Approval Stamp UbD Unit
Revised : 4/7/04
Grade: 3 Teacher(s): Jennifer Law and Joyce Samson
Topic/Title: Rocks and Minerals
Length of Time for the UbD Unit: 17 class periods, 30-60” in length
Date the unit was reviewed by the UbD Team: 7-22-05
Summary of the Unit:
In this unit students will be introduced to rocks and minerals. Through a series of hands-on activities they will discover how sedimentary, igneous, and metamorphic rocks are formed. They will learn about the layers of the earth and the movement of the earth‟s crust, and how these factors relate to the rock cycle. Students will use science tools to test a variety of properties of rocks and relate these properties to how rocks or minerals are used as everyday resources for people.
The students will view rocks in a new and different light. This unit of study will bring meaning to the rocks around them; rocks they find, play with, use in everyday living, or even rocks they never took notice of before.
This rocks and minerals unit is best taught after the states of matter unit, because the students will be able to relate what they learned about the changes in matter to the changes that rocks go through.
Connecticut Curriculum Framework(s):
Number Content Standard
Earth materials have different physical and chemical properties. 3.3
Rocks and minerals have properties that may be identified through observation
These properties determine how earth materials are used
Describe the physical properties of rocks and relate them to their B 5
Relate the properties of rocks to the possible environmental conditions B 6
during their formation.
Enduring Understandings Essential Questions (Students will understand that…) (Open-ended significant questions related to
the Enduring Understandings.)
Identify Topic(T) or Overarching(O) –
must have at least one overarching 1. How are rocks formed? 1. The Earth is constantly 2. How can you identify a rock?
changing. This change affects 3. Why is sorting rocks important?
its materials. 4. How do environmental changes
2. Earth materials are cause other changes?
categorized according to their 5. How might rocks be important to
chemical and physical you?
3. Rocks and minerals have
important roles in everyday
Key Elements: Important Vocabulary, People, Terms, etc.
Rock Mineral Crystal Chemical properties
Physical properties Sediments Sedimentary Igneous Metamorphic The Rock Cycle Weathering Erosion Earthquake Volcano Plates Glaciers
Core Mantle Crust Mining Hardness Luster Texture Cleavage
Magma Fossils Properties Categorizing Geology Geologist
Knowledge / Skills – (Students will know / be able to ….)_______________________
; Know the 3 different types of rocks and how they were formed ; Know how rocks change as they move through the rock cycle
; Know what the different chemical and physical properties are and how they
determine their uses
; Know how rocks play important roles in their everyday lives
; Be able to recognize the difference between a rock and a mineral ; Be able to demonstrate how to test a variety of rock and mineral properties ; Be able to categorize rocks according to their properties
Assessment with a Detailed Description
All performance assessments will be graded using a specified set of criteria known to students.
An assessment may address more than one standard. Every standard must be assessed.
Content Standard(s): 3.3, B 5, B 6
Performance – Based Assessment(s): (Include G.R.A.S.P.S. if appropriate)
Students will be writing a story about the life of a rock, which will include the important concepts and vocabulary taught throughout the unit. They will have an opportunity to share their stories with the other students in their grade upon completion.
See the attachment „My Life as a Rock‟ assignment as well as the corresponding study sheet.
Rubric(s) for Performance-Based Assessment(s) - Include here or attach at the end.
Other Assessment Evidence: (Tests, quizzes, self-assessment, peer-assessment, etc.)
Other informal assessments to check for understanding throughout the unit include:
- worksheet How Rocks are Formed, p37
- mini poster students create about a specific rock or mineral, p48
-data collection sheets, p45 +46
-ongoing journal entries as a self-assessment
-teacher created, p50-54 (see “Day 16” NOTE regarding changes)
Library and Technology Skills:
Librarians and technology teachers will assist in identifying appropriate sites, resources, and integrated opportunities.
Connection to the CMT/CAPT: This unit addresses the following CAPT objectives.
; Describe natural phenomena with appropriate scientific terms
; Predict future events based on scientific knowledge
; Conduct investigations, collect data and record observations
; Understanding the use of the Earth‟s natural resources by humans
; Identify appropriate metric and customary measurement units and use appropriate measurement tools, including rulers and protractors
Learning Activities with a Detailed Description
In preparation for this activity and the unit, write the essential questions large enough to be posted in the room.
Read aloud: If you Find a Rock by Peggy Christian
(Harcourt ISBN # 0-15-239339-0)
Show students a rock that you have found and tell them that your rock has a
story about it‟s „life‟. Bring your rock to life with a „story‟ about it: where it came from, where it must have been, how it came to be what it is, and why it‟s important to you. At this time go over (and post) the essential questions and brief them
about what this unit is all about. Then explain tonight‟s homework assignment:
Homework: Each student should search outside for a rock to bring in to class. Tell them that they will be sharing their rock with the class and telling everybody
where they found their rock and why they picked it. As the unit progresses they will be learning more about their rock and eventually writing a story about the „life‟ of their rock.
Sequence: List learning activities in sequence below and/or attach a daily activity chart. Please
be specific. Star (*) activities that directly prepare students for CMT/CAPT.
1. See attached syllabus included with this packet. This lists all the learning activities in sequential order.
OTHER possible activities are listed here:
-take a field trip to Dinosaur State Park in Rocky Hill
-read aloud The Magic School Bus Inside the Earth
-make sugar or salt crystals in addition to the recommended borax crystals
-create and do a webquest
-create a power point presentation on the rock cycle
-invite a geologist into your classroom to discuss rocks and minerals that are
found locally and how they got there
Important Texts to acquire before starting unit:
GEMS Stories in Stone Guide from Lawrence Hall of Science for
background information for the teachers
If You Find a Rock by Peggy Christian
How to Dig a Hole to the Other Side of the World by Faith McNulty
The (pocket) Golden Guide to Rocks and Minerals, one per student
Important materials to acquire before starting unit:
Per group: numbered rock/mineral samples, streak plate, triple beam
balance, Mohs Hardness Scale with directions, copper penny, glass plate,
steel butter knife, white vinegar, eyedropper, and a magnifying lens for each
Videotapes, DVDs or Films:
School library or Bill Nye videos (H.V.R.H.S. has the full collection).
Internet Sources with addresses and full title of the site:
Brainpop snippets at http://www.brainpop.com may be useful. Look under the
heading for Earth Science.
Minerals Matter Grow Your Own Crystals “…halite (table salt) is created by
Earth Floor The Rock Cycle “The rock cycle is a group of changes.”
Rocks and Minerals Web Quest
Kids Page: Mining “Ever wonder what mineral resources are mined in
the United States?” http://www.msha.gov/KIDS/MRHP.HTM
Rocks for Kids “This site is for kids of all ages who love rocks.”
http://www.rocksforkids.com/RFK/collecting.html Collecting Rocks
Rocks and Minerals Webquests http://www.proteacher.com/ll0073.shtml
Please Attach Supporting Materials.
Connecticut Mastery Test - CMT
Grades 4,6, and 8
Region One UbD Reading Writing
Degrees of Reading Power (DRP) Direct Assessment of Writing
This test assesses understanding of This test assesses how well students nonfiction English prose on a graduated scale of communicate a complete message in a coherent,
reading difficulty using multiple-choice items. It elaborated and organized way.
consists of passages in which words are omitted. Grade 4- Written response to a narrative prompt
; Tell a story For each question, students must choose the most
; Describe characters, settings and events fully, context-appropriate word. completely and sequentially Reading Comprehension Grade 6 – Students respond in writing to an This test consists of both fiction and expository prompt nonfiction passages. ; Provide an explanation about a person, situation or thing Test Objectives ; Present and support ideas clearly, completely Students should demonstrate understanding of… and in an organized fashion Grade 8 – Students respond in writing to a Forming an Initial Understanding persuasive prompt ; Determining the main idea ; state a position on a particular topic ; Identifying or inferring important ; support the position with specific details
characters, settings, problems, events, ; organize ideas so that the reader will be
persuaded relationships and details within a written
Editing and Revising work
This test assesses student achievement in ; Selecting and using relevant information writing conventions such as spelling, grammar and from a written work in order to summarize usage ; Using context clues to determine meaning of unknown or multiple-meaning words of
Mathematics figurative language
Number Sense Measurement Developing an Interpretation *1 Place Value *14 Time *2 Pictorial representation *15 Approximating ; making connections between the text and of Numbers Measures outside experiences and knowledge *3 Equivalent Fractions, *16 Customary and Metric ; identifying or inferring the author’s use of Decimals and Percent Measures structure/organizational patterns *4 Order, Magnitude and Spatial Relationships Rounding of Numbers ; drawing conclusions about the author’s and Geometry Operations *17 Geometric Shapes and purpose in including or omitting specific *5 Models for Operations Properties details in a written work *6 Basic facts *18 Spatial Relationships ; using evidence from the text to draw and/or *7 Computation with Probability and Statistics Whole Numbers and support a conclusion *19 Tables, Graphs and Decimals Charts *8 Computation with *20 Statistics and Data Demonstrating a Critical Stance Fractions Analysis *9 Solve Word Problems ; using information from the text to make a *21 Probability Estimation and prediction based on what is read Patterns Approximation *22 Patterns ; analyzing the author’s craft, including use *10 Numerical Estimation Algebra and Functions of literary devices Strategies *23 Algebraic Concepts ; evaluating explicit and implicit information *11 Estimating Solutions Discrete Mathematics to Problems and themes within a written work *24 Classification and Ratio, Proportion, Logical Reasoning ; selecting, synthesizing and/or using Percent Integrated relevant information within a written work to *12 Ratios and Understandings include in a response to or extension of the Proportions *25 Mathematical work *13 Computation with Applications Percent ; demonstrating an awareness of values, customs, ethics, and beliefs included in a
Connecticut Academic Performance Test (CAPT) – Student Objectives
CAPT Reading Framework CAPT Writing Framework
The three types are literary, informational and persuasive. The writing framework is based on the premise that students Three levels of interaction with text are included: should be able to write for different audiences. ; Describing the text ; Generating ideas requires students to select and limit topics ; Personalizing and interpreting the test ; Draw upon personal knowledge as well as other ; Moving beyond the text sources ; Set purposes
Students Understand that…
READING ACROSS THE DISCIPLINES SCIENCE cont. The Response to Literature component requires students to Life Science read a short published work and provide written responses that ; Ecosystem demonstrate student ability to: * matter is recycled in an ecosystem and that there is a one-way ； provide an initial understanding of the text flow of energy in ecosystems ； develop an interpretation of the text * the number and variety of organisms and populations are ； make connections between the text and/or other dependent on the resources and physical factors of their experiences environment ； critically evaluate the text ; Genetics and Evolution The Reading for Information test requires students to read * each organism carried a set of instructions ((genes composed nonfiction material of about one page in length. of DNA) for specifying the components and functions of the ； ability to develop an interpretation and critically organism evaluate the text. * the basic idea of biological evolution is that the Earth’s present WRITING ACROSS THE DISCIPLINES day species developed from earlier species The Editing and Revising test requires students to read ; Cells passages that are simulated samples of student writing. * the basic structures and functions of living cells ； Students can identify and correct errors in * that cells divide for growth, repair and reproduction of the organism organization, word choice, syntax, capitalization, punctuation, usage and spelling. ; Human Biology The Interdisciplinary Writing section requires students to apply * the structure of the human body and how environmental knowledge and skills gained through many disciplines. Students conditions, nutrition, physical activity and pathogens affect its are given a set of source materials representing different functioning perspectives on the issue. Students then write a persuasive Physical Science essay that supports their own position. Students can ; Structure of Matter demonstrate the following abilities: * the basic structure of atoms and the properties of elements ; development of a thesis with supporting points * the use of physical and chemical properties to classify and ; use of correct grammar describe matter ; Reactions and Interactions SCIENCE * the differences between physical and chemical changes of The Science assessment is based on the idea that science is matter not only a body of knowledge, but also a way of thinking about * the materials interact with each other in various forms the world around us. It includes conceptual understanding, ; Forces and Motion applications, and experimentation. * energy and matter interact through forces that result in Conceptual Understanding and Application of Scientific Knowledge changes in motions of objects * the nature of electricity and magnetism ; Describe natural phenomena with appropriate ; Energy Sources and Transformation scientific terms * the nature of various forms of energy ; Explain natural phenomena with scientific concepts * the properties of sound and light ; Predict future events based on scientific knowledge Earth Science ; Apply scientific reasoning and knowledge ; Astronomy ; Interpret and communicate scientific information using * the structure, motion and composition of stars, planets and words, equations, graphs and charts other bodies with an emphasis on our solar system Experimentation ; Earth’s Natural Resources ; Recognize and define problems for scientific * the Earth has various natural resources important to all living investigations organisms ; Design appropriate procedures to solve the problem * the use of the Earth’s natural resources by humans ; Predict the results based on knowledge of problem-; Meteorology related content * our atmosphere is dynamic and has patterns of weather ; Conduct investigations, collect data and record systems observations * the use of the Earth’s natural resources by humans ; Interpret and communicate scientific information using ; Earth History and Dynamics words, equations, graphs and charts * interactions among the Earth’s lithosphere, hydrosphere, atmosphere and biosphere
MATHEMATICS * Construct, read and interpret tables charts and graphs of real The Mathematics section assesses three processes (problem world data solving and reasoning; communicating; and computing and * Make and evaluate inferences from tables, charts, graphs estimating) in four content areas (number and quantity; and other representations of data geometry, measurement and shape; statistics, probability and * Use probability to make predictions and evaluate the likelihood data analysis and relations, functions and algebra.) of simple and compound events Students Understand: * Use simulations to determine experimental probabilities Number and Quantity * Compare experimental and theoretical probabilities and make ; Number Sense predictions based on probabilities * Use integers, fractions, decimals, percents and scientific ; Discrete Mathematics notion in real-world situations to count, measure, compare, * Use synthetic listing and counting strategies including simple order, scale, locate and label combinations and permutations to solve problems * Use a variety of representations (including graphs, tables, * Use recursive processes; including iteration, to solve problems pictures, etc.) * Demonstrate an understanding of order, magnitude and equivalent forms of numbers Statistic, Probability and Discrete Mathematics ; Operations ; Probability and Statistics * Identify appropriate operations (including addition, subtraction, * Demonstrate an understanding of sampling and its role in multiplication, division, exponentiation and square roots) and statistical assertions use these operations in a variety of contests * Describe, calculate and apply the concepts of mean, median, * Sect and use appropriate methods for computing (including mode, and range mental mathematics, paper-and-pencil and calculator methods) * Construct, read and interpret tables charts and graphs of real ; Estimation and Approximation world data * Select and use estimation strategies in problem situations * Make and evaluate inferences from tables, charts, graphs, and * Assess the reasonableness of answers to problems other representations of data ; Ratios, Proportions and Percents * Use probability to make predictions and evaluate the likelihood * Use ratios, proportions and percents to solve problems of simple and compound events * Use dimensional analysis to determine equivalent rates (for * Use simulations to determine experimental probabilities example, converting inches per minute to feet per hour) * Compare experimental and theoretical probabilities and make ; Use direct and inverse variation to solve numerical, predictions based on probabilities geometric and algebraic problems ; Discrete Mathematics * Use synthetic listing and counting strategies including simple Measurement and Geometry combinations and permutations to solve problems ; Measurement * Use recursive processes; including iteration, to solve problems * Use the concepts of length, perimeter, area, volume, angle measure capacity, weight and mass to solve problems, using both metric and customary units Algebra and Functions * Identify appropriate metric and customary measurement units ; Patterns and use appropriate measurement tools, including rulers and * Construct, describe, extend and analyze a variety of numerical, protractors geometric and statistical patterns * Estimate make and use measurement in realistic situations * Describe, analyze and generalize patterns, using tables, rules, * Use formulas and scales to determine measures algebraic expressions and equations, and graphs ; Spatial Relationship and Geometry * Make and justify predictions based on patterns * Interpret, describe and draw two and three dimensional objects ; Algebra and Functions * Use the concepts of rotation, reflection and translation to * Represent and analyze situations involving variable quantities transform geometric figures with tables, graphs, verbal rules and equations, and translate * Describe and use fundamental concepts and properties of and among representations relationships among points lines, planes, angles, and shapes * Use variables, expressions, equations and inequalities, * Use the concepts of congruence and similarity to solve realistic including formulas, to model situations and solve problems problems * Construct and use linear functions to model and solve real-* Solve problems using geometric models world situations * Use the coordinate plane to represent functions Statistic, Probability and Discrete Mathematics ; Probability and Statistics * Demonstrate an understanding of sampling and its role in statistical assertions * Describe, calculate and apply the concepts of mean, median, mode, and range
Sample from Windsor Schools:
Region One Goals and Expectations for Students
Goal I: All Region One students will acquire and demonstrate core knowledge and essential skills that emphasize understanding, application and communication.
Our students will:
__x__ Demonstrate competence in reading, writing and computation;
__x__ Communicate effectively and appropriately through written and oral expression; demonstrate
strategies for acquiring basic skills and knowledge, communication of ideas, solving problems an
pursuing personal interest;
__x__ Understand, synthesize and apply knowledge in each subject area (science, mathematics, history,
civics, behavioral studies, geography, economics, health, physical education, visual and
performing arts, family and consumer science, literature and languages) in a variety of settings for
a variety of purposes;
__x__ Understand the values and achievements of their culture and other cultures; and __x__ Be independent, competent and confident users of information and technology.
Goal II: All Region One students will demonstrate thinking and reasoning skills.
Our students will:
__x__ Locate, interpret, analyze, organize, apply and synthesize information in a variety of situations; __x__ Understand and apply basic principles of logic, reasoning and presenting an argument; __x__ Understand and apply basic principles of hypothesis testing and inquiry;
__x__ Apply and evaluate the use of decision-making and problem-solving strategies; and respond
constructively to unanticipated events or outcomes;
__x__ Explore information and arguments from various points of view and display the ability to think
critically, creatively and to solve problems;
__x__ Apply prior knowledge, abstract thinking, curiosity, imagination and creativity to solve problems
__x__ Create, imagine and explore new ideas to generate alternative strategies, consider risks and
benefits, and select among alternatives.
Goal III: All Region One students will demonstrate motivation and persistence to learn.
Our students will:
__x__ Assume primary responsibility for their own learning including identifying their needs and setting
and fulfilling reasonable goals;
__x__ Value lifelong learning;
__x__ Work and learn independently, effectively allocating time, energy and resources; __x__ Work collaboratively as part of a team – contributing to group efforts and understanding;
__x__ Demonstrate the effort and persistence needed to be successful in school, work and life; __x__ Demonstrate initiative to accept challenges and responsibilities;
__x__ Persist until new material is mastered or until a job is done, and experience the pride of
accomplishment that results from hard work and effort;
__x__ Act through a desire to succeed rather that a fear of failure, while recognizing that failure is a part
of everyone’s experience;
__x__ Take the risk necessary for fulfilling their goals, and persevere in the face of challenge and
__x__ Demonstrate an inquiring attitude, flexibility, open-mindedness and curiosity; and __x__ Create and explore new ideas and adapt existing ideas to generate alternative possibilities.
Goal IV: All Region One students will understand, respect, and act in accordance with universal values.
Our students will demonstrate behaviors that are consistent with the following positive qualities: __x__ Respect for themselves and others: Respectful people have confidence in their own beliefs and
values, and acknowledge, understand and support the rights of others to express their beliefs; __x__ Respect for authority: Recognize and cooperate with established authority;
__x__ Honesty: Honest people are truthful and sincere;
__x__ Integrity: People with integrity behave in a manner that is fair, honest and consistent with their
__x__ Cooperation: Cooperative people are able to live and work with others;
__x__ Trustworthiness: People worthy of trust keep promises, fulfill commitments, and abide by the
spirit as well as the letter of an agreement;
__x__ Caring: Caring people demonstrate concern, thought and positive regard for others and property; __x__ Fairness: Fair people are committed to justice, the equal treatment of individuals and are free of
__x__ Loyalty: Loyal people are supportive of their family, friends, school and communities; __x__ Citizenship: Responsible individuals understand their obligations. They consider and accept the
impact and consequences of their personal decisions and actions;
__x__ Embrace diversity by interacting effectively and working cooperatively with others; __x__ Demonstrate an understanding of and show respect for cultural differences; and __x__ Demonstrate confidence in their effectiveness and in their ability to shape their futures.
Goal V: All Region One students will demonstrate readiness for adult roles.
Region One student will prepare for adult roles in the areas of life skills, career skills and citizenship. All students will:
__x__ Understand and apply the life skills necessary for effective daily living and personal well-being. __x__ Apply knowledge and skills necessary to choose a career and perform successfully in the
__x__ Be involved, competent citizens.