is The theme book is The theme book is a Ideas seem to be
very well organized. pretty well little hard to follow. randomly arranged.
One idea follows organized. One idea The transitions are
another in a logical may seem out of sometimes not clear.
sequence with clear place. Clear
transitions. transitions are used.

Accuracy of Facts All facts presented Almost all facts Most facts presented There are several
in the theme book presented in the in the theme book factual errors in the
are accurate. theme book are are accurate (at least theme book.
accurate. 70%).

Neatness The theme book is The theme book is The theme book is The theme book is not
readable, clean, neat readable, neat and readable and some neat or attractive. It
and attractive. It is attractive. It may of the pages are looks like the student
free of erasures and have one or two attractive. It looks just wanted to get it
crossed-out words. erasures, but they like parts of it might done and didn't care
are not distracting. have been done in a what it looked like.
hurry.
Requirements All of the written Almost all (about Most (about 75%) of Many requirements
requirements were 90%) the written the written were not met.
met. requirements were requirements were
met. met, but several
were not.

Writing Process Student devotes a Student devotes Student devotes Student devotes little
lot of time and effort sufficient time and some time and effort time and effort to the
to the writing effort to the writing to the writing writing process.
process Works hard process and gets the process but was not Doesn't seem to care.
to make the story job done. very thorough. Does
wonderful. enough to get by.

Self Assessment for Theme Book
(Document 4)

Student Name:______________________________________________

Teacher Name:___Judy Wallace________________________________

Earned
Possible Assessment
Element Points
Self Teacher


The title tells what the theme book is about.

All the correct categories are shown in figures
around the central figure.

All information on the theme book is accurate.

The theme book is neat and presentable.

Total:

GRADE________

Students will develop a PowerPoint presentation describing how rocks and minerals are
used in everyday objects. Students will explain: What are some actual minerals, as
opposed to mineral products, that people use frequently? What are some things made
from rocks or minerals that we use in our daily lives? How would our lives be affected if
we did not use rocks and minerals? Facets1, 2, 3, 4, & 5)

Goal

As geologist your goal is to design a PowerPoint that shows how rocks and
minerals are used in everyday objects.
Role

You are a geologist.

Audience
Your interns from the Georgia School of Geology..

Situation

You have been asked to design a PowerPoint to describe how we use rocks and
minerals in our everyday lives.


You will design a PowerPoint that will teach the interns the uses of minerals and
rocks in daily living.


Your work will be evaluated by your supervising dean and interns.

(Document 5 & 6)

Rocks and Minerals PowerPoint

(Document 5)


Student Name: ________________________________________ Grade______

Originality Presentation shows Presentation shows Presentation shows Presentation is a rehash of
considerable some originality an attempt at other people's ideas and/or
originality and and inventiveness. originality and graphics and shows very
inventiveness. The The content and inventiveness on 1- little attempt at original
content and ideas ideas are presented 2 cards. thought.
are presented in a in an interesting
unique and way.
interesting way.

Content - Accuracy All content Most of the content The content is Content is typically
throughout the is accurate but generally accurate, confusing or contains
presentation is there is one piece but one piece of more than one factual
accurate. There are of information that information is error.
no factual errors. might be clearly flawed or
inaccurate. inaccurate.

Sequencing of Information is Most information Some information is There is no clear plan for
Information organized in a is organized in a logically sequenced. the organization of
clear, logical way. clear, logical way. An occasional card information.
It is easy to One card or item of or item of
anticipate the type information seems information seems
of material that out of place. out of place.
might be on the
next card.
Use of Graphics All graphics are A few graphics are All graphics are Several graphics are
attractive (size and not attractive but attractive but a few unattractive AND detract
colors) and support all support the do not seem to from the content of the
the theme/content theme/content of support the presentation.
of the presentation. the presentation. theme/content of the
presentation.

Effectiveness Project includes all Project includes Project is missing Project is lacking several
material needed to most material more than two key key elements and has
gain a comfortable needed to gain a elements. It would inaccuracies that make it a
understanding of comfortable make an incomplete poor study guide.
the topic. It is a understanding of study guide.
highly effective the material but is
study guide. lacking one or two
key elements. It is
an adequate study
guide.
Spelling and Presentation has no Presentation has 1- Presentation has 1-2 Presentation has more
Grammar misspellings or 2 misspellings, but grammatical errors than 2 grammatical and/or
grammatical errors. no grammatical but no misspellings. spelling errors.
errors.

Student Self-Assessment Rubric
for PowerPoint

(Document 6)

QUESTIONING

My question is clear, well-focused and requires high level thinking skills in
4 order to research.

My question is clear and well focused. My question requires moderately high
3 level thinking skills.

My question is incomplete and unclear. My teacher needed to help me form
2 a question.

I was unable to come up with a research question.
1

PLANNING

I Made really good use of my time. I was able to remain focused on the tasks
and make changes when I needed to. I was able to develop a clear method to
4 organize my information. I was able to make revisions in my plan when
needed.
I was able to work within the time frame my teacher gave me. I was able to
develop a system to organize my information. I was able to make revisions
3 with help from my teacher.
I needed teacher help to list and organize what I needed to do. There are
2 some steps missing in my planning. I made revisions with teacher help.

I was unable to come up with an organized plan and work within the time
1 limits.

GATHERING

I used a variety of resources and carefully selected only the information that
answered my question. I was able to continually revise my search based on
4 information I found.
I used many resources to find information that answered my question. I tried
3 at revising my search, but had some problems doing so.
I used 1 or more sources. Original question or focus guided my search,
although I should have made revisions. I made errors in selection of
2 references.
I lost focus during the gathering process and therefore my information was
1 not accurate and complete.

(Document 6)cont.

SORTING

I thoroughly selected and organized information that answered my question
4 in an organized way. I selected information that was appropriate.

I sorted information and organized information that answered my question
3 without too many errors.
I tried to organize the information I found, but I made some mistakes. I
wasn't able to completely stay focused on information that would answer my
2 question.
I was unable to sort and organize the information I found to answer my
1 question.

SYNTHESIZING

I used the information I found in a meaningful way to create an original
product that clearly answers the question with accuracy, detail and
4 understanding.
My product answers the question in a way that reflects learning using some
3 detail and accuracy.

My product is not complete and only answers part of the question.
2
My product is incomplete and contains missing details and it isn't completely
1 accurate.

TOTAL POINTS________________________

GRADE________________________________

Student’s Name__________________________

Teacher – Judy Wallace

Science Journal

Your science journal is an important tool to write your understandings of the daily
lesson in. It also gives you a place to write down questions, that you would like to
investigate further.

Instructions for your journal.

1. Date your daily entry.
2. Answer the writing prompt listed on the board.
3. Make a sentence that includes part of the writing prompt and your
answer, so that you will be able to understand what you say.
4. Turn in journal at the end of each week for an assessment grade.

Writing Prompt Rubric

(Document 7)


Student Name: ________________________________________ Grade____________


Sentence Every paragraph Almost all paragraphs Some sentences Sentences rarely vary in
Length has sentences have sentences that vary in length. length.
that vary in vary in length.
(Sentence length.
Fluency)

Flow & All sentences Almost all sentences Most sentences The sentences are difficult
Rhythm sound natural sound natural and sound natural and to read aloud because they
and are easy- are easy-on-the-ear are easy-on-the- sound awkward, are
(Sentence on-the-ear when when read aloud, but ear when read distractingly repetitive, or
Fluency) read aloud. 1 or 2 are stiff and aloud, but several difficult to understand.
Each sentence awkward or difficult to are stiff and
is clear and has understand. awkward or are
an obvious difficult to
emphasis. understand.

Sequencing Details are Details are placed in Some details are Many details are not in a
(Organization) placed in a a logical order, but not in a logical or logical or expected order.
logical order and the way in which they expected order, There is little sense that the
the way they are are and this distracts writing is organized.
presented presented/introduced the reader.
effectively keeps sometimes makes
the interest of the writing less
the reader. interesting.

Accuracy of All supportive Almost all supportive Most supportive NO facts are reported OR
Facts facts are facts are reported facts are reported most are inaccurately
reported accurately. accurately. reported.
(Content) accurately.

Conclusion The conclusion The conclusion is The conclusion is There is no clear
(Organization) is strong and recognizable and ties recognizable, but conclusion, the paper just
leaves the up almost all the does not tie up ends.
reader with a loose ends. several loose ends.
feeling that they
understand the
standard.

W
To gain a better understanding of how rocks and minerals form.
(Foundational/existential)
To gain a better understanding of the three major groups of rocks.
What are minerals? (Foundational/existential)
Where do you think you could find minerals in nature? (Foundational/existential)
How would you describe the difference between rocks and minerals?
What could the appearance of a rock’s surface tell a geologist about how that
rock formed? (Foundational/existential)
Teacher will explain that we will be exploring rocks and minerals through
learning new vocabulary, developing a mineral graphic organizer, construct
a rock theme book and design a visual presentation. (Foundational/existential)
(Hands-on) (Social)

Pre test (Administration gives the pretest to the teachers at the beginning of
each nine weeks.)
K-W-L K-W-L (Foundational/existential) (Hands-on) (Social)
Rubric assessment for each performance task.

H
Display a variety of rocks and minerals on lab table. Let students examine
and discuss what they know about rocks and minerals. (Narrational)
(Foundational/existential) (Hands-on) (Social)
Ask students questions: What do we use these for? Why do you think rocks
and minerals are important in your life? (Narrational) (Foundational/existential)
E
Teacher will demonstrate how to make a graphic organizer for minerals.
Students will develop a graphic organizer identifying the five characteristics
of a mineral, properties of a mineral, how minerals are identified, and how
minerals form. (Facets 1, 2, & 3.) MINERALS Graphic Organizer Graphic Organizer Rubric .

Teacher will demonstrate how to make a theme book for rocks. Rock Theme Book
Students will create a theme book identifying the three types of rocks and
how they are classified. (Facets 1, 2, 3, & 4.) Theme book rubric
(Foundational/existential) (Aesthetic ) (Hands-on) (Social)
Teacher will demonstrate on the smartboard how to do a PowerPoint on
rocks and minerals. PowerPoint Rocks and Minerals (Foundational/existential)
Students will develop a PowerPoint presentation describing how rocks and
minerals are used in everyday life. Students will explain: What are some
actual minerals, as opposed to mineral products, that people use frequently?
What are some things made from rocks or minerals that we use in our daily
lives? How would our lives be affected if we did not use rocks and
minerals? (Facets 1,2,3,4 &5.) Rocks and Minerals PowerPoint Rubric.docx (Narrational)

R
Discuss the previous day’s lesson. (Narrational) (Foundational/existential)
Journal entries will be discussed. (Foundational/existential) (Hands-on) (Social)

Feedback from peers on graphic organizer and theme book. (Social)
PowerPoint consultation rehearsal with teacher for revising and refining.

E
Students will be provided a calendar of daily task for PowerPoint. PowerPoint
Calendar.docx
Daily progress expectations will be presented on the smartboard. (This is
where you should be at the end of class. (Foundational/existential)
A rubric will be provided for each performance task.
Each performance task should allow students to understand how each one of
the task builds knowledge for the next task. (Foundational/existential)

T
Group students that can support other students experiencing weakness in
ability to do performance task. (Foundational/existential) (Hands-on) (Social)
Provide a visual example of each task.
Provide extra time.
Give repetition and clarification regularly.
Provide one step at a time instruction.
Decrease assignment by giving photocopied information to be pasted into
graphic organizer and theme book.
Lessen the length of the PowerPoint as needed for students needing
accommodations.
Students that need to go above and beyond what is covered in the regular
classroom will be given options to choose a research report, demonstration,
or lab experiment to enrich their learning potential. (Foundational/existential)
(Hands-on) (Social)

O
Discussion of rocks and minerals to introduce performance tasks.
(Narrational)
Graphic organizer on minerals to organize information for learning.

Theme book on rocks is to guide for transfer of information and how it
relates to minerals. (Foundational/existential) (Aesthetic) (Hands-on) (Social)
PowerPoint to aid the students to focus on the main ideas and to give a
creative and challenging outlet. (Foundational/existential) (Aesthetic) (Hands-on)
(Social)

(Pearson Education, Inc., 2002)

http://www.teach-nology.com/web_tools/graphic_org/kwl/

http://www.gamineral.org

www.teachers.ash.org.au/jmresources/rocks/links.html

http://www.kidskonnect.com/content/view/97/27/

Calendar

Sun

Mon Pre test (Administration gives the pretest to the teachers at the beginning of each nine weeks.)
K-W-L
Rubric assessment for each activity.

Tue Hook:
Display a variety of rocks and minerals on lab table. Let students examine and discuss what they know
about rocks and minerals.
Ask students questions: What do we use these for? Why do you think rocks and minerals are
important in your life?

Students will get in their peer groups and make a list of why they believe rocks and minerals are
important in their lives.
Students will turn in to teacher as they leave class for their “Ticket out the Door.”

Wed
Teacher will discuss and show students how to make a graphic organizer for minerals.

Teacher will explain rubric for mineral graphic organizer.

Students will begin developing a graphic organizer, following the example from the teacher, identifying
the five characteristics of a mineral, properties of a mineral, how minerals are identified, and how
minerals form. (Facets 1, 2, & 3.)MINERALS Graphic Organizer

Thu

Students will continue developing the graphic organizer. The teacher will monitor for revising and
refining. Inclusion teacher will monitor to make sure accommodations for assignments are met. Also,
revising and refining when necessary.

Fri
Students will continue developing the graphic organizer and turn in to teacher for evaluation. Graphic
Organizer Rubric

Sat

Sun

Mon
Teacher will demonstrate how to make a theme book for rocks and explain rubric.

Students will create a theme book identifying the three types of rocks and how they are classified.
(Facets 1, 2, 3, & 4.) Rock Theme Book

Tue Students will continue developing the theme book. The teacher will monitor for revising and refining.
Inclusion teacher will monitor to make sure accommodations for assignments are met. Also, revising
and refining when necessary.

Wed Students will continue developing the theme book. The teacher will monitor for revising and refining.

Thu Students will continue developing the theme book. The teacher will monitor for revising and refining.


Fri Students will continue developing the graphic organizer and turn in to teacher for evaluation.

Theme book rubric

Sat

Sun

POWERPOINT
Mon INSTRUCTIONS Choose 5 minerals and 7 rocks used in everyday life and present in a PowerPoint presentation.
DAY 1 Slide 1- Introduction Page (Example: ROCKS and MINERALS BY: ( First name Last name)
Slide 2- What is a mineral?
Slide 3- How do minerals form?
Slide 4- What is a rock?
Slide 5 How do rocks form?

DAY 2 Slide 6 Mineral 1 Picture of the mineral in its natural state
Tue Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure
Cleavage or Fracture

Slide 7- 5 pictures of the mineral used in everyday life. (Describe uses and label pictures.)

Wed Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure


Thu Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure


Fri DAY 5 Slide 12 Mineral 4 Picture of the mineral in its natural state
Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure

Sat

Sun

Mon Properties:
Hardness
Color
Streak
Luster
Density
Crystal structure


Day 7 Slide 16 Rock 1 Picture of an extrusive igneous rock in its natural state.
Tue LIST: Origin of the rock.
Texture of the rock.
Mineral composition
Slide 17 Picture of an extrusive igneous rock being use in everyday life. (Labeled)

Day 8 Slide 18 Rock 2 Picture of an intrusive igneous rock in its natural state.
Wed LIST: Origin of the rock.
Mineral composition
Slide 19 Picture of an intrusive igneous rock being use in everyday life. (Labeled)

Thu Day 9 Slide 20 Rock 3 Picture of a clastic sedimentary rock in its natural state.
LIST: Origin of the rock.
Mineral composition
Slide21 Picture of a clastic sedimentary rock being use in everyday life. (Labeled)

Day 10 Slide 22 Rock 4 Picture of a organic sedimentary rock in its natural state.
Fri LIST: Origin of the rock.
Mineral composition
Slide23 Picture of an organic sedimentary rock being use in everyday life. (Labeled)

Sat

Sun

Day 11 Slide 24 Rock 5 Picture of a chemical sedimentary rock in its natural state.
Mon LIST: Origin of the rock.
Mineral composition
Slide25 Picture of a chemical sedimentary rock being use in everyday life. (Labeled)

Day 12 Slide 26 Rock 6 Picture of a foliated metamorphic rock in its natural state.
Tue LIST: Origin of the rock.
Mineral composition
Slide27 Picture of a foliated metamorphic rock being use in everyday life. (Labeled)

Day 13 Slide 28 Rock 7 Picture of a non- foliated metamorphic rock in its natural state.
Wed LIST: Origin of the rock.
Mineral composition
Slide29 Picture of a non-foliated metamorphic rock being use in everyday life. (Labeled)

Slide 30- Ending page.
(Examples: “This concludes my presentation on rocks and minerals. First name Last name

Writing Prompt for journal writing:
Thu Discuss the importance of rocks and minerals in our daily lives.

Discuss any problem that you have had in your search for information and how you resolved it.

Describe how you chose the rocks and minerals for your PowerPoint and how you determined how to look up
your information.

Students may help each other in revising and refining.
Fri Students will turn in PowerPoint to be graded by rubric.
Student may explore rock and mineral web site to extend their knowledge. Some example of web sites:
http://www.gamineral.org
www.teachers.ash.org.au/jmresources/rocks/links.html
http://www.kidskonnect.com/content/view/97/27/

Sat

POWERPOINT PRESENTATION

ROCKS and MINERALS

POWERPOINT

INSTRUCTIONS Choose 5 minerals and 7 rocks used in everyday life and present in a PowerPoint presentation.

DAY 1

Slide 1- Introduction Page (Example: ROCKS and MINERALS BY: (First name Last name)

Slide 2- What is a mineral?

Slide 3- How do minerals form?

Slide 4- What is a rock?

Slide 5 How do rocks form?


Properties:

Hardness

Color

Streak

Luster

Density

Crystal structure




Properties:

Hardness

Color

Streak

Luster

Density

Crystal structure




Properties:

Hardness

Color

Streak

Luster

Density

Crystal structure




Properties:

Hardness

Color

Streak

Luster

Density

Crystal structure




Properties:

Hardness

Color

Streak

Luster

Density

Crystal structure



Day 7 Slide 16 Rock 1 Picture of an extrusive igneous rock in its natural state.



Mineral composition

Slide 17 Picture of an extrusive igneous rock being use in everyday life. (Labeled)

Day 8 Slide 18 Rock 2 Picture of an intrusive igneous rock in its natural state.



Mineral composition

Slide 19 Picture of an intrusive igneous rock being use in everyday life. (Labeled)

Day 9 Slide 20 Rock 3 Picture of a clastic sedimentary rock in its natural state.



Mineral composition

Slide21 Picture of a clastic sedimentary rock being use in everyday life. (Labeled)

Day 10 Slide 22 Rock 4 Picture of a organic sedimentary rock in its natural state.



Mineral composition

Slide23 Picture of an organic sedimentary rock being use in everyday life. (Labeled)

Day 11 Slide 24 Rock 5 Picture of a chemical sedimentary rock in its natural state.



Mineral composition

Slide25 Picture of a chemical sedimentary rock being use in everyday life. (Labeled)

Day 12 Slide 26 Rock 6 Picture of a foliated metamorphic rock in its natural state.



Mineral composition

Slide27 Picture of a foliated metamorphic rock being use in everyday life. (Labeled)

Day 13 Slide 28 Rock 7 Picture of a non- foliated metamorphic rock in its natural state.



Mineral composition

Slide29 Picture of a non-foliated metamorphic rock being use in everyday life. (Labeled)

Slide 30- Ending page. (Examples: “This concludes my presentation on rocks and minerals. First name Last name

MINERALS

GRAPHIC ORGANIZER

STUDENTS WILL CREATE A GRAPHIC ORGANIZER USING THE FOLLOWING OUTLINES:

MATERIALS: 3 SHEETS OF CONSTRUCTION PAPER (IN DIFFERENT COLORS), MARKERS, & STAPLER.

__________________________________________________________________________________________

PAGE 46-49 WHAT IS A MINERAL? ________________________________________________

Naturally occurring

Inorganic

Solid

Crystal structure

Definite chemical composition

__________________________________________________________________________________________

PAGE 49-54 IDENTIFING MINERALS________________________________________________

Hardness

Color

Streak

Luster

Density

Crystal system

Cleavage

Fracture

Special properties

__________________________________________________________________________________________

PAGE 56-60 HOW DO MINERALS FORM? ____________________________________________

Process of formation

Minerals from magma

Minerals from hot water solutions

Minerals formed by evaporation

Where minerals are found

__________________________________________________________________________________________

PAGE 62-66 MINERAL RESOURCES_________________________________________________

The uses of minerals: Gemstones, metals, and other useful minerals

Ores

Prospecting

Mining

Smelting

*PAGE 50 ON BACK OF GRAPHIC ORGANIZER PUT THE CHART “MOHS HARDNESS SCALE”__

Self Assessment

For

Graphic Organizer

Student Name:_______________________________________________

Teacher Name:_______________________________________________

Earned
Possible Assessment
Element
Points
Self Teacher


The title tells what the graphic organizer is about.
I central figure shows the main topic of this graphic
organizer.
All the correct categories are shown in figures around
the central figure.


All information on the graphic organizer is accurate.
The graphic organizer is neat and presentable.

Total:

GRADE_________

ROCKS

THEME BOOK

STUDENTS WILL CREATE A THEME BOOK USING THE FOLLOWING OUTLINES:

MATERIALS: 6 SHEETS OF CONSTRUCTION PAPER (IN DIFFERENT COLORS), MARKERS, & STAPLER.

__________________________________________________________________________________________

PAGE 74-77 CLASSIFYING ROCKS ________________________________________________

Classifying Rocks

Texture: Grain size, Shape, Pattern and No visible grain

Mineral composition

Origin

PAGE 78-81 IGNEOUS ROCK________________________________________________

Characteristics of Igneous Rocks

Origin

Texture

Mineral Composition

Uses of Igneous Rocks

PAGE 82-86 SEDIMENTARY ROCK ____________________________________________

Sediment to Rock: Sediments Types: Clastic – Shale/Sandstone

Erosion Organic- Coal/Limestone

Deposition Chemical: Rock salt

Compaction

Cementation

Uses of Sedimentary Rock

PAGE 90-93 METAMORPHIC ROCK_________________________________________________

How Metamorphic Rocks Form

Classifying Metamorphic Rock

Uses of Metamorphic Rock

PAGE 94-95 THE ROCK CYCLE__

Rock Cycle Graphic (Drawing from Board)

Rock Theme Book


Student Name: ________________________________________

Focus on Assigned Topic The theme book is related Most of the theme book is Some of the theme book No attempt has been made
to the assigned topic and related to the assigned is related to the assigned to relate the theme book to
allows the reader to topic. The information topic, but the reader does the assigned topic.
understand much more wanders off at one point, not learn much about the
about the topic. but the reader can still topic.
learn something about the
topic.

Organization The theme book is very The theme book is pretty The theme book is a little Ideas seem to be randomly
well organized. One idea well organized. One idea hard to follow. The arranged.
follows another in a may seem out of place. transitions are sometimes
logical sequence with Clear transitions are used. not clear.
clear transitions.

Accuracy of Facts All facts presented in the Almost all facts presented Most facts presented in There are several factual
theme book are accurate. in the theme book are the theme book are errors in the theme book.
accurate. accurate (at least 70%).

Neatness The theme book is The theme book is The theme book is The theme book is not neat
readable, clean, neat and readable, neat and readable and some of the or attractive. It looks like
attractive. It is free of attractive. It may have pages are attractive. It the student just wanted to
erasures and crossed-out one or two erasures, but looks like parts of it might get it done and didn't care
words. they are not distracting. have been done in a what it looked like.
hurry.

Requirements All of the written Almost all (about 90%) Most (about 75%) of the Many requirements were
requirements were met. the written requirements written requirements were not met.
were met. met, but several were not.

Writing Process Student devotes a lot of Student devotes sufficient Student devotes some Student devotes little time
time and effort to the time and effort to the time and effort to the and effort to the writing
writing process Works writing process and gets writing process but was process. Doesn't seem to
hard to make the story the job done. not very thorough. Does care.
wonderful. enough to get by.

Grade______________

Name: __________________________ Subject: Science
Teacher Name: Judy Wallace Date: __________________

Rocks and Minerals

K W L
What I Know What I Want To Learn What I Have Learned

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