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Students will develop their sense of self, community and place by identifying the features of the world around them and
learning how to interact with these features and what they could mean to themselves and future generations.
Students will develop an interest in the natural world around them so that they will become lifelong learners.
This section needs more detail. Think about other ways the unit content connects to the BALs
Students will develop their sense of self, community, and place by identifying the features of the world around them
and developing a positive sense of identity by learning about subjects that require evaluating the belief system of the
individual such as FN content and Saskatchewans treaty history. Students will learn the influence of place on a
persons identity and how connected people are to the land around them. Students will develop their sense of identity
while reflecting on the learning material and journaling at the end of some classes.
Students will develop into life long learners as they develop an interest in science and the natural world around them.
They will learn to appreciate other ways of knowing and be able to learn from, with and about others by working on a
group project and on socratic circles.
Students will become engaged citizens by demonstrating confidence and courage while speaking and presenting to the
other students in the class and will be able to make better life, career and consumer decisions based on the
environmental and FN impact of the deposit.
Cross curricular Competencies
How will this unit promote the CCC?
Developing Thinking (Think and learn creatively): Show curiosity and interest in the world, new experiences, materials and
puzzling or surprising events. Explore complex systems and issues using a variety of approaches such as models, simulations,
movement, self reflection and inquiry. Students will explore the world around them and especially the natural environment of
Saskatchewans people by exploring the impact of the treaties and ore deposits on the people. They will have to think creatively
about solutions to complicated issues such as treaty rights and ore deposits.
Developing Identity and interdependence (Understand and value social, economic and environmental interdependence
and sustainability): Evaluate how sustainable development depends on the effective and complex interaction of social,
environmental and economic factors. Students will learn that all the countries in the world are involved in the removal, purchase,
sale and environmental impacts of ore deposits and their removal from the earth.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
ES30-LS2 Examine the processes that lead to the formation of rocks and minerals
ES30-LS2 Examine the processes 1. Differentiate the three main rock groups (i.e., sedimentary, igneous and
that lead to the formation of rocks metamorphic) by their processes of formation, including the roles of time, heat and
and minerals. pressure. (K) (Lesson 3-6)
[SI] 2. Observe and classify mineral samples using standard physical properties (e.g.,
cleavage, fracture, crystalline structure, hardness, lustre, magnetism and streak).
(S, STSE) (Lesson 1-2)
3. Identify rock features such as layering, foliation, crystal size and inclusions and
relate these to their processes of formation. (K, S) (Lesson 6)
6. Research how current petroleum reserves were formed and what conditions are
needed for reservoir formation. (K) (Lesson 9 +project)
8. Distinguish between intrusive (plutonic) and extrusive (volcanic) igneous rocks and
their inferred rate of cooling from their grain size. (K) (Lesson 4)
9. Explain how current potash (evaporite) and conventional oil deposits formed from
inland shallow seas. (K) (Lesson 9 +project)
10. Recognize the Precambrian deposits of uranium in the Athabasca Basin are
erosional remains of the Hudsonian Mountains. (K) (Lesson 9 +project)
TR12: Examine ones position regarding the importance of the treaty relationship for the social, cultural, and economic
prosperity of all Saskatchewan and Canadian People.
Analyze what you believe about treaty relationships, why you believe it, and how you came to believe it.
Minerals are the building blocks of rocks Identify rocks and minerals that they encounter in the
environment around them.
Rocks and minerals exist and are differentiated based on
differences in their processes of formation Identify on a map where mineral deposits are located in
Saskatchewan and the type of deposit that it represents.
Is this all they will take away from the unit? Identify the processes that have created the rocks and
minerals that they encounter
There are 3 groups of rocks and they can be differentiated and
identified based on their processes of formation. Create a project following the instructions laid out in a rubric.
Temperature, pressure and time affect the formation of rocks. Speak about an ore deposit of their choosing in
Saskatchewan.
The laws of stratigraphy dictate how rocks are layered and allow
us to date rocks and fossils and to identify unconformities such Identify rock features, and physical characteristics.
as volcanoes, erosion or earthquakes.
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
(describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply
knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal The goal of this unit is for students to be able to identify settings that lead to the formation of
What should students rocks and minerals. For a final assessment students will create a project based on an ore
accomplish by completing this deposit of their choice in Saskatchewan. This project will include information on depositional
task? environment, common rock and minerals in the area, and what the ore is used for and which
R Role companies are working in the area. And include any social and political implications of this
What role (perspective) will deposit (ex. Who do we sell it to? who owns the mineral rights? Who is making money off of
your students be taking? this deposit?, is it located on a current First Nations reserve? Do the local FN people make
A Audience money or work on the deposit?)
Who is the relevant audience? G- The students should create a project relating to an ore deposit in Saskatchewan that
demonstrates their understanding of formation of the deposit.
S Situation R- Students will have the role as teachers to teach the other students in the class about their
The context or challenge deposit.
provided to the student. A- The audience will be myself and the other students in class
S- The student will present their work either by prerecorded video, live or some other method
P Product, Performance of their choosing
What product/performance will P- The product will be a 5-8 min presentation about the depositional environment of their
the student chosen deposit.
create? Is there a political or social context that might also apply?
Formative- 1 lab to identify that students are understanding Students will be able to reflect on the things they have learnt in
rocks and minerals physical characteristics. the unit while working on their final project. They will then use
2 mini quizzes that will cover the earliest concepts in the unit to this knowledge to teach the class about their chosen ore
ensure students understand before they start working on their deposit and can self asses on their presenting and subject
projects. knowledge based on the questions that the class asks them.
Are they being graded or just provided with feedback?
Formative assessment must have feedback that students can
see and use.
By the end of this unit my students will be able to explain the processes of formation of some common minerals and
rocks. They will know the rock groups and how pressure, time and heat have differentiated these groups. We will learn
about the different areas that contain ore deposits in the province and the towns and cities that are nearby (do all of my
students know the location of the the cities and rivers in the province on the map?) (Can they locate themselves on the
map?).
What prior knowledge do the students bring with them to the unit?
I expect that the students will know how to listen to and understand at least some English. They should be able to ask questions
and nod understanding. They should have seen many examples of rocks, minerals and fossils and should have seen the rock
cycle in grade 7. They should have learnt about the water cycle and understand that the earth is a rocky planet (grade 9 science)
They should know how to create a presentation and how to interpret the rubric (but we will discuss the rubric and presentation in
class). They should have some knowledge of FNMI content including the idea of treaties and that we are all treaty people.
How will you engage students at the beginning of the unit? (motivational set)
I will bring in multiple samples of rocks and minerals and we will have a discussion on what a rock is and what minerals
are and any interesting geological features any students have seen. We can talk about the ores that can be discovered
in Saskatchewan and what we make with them.ex. gold (rings), diamonds, oil and gas.
Good hands on and engaging opening to the unit. Build a unit based on their personal interests.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resource
s
1 Minerals What is a mineral? Why should we know how to identify common minerals? Constru Power
What does FN content teach about the environment? ct point
Use physical properties to classify mineral samples- using mineral samples we will knowled
discuss and identify cleavage, fracture, crystalline structure, hardness, luster, ge
magnetism and streak. We will also discuss the processes of formation of common related
minerals with a focus on minerals found in Saskatchewan. I have a few identification to
kits available so each table can have their own kit so that each student can hold the various
minerals and learn to identify them. literacie
Explanation of the side stations and the point system so they have to know what to do s
if they finish assigned reading or the lesson finishes early. (each station will be a 10
min or less (ish) project)
Journalling projet (10 min)- What do you know about rocks and minerals? What
would you like to learn about?
PGP Goals:
2.2 Proficiency in the language of instruction
Constru
ct
knowled
How and Where do minerals form?
ge
Formation of What are the processes that impact mineral formation including time, pressure, and Power
2 related
Minerals temperature. point
to
This replaces the old mineral lab
various
literacie
s
3 Rock groups What is a rock? (non living) Constru Power
1 In FN cultures rocks are considered living things and deserve respect and have ct point #2
a spirit that can be used up. (sweats and the need to renew rocks once they literacy -Sed rock
begin to crumble). Students will read the story of how the turtle got its shell. samples
How are sedimentary rocks deposited?
Differentiating Sedimentary (depositional environments)- Using photos and hand
samples discuss and identify different depositional environments such as grain size,
bedding, ripple marks, fossils.
Discuss the seas that covered Saskatchewan and how glaciation has affected
sedimentary rocks in the province.
Class discussion (15 min)- At the end of the lesson try to relate the story to the
sedimentary rocks and erosion
PGP Goals:
3.2 the ability to use a wide variety of responsive instructional strategies and
methodologies to accommodate learning styles of individual learners.
7 Rock and Hand back quiz#1- discuss any questions that people didnt understand or didnt do Use All power
mineral Lab well on. (5 min) moral points in
Lab Can students identify the rocks we have looked at in class? reasoni case we
Rock, mineral and fossil identification lab. In groups students will discuss and classify ng need to
rocks and fossils based on the things we have learnt in the last few lessons. process review,
PGP Goals: es rock
2.4 Ability to use technologies readily, strategically and appropriately. samples,
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment lab sheet
and evaluation. for rocks
8 Why is stratigraphy important? What does stratigraphy tell us about the earth Explore Power
Stratigraphy around us? and point #5,
Correlations of rock layers to volcanoes, earthquakes, floods and other natural interpret stratigraph
phenomena the y maps of
Looking at pictures we will do correlations and time scales. And then we can link world Sask.
fossils and stratigraphy and show how they help to date strata
PGP Goals:
2.4 Ability to use technologies readily, strategically and appropriately.
9 Quiz 2- fossils and stratigraphy (10 minutes) Explore Quiz #2
Saskatchew What natural resources does Saskatchewan hold? What do uranium, potash and Ore
ans ore and petroleum deposits in Saskatchewan look like? interpret deposit
deposits Who should own Saskatchewans mineral rights? the map of
This is the Reading and explanation of a part of treaty #4. world Sask.,
lesson for Discussion of who owns mineral rights? What do the treaties say? Are we mineral
culturally following the words of the treaties the way that mineral rights are distributed? claims
Responsive PGP Goals: map of
teaching 1.3 a commitment to social justice and the capacity to nurture an inclusive and Sask.
equitable environment for the empowerment of all learners
2.3 knowledge of First Nations, Metis, and Inuit culture and History
10 Hand back quiz #2- discuss any problems (5 minute). Think Book
Explanation of final unit project and rubric, with a discussion on what criteria the last 2 and computer
boxes of the rubric should be, also discussion on what makes a good oral learn lab
presentation (so they know what to expect from rubric). Work period for the rest of creativel Rubrick for
the class. Stations for students that have completed their work y assignmen
PGP Goals: t and
2.5 knowledge of a number of subjects taught in Saskatchewan schools instruction
2.6 ability to strive for and pursue new knowledge. s
11 Work period for ore deposit project- Stations for those that are done their work. Think Computer
Work period Decide on due date for project according to class vote. and lab
PGP Goals: learn
1.2 ethical behavior and the ability to work in a collaborative manner for the good of creativel
all learners. y
12 Students will present their projects on the date that was decided. Think
Presentation PGP Goals: and
period 1.1 the ability to maintain respectful, mutually supportive and equitable professional learn
relationships with learners, colleagues, families and communities creativel
y, and to
1.4 a commitment to service and the capacity to be reflective, lifelong learners and express
inquirers. underst
anding
and
commu
nicate
meanin
g using
various
literacie
s
During all of the classes there will be multiple rocks, fossils maps, and
mineral hand samples in stations around the class so that students can
work and test their knowledge if they have extra time. There will also be
worksheets for the stratigraphy lesson and provincial geological maps that
students can study while deciding on which ore deposit they will choose for
their summative assessment.
Students from other cultures may have different ideas of how the rock cycle
works or is interpreted. They will have the chance to share this information
if they want during our socratic circle in lesson 9. I will keep the floor open
at the end (and during) each lesson incase students feel like they would like
to share anything. We will also have sharing circles and some journaling to
provide some different types of learning strategies.
Students who need more time are able to decide when they will do their
presentation. We will do a few presentations per day, and allow students to
sign up for a spot.
For those who are uncomfortable doing a live presentation they will have
the opportunity to make a video or another type of presentation that will
prove the outcome. If they are able to prove that they helped equally with
the presentation students may be able to not appear in the presentation
(maybe because they took on a different role like cameraperson).
The final project will be challenging to all students because they will not
only have to be academically strong, but there is also a technology and
public speaking component so hopefully everyone will be able to use their
strengths and discover some weaknesses.
If I get thumbs down in a particular lesson I will allow those students who
gave a thumbs up to work on the station rocks- they will work quietly alone
so that they are not disturbing those students who are still trying to
understand the concept.
Instructional Approaches:
Do I use a variety of teacher directed and student I use a mixture of teacher directed and student directed approaches, I
centered instructional approaches? provide the vocabulary and then we will use pictures, diagrams, hand
samples and maps to fill in the knowledge that is needed.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development, ISBN # 0-87120-313-8 (pbk)