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Published byDebra Stanley Modified over 9 years ago
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Students will know core vocabulary pertaining to minerals.
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Students will identify that minerals are naturally occurring chemical compounds that have a specific chemical composition. The physical properties of all minerals depend on the internal arrangement of the atoms, within that mineral.
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Students will identify that the silicate minerals, which have silicon-oxygen tetrahedrons in their crystal structure, form the most abundant mineral group.
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Using the properties of hardness, cleavage or fracture, luster, and streak, students will identify common minerals.
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Given properties of minerals, or having determined them, students will identify minerals using the “Properties of Common Minerals” chart on page 16 of the E.S.R.T.
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Students will know core vocabulary pertaining to igneous rocks.
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Students will describe the difference between intrusive and extrusive textures for igneous rocks.
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Students will identify igneous rocks using the “Scheme for Igneous Rock Identification”, found on page 6 of the E.S.R.T.
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Students will know core vocabulary pertaining to sedimentary rocks.
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Students will describe the basis for classification of the two main groups of sedimentary rocks.
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Students will identify sedimentary rocks using the “Scheme for Sedimentary Rock Identification”, found on page 7 of the E.S.R.T.
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Students will know core vocabulary pertaining to metamorphic rocks.
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Students will describe the conditions necessary to form metamorphic rocks.
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Students will be able to distinguish between contact metamorphism and regional metamorphism.
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Students will describe the difference between foliated and non-foliated metamorphic rocks.
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Students will identify metamorphic rocks using the “Scheme for Metamorphic Rock I.D.” chart, from page 7 of the ESRT.
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Students will identify the distinctive textures of the different main rock types.
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Students will be able to interpret the rock cycle diagram, on page 6 of the ESRT.
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