SETON HILL UNIVERSITY
TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential Questions
PA/Common
Core/Standards
DETAILS
Katelyn Pratt
Gemstones
7th Grade
20 minutes
 Critical thinking enhances problem solving skills.
 There is more than one solution to a problem.
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Objective
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Bloom's Taxonomy
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Webb's Depth of
Knowledge (DOK)
Formative &
Summative
Assessment Evidence
ISTE Standards for
Students
Framework for 21st
Century Learning
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What are gemstones?
What do they come from?
What physical properties help distinguish one from another?
S6.D.1.1.2: Identify the three basic rock types and describe their
formation (i.e., igneous [granite, basalt, obsidian, and pumice];
sedimentary [limestone, sandstone, shale, and coal]; and metamorphic
[slate, quartzite, marble, and gneiss]).
S6.C.1.1.1: Describe how characteristic physical properties of matter
can be used to distinguish one substance from another
While creating a poster, SWBAT accurately explain their gemstone’s
appearance, properties, and chemical makeup in a minimum of 3
sentences.
While participating in a group discussion, SWBAT accurately explain
the definitions of minerals and gemstones 2/2 times.
While completing an online quiz, SWBAT demonstrate knowledge of
minerals and properties of diamonds with at least 90% accuracy.
Monitor student understanding of minerals and gemstones
Use the three-point rubric to evaluate students' work during this
lesson.
o Three points: Students were highly engaged in class
discussions; demonstrated a thorough understanding of the
properties of minerals; developed a clear, coherent
presentation with answers to all of the assigned questions.
o Two points: Students showed satisfactory participation in
class discussions; demonstrated a satisfactory understanding of
the properties of minerals; developed an adequate presentation
with answers to most of the assigned questions.
o One point: Students participated minimally in class
discussions; demonstrated a weak understanding of the
properties of minerals; developed a simplistic presentation
with answers to few of the assigned questions.
Diamond Video
 https://www.youtube.com/watch?v=vHPOp69SO9E
Possible Websites for Research
 http://www.minerals.net/gemstone/gem_abc/gem_abcd.htm
 http://pubs.usgs.gov/gip/gemstones/mineral.html
 http://pubs.usgs.gov/gip/gemstones/formulas.html
CK
Materials
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http://rocksforkids.com/RFK/identification.html
http://www.minerals.net/resource/property/properti.htm
Computer with Internet access
Print resources about mineral gemstones
Poster board and markers
SUPERVISING
TEACHER’S
SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan
Methods &
 Watch video https://www.youtube.com/watch?v=vHPOp69SO9E
Procedures
 As a class, review what was learned about diamonds in the video.
o What is a diamond made of? (The element carbon.)
o How are diamonds formed? (They form under very high
pressures deep within the earth.)
o How do they come to the surface? (In rocks released during
volcanic eruptions.)
o What are some properties of diamonds? (They are very hard,
durable, reflect light well, and refract light into many colors.)
 If students want to learn more about diamonds, visit The
Nature of Diamonds feature on the American Museum
of Natural History's Web site:
http://www.amnh.org/exhibitions/diamonds
 Next, explain that
o diamonds are a mineral — a solid substance that occurs
naturally in rocks or in the ground.
o Every mineral has a unique chemical makeup and distinct
characteristics.
o Some minerals are treasured for their beauty, durability, and
rarity.
 These minerals, called gemstones, are often cut,
polished, and used for jewelry or decoration. Gemstones
include emeralds, rubies, and sapphires, as well as
diamonds.
 Explain that all minerals, including gemstones, are described by their
properties, which include the following.
o Color: A mineral can vary in color, depending on its chemical
makeup.
o Streak: When a mineral is crushed or rubbed against another
surface, the resulting color is its streak. A mineral's streak is
often different from the mineral's color.
o Specific Gravity (or SG): A mineral's density or weight is
calculated by how heavy it is relative to water. If a mineral has
an SG of 3.5, it is 3.5 times heavier than the same amount of
water. Most minerals have an SG between 2 and 4.5.
o Luster: This property describes how the mineral's surface
reflects light-for example, "dull," "metallic," or "brilliant."
o Hardness: How well a mineral resists scratching by another
CK
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mineral is determined by its hardness. Diamonds, the hardest
mineral, can scratch talc, the softest. Talc cannot scratch
diamonds. Two minerals that scratch each other are the same
hardness.
Divide the class into pairs of students and assign or have them chose a
gemstone, such as the following:
o Amethyst
o Aquamarine
o Diamond
o Emerald
o Jade
o Opal
o Ruby
o Sapphire
o Topaz
o Turquoise
Next, tell students that they will be creating a gemstone poster, which
they will use to give their class report. The poster should have at least
two images and include answers to the following questions:
o Is this mineral part of a larger mineral group or mineral class? If
so, which one? What, if any, other popular gemstones belong in
this group?
o What chemical elements make up this gemstone?
o What is this gemstone's relative hardness?
o What is its specific gravity?
o What color (or colors) is this gemstone?
o Describe the luster of this gemstone.
Give students the list of sites to look for information.
Evaluation of the
Learning/Mastery of
the Concept
Formal Evaluation
 Presentation rubric
 10 point quiz with tier one and tier two questions
Closure
Summary & Review of the Learning
 Poster presentations and after an exit slip with something they learned
from another group’s presentation
Homework/Assignments
 none
Teacher
Self-reflection
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