Melanie Giambattista
Science Unit Plan
Grade 7 – Earth and Space Science: Earth’s Crust and Resources (EC)
Melanie Giambattista
ESCI 390AA
Mike McCoy
November 23rd, 2010
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Melanie Giambattista
Science Unit Plan
Grade 7 – Earth and Space Science: Earth’s Crust and Resources (EC)
Outcome: EC7.3 – Investigate the characteristics and formation of the surface geology of Saskatchewan,
including soil; identify correlations between surface geology and past, present, and possible future land
uses. [DM, SI]
Lesson 1a: Dichotomous Key

Indicator - d. Develop and use a classification key for rocks based on physical characteristics and
method of formation
Attached Resources:
 Word Document Lesson 1a
o Teacher Notes
o Student Handout – Dichotomous Key/Spider Key
 Lesson 1a PowerPoint
Day 1 of 2 - Dichotomous Key - Classification with nails/buttons
Objectives:
 Students will know how to develop and use a classification key for nails/buttons based on the
physical characteristics (color, size, type).
 Students will create a dichotomous key/spider key for nails/buttons.
 Students will feel enjoyment as they work collaboratively in groups.
Materials:
 A bucket of things for each group (Nails,
buttons...)
These are examples of the types
Prior to lesson warm-up (10mins):
of nails that can be used.
In your science journal, write down everything you know
about:
 What it means to classify something?
 If you have heard of a dichotomous key, what do you know about it?
Engage:
Introduce what it means to classify things? (10mins)
 What does it mean to classify something?
 How do you classify things?
 Look around that classroom, how would you classify your classmates?
Ex) Hair color, height, eye color, size of feet
 What is a dichotomous key?
Classify things (ex buttons or nails) (25mins)
 Split students into groups
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Give each group a bucket of things (nails, buttons...)
o Ex) nails that are the same length but different colors and different styles and nails that
a smaller length but different colors and different styles
Have students within their groups come up with a dichotomous (or a spider key)/classification
for the nails
o It can be a chart or a visual representation that they more easily understand
Evaluate: have the groups present and/or hand in their classification systems
Day 2 of 2-Dichotomous Key – Classification with Rocks
Objectives:
 Students will understand what a dichotomous key/spider key is and how rocks are classified.
 Students will start creating a classification key for rocks based on physical characteristics (color,
size, type).
 Students will feel a sense of confidence as they work in a positive and constructive environment.
Materials:
 Mixed rocks/collection
o Loan kits on rocks and fossils are available through the Royal Saskatchewan Museum.
Please see the RSM website (www.royalsaskmuseum.ca) for further details on the Loan
Kit Program.
Prior to lesson warm-up (10mins):
Review
 Have students write down all that they remember about classification, dichotomous keys and
different types of rocks on the board.
Engage:
Classifying Rocks (25mins)
 Split students into groups and give each group a collection of rocks
 Have students classify their rocks according to similarities (they should use a dichotomous or
spider key)
 Have each group explain how and why they classified their rocks the way they did
Discussion at the end of class (10mins)
 How are rocks classified?
o According to the way they appear = their formation
 Have students think about the three types of rocks and develop their own definitions, in their
science journal: (these definitions will be used and adapted within the following lessons)
o Sedimentary
o Igneous
o Metamorphic
Evaluate:
 Observe students as they work and look at their dichotomous keys/classification keys to check
for understanding
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Lesson 2a: Sedimentary Rocks

Indicator – a. Model the processes of formation of the three major types of rocks: sedimentary,
igneous and metamorphic
Attached Resources
 Word Document Lesson 2a
o Teacher Notes
o Creating Sedimentary Rock Lab (day 1)
o Exit Slip (day 2)
 PowerPoint Lesson 2a
Day 1 of 2 - Creating Sedimentary Rocks
Objectives:
 Students will gain understanding of how sedimentary rock is formed and they will know how to
identify sedimentary rock (characteristics).
 Students will simulate the formation of sedimentary rocks. In this activity, groups will create
sandstone, coal, and limestone.
 Students will feel enjoyment and confidence as they work in a hands-on, positive learning
environment.
Materials:
 Plaster
 Cement
 Milk Cartons (pint)
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Sand
Soil
Water
Mixing spoon
Warm-up (Engage)(10mins):
 What do you think sediments are and how are they formed?
 Based on your previous definition, answer this: What characteristics might a sedimentary rock
have?
Explore (35mins):
 In groups, students create one of the following: sandstone, coal, and limestone (sedimentary
rocks), following the procedures from the online lesson:
http://www.coaleducation.org/lessons/sme/elem/7.htm
 The rocks need to dry overnight
Day 2 of 2 –Sedimentary Rock
Objectives:
 Students will further their understanding of the formation of sedimentary rocks – formed by the
cementing together of smaller pieces of rock.
 Students will examine and compare the sedimentary rocks that they created to actual samples
of sedimentary rock.
 Students will feel confidence and understanding in regards to the formation of sedimentary
rock.
Materials:
 Lint from the dryer
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The sedimentary rocks that the students created
an actual sample of sedimentary rock (from a rock collection)
Warm-up (Engage) (10mins):
 Have students examine dryer lint
 How does the make-up of this lint link to the formation of sedimentary rocks?
o This is an example of how sediments fuse together overtime
Explain (15mins):
 Have students closely examine the characteristics and differences between the three different
sedimentary rocks that groups formed, draw diagrams and write explanation for how each type
of sedimentary rock was formed
 Have students adapt/add to the definitions that they created in their science journals (from
lesson 1 day 2)
Expand (15mins):
 Using samples of sedimentary rock (limestone, coal, sandstone) from a rock sample kit, have
students examine and compare these rocks to the three types of sedimentary rocks that they
created
Evaluate (5mins):
 Exit slip
Lesson 3a: Fossils – Rock’s Timekeepers

Indicator- b. Explain how geologists use the fossil record to provide evidence of geological
history.
Attached Resources:
 Word Document Lesson 3a
o Teacher Notes
o Fossil Handout
o Fossil Crossword
 PowerPoint Lesson 3a
Day 1 of 1- Fossils
Objectives:
 Students will know how fossils are formed and their relevance to geological history.
 Students will complete an individual reading and response assignment.
 Students will feel confidence within this material.
Materials:
 If available, fossil samples
Warm-up (Engage) (5mins):
 Give students different rock samples with fossils to examine
Or
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Show students a series of pictures of fossils (PowerPoint slide 3)
Ask the students: Can you identify what you are looking at?
Do you know how the fossils were formed?
Have you ever seen a fossil?
Ex) museum – dinosaur bones
Explore (25mins):
 Read the fossil handout (individually or as a class) and complete the crossword puzzle (Explain
and Evaluate)
Expand (15mins):
 Closing discussion
o Questions on PowerPoint Lesson 3
Lesson 4a: Igneous Rock

Indicator – a. Model the processes of formation of the three major types of ricks: sedimentary,
igneous and metamorphic
Attached Resources:
 Lesson 4a Word Document
o Teacher Notes
o Igneous Rock Lab
 PowerPoint Lesson 4a
Day 1 of 2- Creating Igneous Rock
Objectives:
 As students create igneous rock, they will know how igneous rock is formed and they will be
able to determine the characteristics of igneous rock.
 Students will begin to classify and create igneous rock.
 Students will feel confidence and enjoyment as they work in a collaborative learning
environment.
Materials:
 Small candle
 Heat source to light candle
 Small dish
 Epsom salt water solution
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2 glass slides
Eye dropper
Granite rock sample
Basalt or obsidian rock
sample
Prior to Lesson warm-up (10mins):
 The word “igneous” comes from the Latin word, ignis, meaning “fire.”
o Write, in your science journal, what you think the word ignite means.
o Compare your definition with a classmate
o Compare your definition to a dictionary definition
Explore (25mins):
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In groups, students will simulate the formation of igneous rock by melting candle wax and
letting it cool and solidify. Instructions attached and found at:
http://pti.lsu.edu/Activities/A04%20Igenous_Rocks.pdf
Students observe how quick solidification forms small crystals in intrusive igneous rocks, and
slow solidification forms large crystals in extrusive igneous rocks
Explain and Evaluate (10mins):
 Students describe their observations on sheets provided
Day 2 of 2 – Igneous Rock
Objectives:
 Students will know what igneous rock is and have definitions for magma, intrusive rock, lava,
and extrusive rock.
 Students will delve deeper into their understanding of igneous rocks.
 Students will feel confidence within this subject area.
Materials:
 Baking soda
 Vinegar
 Pop bottle
 Igneous rock sample
Prior to lesson warm-up (5mins):
 Baking soda and vinegar volcano
o This is a fun way to demonstrate to students how magma (baking soda and vinegar) is
pushed through Earth’s surface through a volcanic eruption and forms igneous rock
 This is a time to review the terms that students were introduced to on day 1
o could show PowerPoint Lesson 4a during this time
Explore (20mins):
 Students will finish igneous rock lab by observing crystals left overnight
 Students will share their analyses and conclusions from the lab reports and discuss the results
Expand (15mins):
 Have students record characteristics of igneous rocks (show them a real rock sample to compare
to), draw diagrams and write an explanation of how igneous rock is formed (15mins)
o Could also chow PowerPoint Lesson 4 within this time
Evaluation:
 Student responses to the worksheet can be used for evaluation
Lesson 5a – Metamorphic Rock

Indicator – a. Model the processes of formation of the three major types of rocks: sedimentary,
igneous and metamorphic
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Attached Resources:
 PowerPoint – Lesson 5a
 Word Document Lesson 5a
o Teacher Notes
o Metamorphic Rock Lab
o Comic Life Rubric
Day 1 of 4 - Creating Metamorphic Rock
Objectives:
 Students will know what metamorphic rock is and how it is formed.
 In groups, students will create metamorphic rock.
 Students will feel enjoyment and confidence as they work collaboratively through this lesson.
Materials:
 4-6 slices of bread (per group)
 Wax paper
 Heavy books or blocks
 Microwave (optional)
 Metamorphic rock sample
Prior to Lesson Warm-Up (10mins):
Think:
 Do you have any transformer toys?
 What are they?
o They change shape/form ex) man/robot to a car
 The word morph means to change form
 Keeping these two things in mind, what do you think metamorphic means?
Explain (5mins):
 What is metamorphic rock?
o PowerPoint-Lesson 3
Explore (25mins):
 Creating metamorphic rock inquiry based lab
-Modeled from lab found at: http://www.coaleducation.org/lessons/sme/elem/9.htm
Expand (5mins):
 Using samples of metamorphic rock from a rock sample kit, have students examine and
compare these rocks to the metamorphic rock that they created
Day 2 of 4 – ComicLIfe
Objectives:
 Students will know characteristics of a metamorphic rock and how it is formed.
 Students will apply their knowledge of metamorphic rock, accumulated through the lab, into a
ComicLife representation of their inquiry lab.
 Students will feel enjoyment as they work with their lab groups to achieve this task.
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Evaluation:
 ComicLIfe (Explain 45 mins)
o Using the photos that students took during their metamorphic rock investigations,
students will demonstrate what they did, how they did it, where they went wrong and
what that they did to try and change/adapt it.
 Rubric attached (Lesson 4 document)
Day 3 of 4
Objectives:
 Students will have a great understanding of the characteristics and formation of metamorphic,
sedimentary and igneous rock.
 Students will finish their ComicLIfe assignments and adapt their rock classification charts
according to the information they know now.
 Students will feel as if they confidently understand the characteristics and formation of
metamorphic, sedimentary, and igneous rock.
Materials:
 Rock samples
Explain:
 Students may need time to finish up their ComicLIfe assignments (15mins)
 Have students adapt/add to the metamorphic rock definitions that they created in their science
journals (from lesson 1 day 2) (5mins)
Expand (25mins):
 You now know specific characteristics and formation of sedimentary, igneous, and metamorphic
rock
o Sedimentary rock – made of small particles compacted or cemented together
o Igneous rock – have small crystals of minerals visible
o Metamorphic rock – created under a great deal of pressure so, they have thin, flat layers
Return to the classification system of rocks that you created on day 2. Adapt, specify and change
the classification according to the information that you know now.
 Give students samples of rocks to classify on using their classification systems
Day 4 of 4
Evaluate (self-evaluation/review): Overview of Sedimentary, Igneous, and Metamorphic Rock
 Students will go to this website http://www.learner.org/interactives/rockcycle/types.html
o They will complete only the Introduction and Type of Rocks sections
o They will do this until they get 100% on the mini quiz at the end
Lesson 6a – Erosion

Indicators - e. Describe examples of mechanical and chemical weathering of rocks.
f. Differentiate between weathering and erosion, and explain the role of water in
each process.
Attached Resources:
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PowerPoint – Lesson 6a
Word Document Lesson 6a
o Teacher Notes
o Engage Activity - Mechanical Weathering of Rocks (day 1)
o Demo (Day 2)
o Understanding concepts assignment
Day 1 of 2 – Examples of mechanical weathering of rocks
Objectives:
 Students will know how to identify mechanical weathering of rocks.
 Students will explore mechanical wreathing of rocks and work in groups to further research and
explain to the class.
 Students will feel enjoyment as they work in groups.
Materials:
 Sand
 Shallow pan
 Ice cube
 Rock chips (sandstone, limestone, shale)
 water
Prior to Lesson Warm-Up:
Demo (Engage – 5mins): Erosion from Running Water – Mechanical Weathering
 Directions found within Word Document Lesson 6a
Demo (Engage – 5mins): Rock Erosion
 Directions found within Word Document Lesson 6a
Expand (5 to 10mins):
 Show PowerPoint lesson 4 and further discuss mechanical weathering as a class
Explain:
 Youtube video (5mins): http://www.youtube.com/watch?v=EAPj_h46WdM
Question at the end (good to measure understanding and have students explain their
answers, in their science journals, in their own words):
o What is mechanical weathering?
o Name some causes of mechanical weathering?
 Place students in groups assign each group with a different type of mechanical weathering
process (ex ) gravity, temperature, wind, water, ice, glaciers). Have them research, on a
computer or using textbooks, what this type of mechanical weathering is and determine an
example of where they may find mechanical weathering in Saskatchewan. (25mins)
o Have students depict their definition and example on a poster board or clip-chart paper
and share their findings with the class (Evaluation).
Day 2 of 2 – Examples of chemical and biological weathering of rocks
Objectives:
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Students will know what chemical and biological weathering of rocks is and they will know how
to identify examples of each.
Students will watch and observe a demo, participate in a discussion (SLASH) PowerPoint, and
further apply their understanding of erosion through an individual assignment.
By distributing information to students slowly in a step-by-step manner and by offering students
an array of instructional approaches, students will feel like confident learners.
Materials:
 Eye dropper
 Chalk
 Vinegar solution
 Pan to set the chalk in and to catch the vinegar
Warm-up (10mins):
Demo (Explore) - Rocks that Fizz
 This demo depicts how the affects of acid rain on limestone
 Discuss what happens and why this happens.
o Introduce chemical weathering
Explain (10mins):
 PowerPoint lesson 6a
o Chemical weathering
o Biological weathering
Expand (25mins): Understanding Concepts Assignment (Evaluate)
 Info attached in Word Document Lesson 6a
_____________________________________________________________________________________
Lesson 7a: The Rock Cycle
 Indicator – c. Construct a visual representation of the rock cycle
Attached Resources:
 Word document lesson 7a
o Teacher Notes
o Rock Cycle Fudge
o The Rock Cycle – assignment sheet
Day 1 of 3 – Review of erosion and introduction to the Rock Cycle
Objectives:
 Students will know how to apply the information that they have learned thus far into
understanding the rock cycle.
 Students will listen to a rock cycle rap and complete the next two sections on the interactive
website.
 Students will feel engagement and enjoyment as they work in a different learning environment.
Materials:
 computers
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Warm-up (Engage) (15mins):
 Listen to this Rap: http://www.youtube.com/watch?v=rkGVE6wNAzo
o What are the main components of The Rock Cycle?
o What do you already know about the Rock Cycle?
o Quickly sketch what you think a model of the rock cycle might look like.
Explore (30mins):
 Website review on erosion and introduction to the Rock Cycle
o Students will go to this website
http://www.learner.org/interactives/rockcycle/types.html
 Complete sections: How Rocks Change and The Rock Cycle Diagram
Day 2 of 3-Rock Cycle Fudge
Objectives:
 Students will further understand the rock cycle.
 Students will simulate the rock cycle.
 Students will feel excitement as they participate in a fun learning environment.
Materials:
 Microwave
 Large microwave-safe bowl
 Large spoon
 Measuring cups
 Measuring spoons
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Evaporated milk
Sugar
Margarine
Mini-marshmallows
Smarties
Semi-sweet chocolate chips
Vanilla extract
Explore (25mins): Rock Cycle Fudge
 Instructions in Word document Lesson 7a
o Activity by Shannon Watson
Explain and Evaluate (20mins): Rock Cycle Diagram
 In your lab groups, create a representation of the rock cycle
o Assignment description attached
Day 3 of 3 - Rock Cycle work period
Warm-up (Expand)(10mins):
 Eat the fudge!
Explain and Evaluate (35mins): Rock Cycle Diagram
 Give students time to finish their representations of the rock cycle and share with the class
Lesson 8a – Soil

Indicators – i. Collect, with permission, and examine samples of local soils to determine their
physical properties
Attached Resources:
 Lesson 8a PowerPoint
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
Lesson 8a Word document
o Teacher Notes
o Explore: Observing different kinds of materials in school ground soil
Objectives:
 Students will know what kinds of materials are in the school ground soil (organic matter, clay,
silt, sand).
 In groups, students will collect a soil sample and participate in an investigation to determine
what the school ground soil is composed of.
 Students will feel enjoyment as they participate in this lesson.
Day 1 of 2 – Exploring the materials in soil
Materials:
 Trowel
 Zip-lock bag
 Vial with a lid (1 inch wide and 3 inches high)
 Alum
 Soil sample
 Water
 ruler
Warm-up (Engage) (10mins):
 (5mins) Send the students, in groups, into the school yard to collect a small sample of soil (in a
zip-lock bag)
 (5mins) In groups recall, record and share:
o What do you know about soil?
o What is in soil?
o How can we find out?
Explore (20mins): Observing different kinds of materials in school ground soil
 Directions in Lesson 8a Word document
 Investigation from, Activities for Teaching Science as Inquiry 7th Edition
 As students are waiting for the soil to settle, show them PowerPoint lesson 8a
Explain (15mins):
 Ask: From the results of your investigation, what do you conclude is in soil? Which particles do
you think are larger: sand, clay, or silt? Why do you think so?
Day 2 of 2 – exploring the materials of soil cont.
Materials:
-Vials with soil from the previous lesson
Expand (15mins):
 Ask: How could you find out how much of each kind of material is in the soil?
Evaluate (30mins):
 Draw, color and label a pictorial representation of what you observed during this investigation
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Share your representation with the class
Lesson 9a: Classifying Soil Samples
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J. Classify soil samples according to their characteristics (e.g., sand, loam, and clay composition)
and research ways to enrich soils for specific uses (e.g., vegetable garden, road building, dam
construction, waste management, and sports field).
Attached Resources:
 Word Document Lesson 9a
o How are soils classified?
Day 1 of 4- Classifying Soil Samples
Objectives:
 Students will know how to classify soil as composed of mostly sand, silt or clay.
 Students will classify soil samples.
 Students will feel at ease working together with the class to come to a conclusion.
Materials:
*these soil samples can be prepared using base soils obtained from a local greenhouse or garden shop
 Sandy soil
 Bottle
 Silty soil
 Scissors
 Clay soil
 Cheesecloth
 Magnifying glass
 Elastic band
 Gloves
 Water
 Dish (to catch the water)
 stopwatch
Warm-up (Engage 5mins):
 Write soil composition on the board
 Have students make a web/concept map regarding all that they know about soil
o Ex) too much sand in soil – good because it allows air and water in
- Bad because it doesn’t hold nutrients
Explore (40mins): How are soils classified? (lab sheet attached Explain)
 Students know, from pervious lessons that soils are composed of different amounts of sand, silt
and clay.
 Students will test the water-holding capacity of these soils by using an inverted clear plastic
bottle to see how quickly a measured amount of water soaks through the soil.
 Students will also classify a soil sample by adding water to it and seeing if the wet soil will roll
into a cigar shape and if so, will it hold this shape when dry.
Day 2 of 4
Warm-up (10mins):
 Examine the rolled soil samples from the previous day
o What samples held shape when dry? Why?
Expand and Evaluate:
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Group research and present project: What soils are best for what uses?
o Have students pick a topic and research ways to enrich soils for specific uses
 Ex) vegetable garden, road building, dam construction, waste management,
sports field, farmers crop
Students may present their findings however they want
o Ex) PowerPoint, poster, skit, write-up, story
Day 3 and 4 of 4
Evaluate:
 Students will finish their research projects and present findings to the class.
o Can be both class and peer evaluate
o Community of learners – determine a rubric or marking system as a class
Lesson 10a – Design Challenge - farming

Indicator – i. assess environmental and economic impacts of past and current land use practices
in Saskatchewan
Attached Resources:
 PowerPoint lesson 10a
 Word Document lesson 10a
o Teacher notes
o Design Challenge
o Assessment
Day 1 of 5– review of soils and introduction to assignment
Objectives:
 Students will know, through application of previous knowledge and a brief review, how to
create a model of an erosion proof field.
 Students will create a model of an erosion proof field.
 Students will feel enjoyment as they explore, in pairs, how to create an erosion proof field.
Materials:
 Poster paper
 Various materials for the design challenge assignment (determine with the students what they
might need)
Warm-up (engage)(15mins):
 Students are split into groups and given a poster board they brainstorm the following:
o What are the components of good soil?
o What do you know about:
 Sand particles
 Clay particles
 Silt particles
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Expand (25mins):
 PowerPoint lesson 10a for further understanding
 Give the design challenge assignment (Evaluate)
o Description and assessment attached
 Start brainstorming and researching assignment
Day 2, 3, 4, and, 5
Explain:
 Research, construction and presentation of design assignment
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