Instructional Unit: 6th Grade - Science - Minerals and Rocks

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6th Grade - Science - Minerals and Rocks

Unit: Science , Grade(s) 6 Earth Science - Minerals and Rocks Duration: 4 Weeks

Unit

Scope and Sequence

Earth Science

Topic: Minerals and Rocks

Duration: 4 Weeks

PA Standards 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties. 3.3.4.A2. Identify basic properties and uses of Earth's materials including rocks, soils, water, and gases of the atmosphere. 3.3.5.A2. Describe the usefulness of Earth's physical resources as raw materials for the human made world. 3.3.5.A3. Explain how geological processes observed today such as erosion, movement of lithospheric plates, and changes in the composition of the atmosphere are similar to those in the past. 3.3.6.A6. MODELS/SCALES Describe the scales involved in characterizing Earth and its atmosphere. MODELS/SCALES Create models of Earth's common physical features. 3.3.7.A1. Define basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred through the Earth's system. 3.3.8.A3. Explain how matter on earth is conserved throughout the geological processes over time.

Common Core Standards for Science and Technical Subjects

Key Ideas and Details: CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Craft and Structure: CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integration of Knowledge and Ideas:

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CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

Next Generation Science Standards MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.

Eligible Content S3.D.1.1.1: Recognize that rock is composed of different kinds of minerals. S4.C.1.1.2: Categorize/group objects using physical characteristics. S4.D.1.2.2: Identify the types and uses of Earth materials for renewable, nonrenewable, and reusable products (e.g., human-made products: concrete, paper, plastics, fabrics). S5.B.3.2.2: Describe the usefulness of Earth's physical resources as raw materials for the human-made world. S5.C.1.1.1: Identify characteristic properties of matter that are independent of mass and volume. S5.B.3.2.1: Identify fossil fuels and alternative fuels used by humans. S6.C.1.1.1: Describe how characteristic physical properties of matter can be used to distinguish one substance from another (e.g., boiling point, freezing/melting points). S6.C.1.1.2: Explain that materials are characterized by having a specific amount of mass in each unit of volume (density). S6.D.1.1.2: Identify the three basic rock types and describe their formation (i.e., igneous [granite, basalt, obsidian, and pumice] sedimentary [limestone, sandstone, shale, and coal] and metamorphic [slate, quartzite, marble, and gneiss]). S8.A.3.3.2: Describe repeating structure patterns in nature (e.g., veins in a leaf, tree rings, crystals, water waves) or periodic patterns (e.g., daily, monthly, annually). S8.D.1.1.1: Explain the rock cycle as changes in the solid earth and rock types (igneous ? granite, basalt, obsidian, pumice sedimentary ? limestone, sandstone, shale, coal and metamorphic ? slate, quartzite, marble, gneiss). S8.D.1.1.2: Describe natural processes that change Earth's surface (e.g., landslides, volcanic eruptions, earthquakes, mountain building, new land being formed, weathering, erosion, sedimentation, soil formation). Starting Points

The middle school performance expectations in Earth Space Science build on the elementary school ideas and skills and allow middle school students to explain more in-depth phenomena central not only to the earth and space sciences, but to life and physical sciences as well. These performance expectations blend the core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge to explain ideas across the science disciplines. While the performance expectations shown in middle school earth and space science couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations.

Prerequisite knowledge from elementary curriculum: Students should be able to compare and contrast the properties of rocks and minerals and how the matter that makes them up is made of particles too small to be seen. Students should also have begun to determine uses for rocks, identify formational environments of rocks, and observe changes that occur to rocks over time.

During this unit, students will understand how Earth's geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students will investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data.

Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society both involve technological challenges, for the identification and development of resources and for the mitigation of hazards. The crosscutting

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concepts of patterns, scale, proportion, quantity, systems and systems modeling, cause and effect, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas.

Performance Objectives

SWBAT: describe the four characteristics of minerals IOT determine whether an object is a mineral or not. describe the chemical and crystalline structure of minerals IOT understand that minerals are either elements or compounds and are classified as silicate or nonsilicate minerals. examine a mineral's color, luster, streak, cleavage, fracture, hardness, density and several special properties IOT identify minerals. identify the environments in which minerals form IOT determine whether they form at or near Earth's surface or deep below the surface. compare and contrast mining methods that provide the raw materials for products IOT make informed decisions about mineral use and reducing the environmental effects of mining. determine how the pressure, temperature, and composition of magma relate IOT identify when molten rock will cool and harden to produce igneous rock. explain how the cooling rate of magma and lava affects the texture of igneous rock IOT distinguish between intrusive and extrusive igneous rock. identify differences in sedimentary rock features IOT explain how they provide a record of geologic events and once living organisms through time. differentiate the ways in which materials at or near the surface of the Earth create sedimentary rock IOT classify them as clastic, chemical or organic sedimentary rocks. understand that metamorphism in a rock is due to differences in heat and/or pressure IOT describe the changes in a rock's chemical nature and physical structure. describe the series of processes that result in the formation of each of the three rock types IOT show that any rock type can change into any other type of rock.

Key Terms and Definitions

mineral: a naturally formed, inorganic solid with a crystalline structure minerals are elements or compounds crystal: a solid whose atoms, ions, or molecules are arranged in a definite pattern native element: a mineral that is composed of only one element silicate minerals: minerals that contain both silicon and oxygen usually contain other elements as well most of Earth's crust is made of silicate minerals luster: how the surface of a mineral reflects light streak: the color of a mineral in powdered form cleavage: the splitting of a mineral along smooth, flat surfaces fracture: the manner in which a mineral breaks along either curved or irregular surfaces hardness: a measure of the ability of a mineral to resist scratching density: heaviness-for-size the ratio of mass to volume a characteristic property of a material does not change with sample size ore: a natural material whose concentration of economically valuable minerals is high enough for the material to be mined profitably reclamation: the process of returning land to its original condition after mining is completed rock: a naturally formed solid that contains one or more minerals or other Earth materials rocks are mixtures compacting: to squeeze something into a smaller space cementing agent: a chemical solution of dissolved minerals that glues stuff together rock cycle: a series of processes that causes rocks to change from one type to another composition: the minerals and other materials that make up a rock texture: the size, shape, and arrangement of the grains that make up a rock

Essential Questions

How do minerals and different rock types shape the world around us? Why are some rocks and minerals valuable to people while others are not? How does the use of Earth's resources affect our environment? How are rocks classified? What causes rocks to change from one type to another type? How are scientists able to sort and identify rocks?

Instructional Resources

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Online Teacher Textbook of PDFs for Inside the Restless Earth Online Interactive Student Textbook for Inside the Restless Earth (is available to students via SchoolNet through their sign in) -Interactive version has many features helpful for teachers and students. Order form for premier online edition available: CK12 PLIX Interactives for Earth Science CK12 Resources - Search terms that relate to the unit Quizlet Vocabulary Lists for Each Chapter Mineral ID Lab Example The Rock Cycle Interactive Link to Published 21Century IRE Unit Resources Example Smart/Promethean Board Resources (free sign-up) Example Videos of Teacher and Student Created Work on YouTube Example Resources Available in SAS by searching 6-8 band with keywords here:

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Rock Cycle Lesson Plan by Ken McLaughlin Funded Donorschoose Project Examples Earth Science Gizmos Philadelphia Math and Science Partnership Resources Earth Science BrainPop Rocks & Minerals Pinterest Pins Links of Links

Standards Covered

Next Generation Science Standards

Middle School Earth and Space Sciences SCI.6-8.MS-ESS2: Earth's Systems SCI.6-8.MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth's materials. Assessment does not include the identification and naming of minerals.

SCI.6-8.MS-ESS3: Earth and Human Activity SCI.6-8.MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).

PA Assess Science

S.3.D: Earth and Space Sciences S.3.D.1: Earth Features and Processes That Change Earth and Its Resources S.3.D.1.1: Describe various materials that make up Earth. S.3.D.1.1.1: Recognize that rock is composed of different kinds of minerals.

S.5.B: Biological Sciences S.5.B.3: Ecological Behavior and Systems S.5.B.3.2: Explain how renewable and nonrenewable resources provide for human needs. S.5.B.3.2.2: Describe the usefulness of Earth's physical resources as raw materials for the human-made world.

S.5.C: Physical Sciences S.5.C.1: Structure, Properties, and Interaction of Matter and Energy S.5.C.1.1: Describe the observable physical properties of matter. S.5.C.1.1.1: Identify characteristic properties of matter that are independent of mass and volume. S.5.C.1.1.2: Differentiate between volume and mass.

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