LESSON PLAN FORMAT-Modified

Your name: Katie Kimmelman

Grade/Subject: 8Th
Unit Plan Driving question/Theme/Title: Rocks and Mineral
Lesson title/Topic: Intro to the unit
Lesson number: 1

STANDARDS/BENCHMARKS/GLCE addressed in this lesson:

E3.1A Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes
that change one kind of rock into another
E3.1B Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins
of igneous, sedimentary, and metamorphic rocks.

STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will
demonstrate the ability to: identify the three types of rocks

INSTRUCTIONAL ACTIVITIES:
Time: (for each section)
Introduction:
Introduce the new unit of Rocks and Minerals
Pass out video follow along worksheet
Read through questions
Pre-assessment: While going through the questions ask students them and see if they
already know the answers
Instructional activities (including checking for understanding activities, modeling, guided
practice, independent practice)

Explanation:
Students watch Bill Nye video and fill out questions while watching

Interdisciplinary approaches:
Elaboration:

Accommodations for differentiated instruction for:

Resource students, ESL students, Gifted students:

Assessment
Evaluation: Participation grade (paying attention to video, can answer their question
when called on)

Conclusion/closure
At the end of video call on different students to give answers, that way every student has the correct
answers

Assignment/follow up
Extension/reinforcement

LIST of MATERIALS and CLASSROOM SET UP needs:

Projector hooked to computer with internet access
SAFETY/CAUTIONS:
none
LIST of RESOURCES:
http://mrsniemansclass.weebly.com/rock-cycle-unit.html

Name ______________________________________
Class__________________Date ______________
Bill Nye the Science Guy: Rocks and Soil
Read the following questions BEFORE the videos are played. All of the questions are in order of the videos, so
pay attention! Answer the questions as you watch the videosdont wait until theyre all over. NOTE: this
paper is double-sided.
PART 1
1. All of the rocks in the world used to be _________________ rock called molten rock.
2. The pits in the rock were formed by ________________________ in liquid rock that came out of
a volcano.
3. When rocks come out of the volcano onto the earth, they can PUSH/PULL the older rocks.
4. Soil comes from ____________ which comes from _____________________.
5. What are the 3 types of rocks? ______________________________, ________________________
and _________________________
PART 2
6. Every rock you see used to be THE SAME/DIFFERENT.
7. Rocks are always changing, and are part of something we call the _________________________.
8. The reason why we have volcanoes is because there are plates of rock called _______________
plates, and they are always moving.
9. The rock cycle has been going on for _____________________ and ____________________ of
years.
10. Name 3 ways rocks can be broken down: _____________________________,
____________________ and ________________________
11. Does soil have layers? YES/NO
12. As you go through the different layers, the color of soil becomes LIGHTER/DARKER

PART 3
13. Diamond is the _________________ substance known to man, and only ____________________
will cut diamond.
14. The only difference between coal and a diamond are _____________________ of years and
__________________ of pressure.
15. Both coal and diamond are made of ____________________.
16. The crystals from the Epsom salt form __________________ just like rocks.

LESSON PLAN FORMAT-Modified

Your name: Katie Kimmelman

Grade/Subject: 8th
Unit Plan Driving question/Theme/Title: Rocks and Minerals
Lesson title/Topic: Minerals and Crystal Formation
Lesson number: 2

STANDARDS/BENCHMARKS/GLCE addressed in this lesson:

E3.p2A Identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
(prerequisite)
E1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an
instrument that measures the desired quantitylength, volume, weight, time interval, temperature
with the appropriate level of precision).

STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will
demonstrate the ability to: understand what minerals are, how they form and identification

INSTRUCTIONAL ACTIVITIES:
Time: (for each section)
Introduction:
Journal when they walk in name as many minerals as you can
Spend about 5 minutes asking students for some names, roll over into direct instruction
Instructional activities (including checking for understanding activities, modeling, guided
practice, independent practice)
Direct instruction about minerals (20 minutes)

Minerals: a naturally occurring inorganic solid with a definite structure

and composition

Crystal: solid in which the atoms are arranged in repeating patterns

Formation of minerals: from lava, crystals dissolved in liquids, etc

Physical properties
Hardness: how easily a mineral can be scratched
Luster: how light is reflected from a minerals surface
Streak: the color of the mineral when it is broken up and powered
Cleavage: the way mineral breaks
Lab (20-25 mins)
Crystal Formation (see attachment)

Interdisciplinary approaches:
Elaboration:

Accommodations for differentiated instruction for:

Resource students, ESL students, Gifted students:
Students will be partnered up for the activity based on ability

Assessment
Evaluation: Students will answer questions about the lab in one week after observing
results and their checklist assessment during the lab

Conclusion/closure

Assignment/follow up
Extension/reinforcement

LIST of MATERIALS and CLASSROOM SET UP needs:

Salt solution
Sugar solution

Test tubes
Toothpicks
String
Shallow pans
Thermal mitts
Test tube racks
Cardboard
Hot plate

SAFETY/CAUTIONS:
Hot plates are hot! Students should be careful handling test tubes and should not touch them with their
bare hands. If glass breaks the teacher should clean it up.
LIST of RESOURCES:
Text book

LESSON PLAN FORMAT-Modified

Your name: Katie Kimmelman

Grade/Subject: 8th
Unit Plan Driving question/Theme/Title: Rocks and Minerals
Lesson title/Topic: Rock Lab
Lesson number: 3

STANDARDS/BENCHMARKS/GLCE addressed in this lesson:

E1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an
instrument that measures the desired quantitylength, volume, weight, time interval, temperature
with the appropriate level of precision).
E1.1E Describe a reason for a given conclusion using evidence from an investigation.
STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will
demonstrate the ability to: show lab skills and knowledge about identification of minerals

INSTRUCTIONAL ACTIVITIES:
Time: (for each section)
Introduction:
Daily journal: Define luster, streak, cleavage
Instructional activities (including checking for understanding activities, modeling, guided
practice, independent practice)
Lab:

Students will be put in lab groups

Lab is to identify each mineral using different tests including luster, streak,
hardness, cleavage
Remind students about the dangers of using acids

Interdisciplinary approaches:

Elaboration:

Accommodations for differentiated instruction for:

Resource students, ESL students, Gifted students: Students will be grouped together
based on ability

Assessment
Evaluation: Students will be graded on participation and correctness

Conclusion/closure

Assignment/follow up
Extension/reinforcement

LIST of MATERIALS and CLASSROOM SET UP needs:

Mineral Samples
Hand Lens
Streak plate
Copper penny
Steel nail
Glass plate
Piece of quartz
Dilute hydrochloric acid
Magnet
SAFETY/CAUTIONS:
HCL can burn students

LIST of RESOURCES:
http://www.learning2eschool.com/high/science/labs/4352%20%20EarthSpace%20Science%202nd%20Semester/3.1.3%20Lab%20Mineral%20Identification.pdf

Name:_________________________

Mineral Identification
Introduction
Most minerals can be easily identified by using the properties discussed
this chapter. In this lab, you will use what you have learned about
mineral properties to identify some common rock-forming minerals.
Later, you will learn about rocks, which are mixtures of one or more
minerals. Being able to identify minerals will enable you to understand
more about the processes that form and change the rocks beneath
Earths surface. So, in this investigation we will see how you can use
simple tests and tools to identify common minerals.
Materials

Mineral Samples

Hand Lens

Streak plate

Copper penny

Steel nail

Glass plate

Piece of quartz

Dilute hydrochloric acid

Magnet

Resource 16 (found at the end of lab or ask teacher for color

copy)

Name:_________________________

Procedure Part A: Color and Luster

1. Examine each mineral sample with and without the hand lens.
Examine both the central part of each mineral as well as the edges
of the samples.
2. Record the color and luster of each sample in the Data Table.
DATA TABLE
Mineral
#

Color

Luster

Streak

Relative
Hardness

Mineral Name
Other Properties

1
2
3
4
5
6
7
8
Procedure - Part B: Streak and Hardness
3. To determine the streak of a mineral, gently drag it across the
streak plate and observe the color of the powdered mineral. If a
mineral is harder than the streak plate (H=7), it will not produce a
streak.
4. Record the streak color for each mineral in the Data Table.

Name:_________________________

5. Use your fingernail, the penny, the glass plate, the knife blade,
and the piece of quartz to test the hardness of each mineral.
Remember that if a mineral scratches an object, the mineral is
harder than the object. If an object scratches a mineral, the
mineral is softer than the object.
6. Record the hardness values for each sample in the Data Table.

Procedure - Part C: Other Properties

13.
Use the magnet to determine if any of the minerals are
magnetic. Record your observations in the Data Table under
Other Properties
14.
Place the transparent minerals over a word on this page to
see if any have the property of double refraction. If a
mineral has this property, you will see two sets of the word.
Record your observations in the last column under Other
Properties.
15.
Compare the feel of the minerals. In the Data Table, note
any differences in the last column.
16.
Carefully place one or two drops of diluted hydrochloric
acid on each mineral. Record your observations in the last
column. When you are finished with the test, wash the
minerals well with tap water to rinse away the acid.
CAUTION: Always be careful when working with acids.

Name:_________________________

Analysis and Conclusions

1. Which of the properties did you find most useful? Least Useful?
Give reasons for your answers.

2. Lets say that I had a huge box of minerals that were not
identified. Would it be smart to classify them by color? Why or
why not?

3. Classify your minerals into at least three groups based on your

observations.
Group 1 =
Group 2

Group 3

Name:_________________________

Name:_________________________

Names

Katie
Morgan
Riley
Penny
Etc.

On task
not
talking
about
other
topics

On
task
Stays
at lab
table
whole
time

Working Sharing Lab

well
work
safety
with
evenly Being
others
careful
with HCl

Lab safety
not playing
with lab
equipment

Brought Completion Respectful Cleans up

supplies of lab in
of others
lab area
for class class

LESSON PLAN FORMAT-Modified

Your name: Katie Kimmelman

Grade/Subject: 8th
Unit Plan Driving question/Theme/Title: Rocks and Minerals
Lesson title/Topic: Might Mineral Project
Lesson number: 4 (3 days)

STANDARDS/BENCHMARKS/GLCE addressed in this lesson:

E3.p2A Identify common rock-forming minerals (quartz, feldspar, biotite, calcite, hornblende).
(prerequisite)
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)
ART.VA.II.8.1 Effectively identify, design, and solve creative problems.
ART.VA.II.8.2 Effectively develop and apply critical thinking strategies through the art making process
STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will
demonstrate the ability to:

INSTRUCTIONAL ACTIVITIES:
Time: (for each section)
Introduction:
Daily Journal Define mineral
Instructional activities (including checking for understanding activities, modeling, guided
practice, independent practice)
Project introduction:

Handout project guidelines

Go through handout

Explain what is expected including the presentation

Students get two days in class to complete project, third day is for presentations
Maybe extra credit to student who is done on the second day and would like to
present

Interdisciplinary approaches:
Elaboration: Art incorporated into project

Accommodations for differentiated instruction for:

Resource students, ESL students, Gifted students: The art part can be made with any
materials

Assessment
Evaluation: Graded on completion of project and presentation skills via rubric

Conclusion/closure

Assignment/follow up
Extension/reinforcement

LIST of MATERIALS and CLASSROOM SET UP needs:

Computers need for students to use
SAFETY/CAUTIONS:
LIST of RESOURCES:
http://mrsniemansclass.weebly.com/rock-cycle-unit.html

Report Requirements
Name: __________________________________

My mineral is ___________________________.

For this project you will need to:

1) Complete a Mighty Mineral information sheet
You may use a variety of reference sources, such as encyclopedias, science
encyclopedias, science catalogs, magazines, and internet sites. Information sheets must be
neat, written in black ink, and contain all the information requested. You also need to provide
a list of your sources on the back of your information sheet. A minimum of three sources are
required.
2) Create an cartoon for your element.
The advertisement must include the minerals name, chemical formula, and a cartoon
slogan that describes one or more of its important uses. You must also include pictures or a
cartoon character that relates to your slogan. Advertisements must be neat and colorful. They
may be done by hand or computer printed.

Reports due on ____________________________

Mineral Group:

Streak:

Hardness:

Cleavage:

Important Uses:
(1)
(2)
(3)
(4)

LESSON PLAN FORMAT-Modified

Your name: Katie Kimmelman

Grade/Subject: 8th
Unit Plan Driving question/Theme/Title: Rocks and Minerals
Lesson title/Topic: Igneous, Metamorphic and Sedimentary Rocks
Lesson number: 5 (3 days long)

STANDARDS/BENCHMARKS/GLCE addressed in this lesson:

E3.p2B Identify common igneous (granite, basalt, andesite, obsidian, pumice), metamorphic (schist,
gneiss, marble, slate, quartzite), and sedimentary (sandstone, limestone, shale, conglomerate) rocks and
describe the processes that change one kind of rock to another. (prerequisite)
E3.1A Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes
that change one kind of rock into another.
E3.1B Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins
of igneous, sedimentary, and metamorphic rocks.
E3.1c Explain how the size and shape of grains in a sedimentary rock indicate the environment of
formation (including climate) and deposition.
E3.1d Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is
extrusive or intrusive.
E3.1e Explain how the texture (foliated, nonfoliated) of metamorphic rock can indicate whether it has
experienced regional or contact metamorphism

STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will
demonstrate the ability to: understand how igneous, metamorphic, and sedimentary rocks are formed.
They will also know common names of different rocks.

INSTRUCTIONAL ACTIVITIES:
Time: (for each section)

Engagement/Anticipatory Set
Daily Journal for each day How are igneous rocks formed? How are metamorphic
rocks formed? and How are sedimentary rocks formed?, respectively

Instructional activities (including checking for understanding activities, modeling, guided

practice, independent practice)
Direct instruction: (20-25 mins) (igneous rocks one day, metamorphic the next, then
sedimentary)

Igneous Rocks:
o When molten material from a volcano or from deep insode Earth cools
o When magma cools slowly, crystals have more time to form causing
them to increase in size
o Intrusive vs extrusive
o Basalt, granitic, andesite, obsidian, pumice
Metamorphic Rocks:
o Rocks that have changed due to temperature and pressure
o Come from igneous, sedimentary or other metamorphic rocks
o Foliated vs non-foliated
o Schist, gneiss, marble, slate, quartzite
Sedimentary rocks
o Form when sediments become pressed or cemented together
o Compaction: sediment that gets pressed together
o Cementation: large sediments cemented together with smaller pieces
o Clastic, chemical, organic
o Sandstone, limestone, shale, conglomerate

Daily activity:
o
o

Each day students will be put into groups or 3 or 4 and given a box of rocks
(igneous, metamorphic or sedimentary, based on what was presented that day)
Igneous rocks
o Identify basalt, obsidian, pumice
o Differentiate between slow cooling and fast cooling
Metamorphic rocks
o Categorize into foliated and non-foliated
o Identify schist, gneiss, marble
Sedimentary rocks
o Differentiate between compaction and cementation
o Identify sandstone, shale, conglomerate

Interdisciplinary approaches:
Elaboration:

Accommodations for differentiated instruction for:

Resource students, ESL students, Gifted students:

Assessment
Evaluation: The activities are an informal assessment to see how well the students can
apply what was taught to actual rocks

Conclusion/closure

Assignment/follow up
o

Assigned reading each night

o Igneous rocks: Pg 90-94
o Metamorphic rocks: pg 95-98
o Sedimentary rocks: pg 100-107
o Students can make an outline for the reading and they will be able to
use it on the test

LIST of MATERIALS and CLASSROOM SET UP needs:

Multiple sets of each type of rocks
SAFETY/CAUTIONS:
LIST of RESOURCES:

Reading Quiz
You can use your outline from the reading on this quiz
1) Rocks that cool from molten material are
a. Sedimentary
b. Igneous
c. Metamorphic
2) Rocks that form below Earths surface are _____________ while rocks that form above
Earths surface are ______________
3) True or False: When magma cools slowly the atoms arrange into large crystals
4) Name 2 types of igneous rocks: ____________________________________________
5) Describe how metamorphic rocks are created ___________________________________
________________________________________________________________________
6) True or false: The same kind of rock can change into multiple different types of
metamorphic rocks.
7) Compare and contrast foliated and non-foliated
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8) Sedimentary rocks form when
a. Lava cools
b. Sediments become pressed together or when sediments precipitate out of solution
c. When dirt becomes hard

9) Describe the difference between compaction and cementation

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
10) Rocks made from fragments of plants, animals and other rocks are called _____________
sedimentary rocks.
11) True or False: The oldest layers of sedimentary rocks are on the top.
12) When rocks form from the remains of once-living things they are called
__________________________________