Secondary Science: WTWS – Met
Fall 2010
Work Sample Template
This template is provided to assist you in completing the Western Teacher Work Sample for Science.
Please refer to the various guidelines and rubrics to make sure that you incorporate the necessary
information. In several places, I have provided spaces or boxes for you to complete your work.
Please note, the size of the box or space is not indicative of the length of the response necessary to
complete the task. In most cases, your response will require considerably more space. This is one of
the advantages of doing this on a computer, the size of the boxes and spaces will increase as you
include your information. For all boxes, I have used a table format to limit problems when creating
new paragraphs. Please be sure to use proper grammar and appropriate headers when necessary just
as you would for any other paper. Also, be sure to include references where needed and a complete
bibliography at the end using APA style format for both. As you complete this work sample, be sure
to carefully read all guidelines as well as the WTWS rubric and the Science Program rubric.
Background Information and Contextual Factors
(Teaching Process 1)
Complete Table 1 below as you work on Teaching Process 1: Contextual Factors.
Table 1: Contextual Factors
Candidate Name: Secondary Science Student
Grades taught in the school: 6th grade
WTWS Course: Earth Science
School Location Type: Urban
Other Courses you teach: N/A
University Supervisor: XXXX
Other Science Courses taught in the school: Life Science and physical science
Special Situations during the unit (provide special situations e.g. Spring Break occurred in the
midst of the unit, fire alarms interrupted 3 class periods, assemblies cut short 2 class periods,
etc.): N/A
Task 1.1: Describe community, district and school factors that may impact student learning:
The community I taught in was a metropolitan area of southeastern Iowa predominantly
comprised of middle and working class families. As of 2006, there were approximately 100,000
Davenport residences that of which were comprised of approximately 80% Caucasian, 10 %
African American, and smaller percentages of Asian, Hispanic, and other ethnic groups
(Davenport, 2010).
One of the major local issues has been increased unemployment rates due to company layoffs
although those numbers have been showing improvement in the last few years. In addition to
businesses struggling, many of the schools in the district have also had financial difficulties
which has resulted in many teacher layoffs and required a “tightening the belt” concerning the
use and access to school and classroom resources. This financial difficulty has had a significant
impact on individual schools in that in many cases with fewer teachers employed there have been
increases in class size. Also, teachers may need to make changes in their instruction to conserve
resources such as paper or lack accessibility to resources which could benefit student learning
such as microscopes, projectors, working scales, working and modern computers, or smart
boards. Another major local issue is gang activity, drug possession and selling, and vandalism.
These inappropriate behaviors have also had a major impact on the environment of the schools
Secondary Science: WTWS – Met
Fall 2010
because such behaviors could potentially impact the safety and welfare of the students who
attend the school and the staff who work there.
Wood Intermediate is a public middle school that is comprised of students ranging from 6th to
th
8 grade. Many of the students who attend this school come from middle income families but
there are also a significant percentage of students who come from low income families. I could
not find more recent information but in 2006 it was recorded that 48% of the students at Wood
Intermediate were eligible to receive free and reduced meal plans (Wood, 2010). I also found
that the student teacher ratio was 13:1 in the year 2006 (Wood, 2010). Based on my own
observations and inquiry from my mentor teacher, I would say that the percentage of students’
eligible for free and reduced meals has increased a bit since the data recorded in 2006 which may
be the result of job unavailability of students’ parents. Also based on my own observations, I
would say that the student teacher ratio has significantly increased from the data collected in
2006 to somewhere around 23:1 present today. This increase in class size is likely the result of
lower teacher employment due to school financial difficulties causing students to be consolidated
into larger class groups.
A few community resources that are available in the Davenport area include Niabi Zoo,
Putnam Museum and IMAX Theater, and the Quad Cities Botanical Center. These local
resources could help to enhance and reinforce to students concepts that are learned in the class by
allowing the students opportunities to learn kinesthetically in an interesting and new environment
and help them to see practical applications of covered concepts.
Task 1.2: Describe classroom factors that may impact student learning:
The room I teach in is a quiet well lit 6th grade classroom at the end of one of the wings on the
west side of the building. The classroom is adequate in size but is long and narrow in
dimensions. There is no projector system that is available on a regular basis so any notes that are
taken have to be taken using transparencies. A small television in the corner of the room with
VHS and DVD capability is available to use but is difficult for many of the students to see from
their assigned seats due to the dimensions of the classroom. Only one computer lab is available
in the school so it is nice that there are numerous computers available in the room for various
activities however only half of them are working, the ones that do work take forever to start, and
the internet is extremely slow. These computers are primarily useful in basic searching of
information and for access to Microsoft Office software.
These classroom computers are set up on counters that are around half of the room which
limits the amount of counter space availability. Above and below the counters are many cabinets
and drawers for storage of classroom resources. The tables the students sit at are tall lab tables
which are arranged in rows of two with two of the students facing the front of the classroom and
two students facing the back of the room. I do not find this an ideal arrangement by any means
because it is more difficult for the students facing the back of the room to see what is going on
and could be more difficult for some of the students to remain on task. Unfortunately however,
the desks are not moveable. There is a large white board at the front of the room which is good
for drawing pictures and diagrams. There are numerous sinks in the classroom at the front, back,
and intermittent between the desks however only two at the back of classroom are turned on.
There is one set of gas outlets by the teacher’s work area but it is not turned on and there are
more than adequate electrical outlets in the classroom.
There is an available fire extinguisher just outside of the classroom and a first aid kit and eye
wash station inside the classroom however I question how often the eyewash station is
maintained. I am unaware of any personal protection equipment such as smocks or eye goggles
Secondary Science: WTWS – Met
Fall 2010
that are accessible to the students. I do not think that there are many activities planned by the
teacher which would require such safety precautions however unavailability of such equipment
could limit the type of experiments that could be conducted by the students during labs. None of
the cabinets were ever locked including some of which contained items such as vinegar, food
coloring, baking soda, and iodine which I would have personally locked up.
There is limited availability to properly working lab tools such as scales which also have to be
shared amongst the three 6th grade science classrooms. Also there are a limited number of
textbooks available for student use so we have a set for the classroom with very few books to
spare for students to take home to catch up on work outside of class time. For this particular
classroom there is only one teacher and there are no aids or assistants to provide help to any
students.
One classroom management technique implemented in the class is that there is one bin in
which students turn in any assignments. Another technique used includes that classroom rules are
taped on a wall at the front of the classroom and disaster drill procedures are taped next to the
door. Also there is a designated cart on which the classroom books are organized by number
which corresponds to a number assigned to each student.
Task 1.3: Describe student characteristics that may impact student learning:
The number of students in my classes ranges from 18-29 students however for the period I am
completing my work sample in I have 19 students. This particular classroom period is comprised
of 8 girls and 10 boys that of which nearly 50% were Caucasian, 17% were Hispanic, 5% Asian,
and 28% African American or of mixed descent. There are no students in the class who are
English language learners however there are five students who have learning disorders including
difficulties with reading, writing, and solving math problems. Accommodations that are
implemented for these students when appropriate include provision of notes, extended time on
assignments and tests, alternate test taking location, arrangement of tests being read to students,
alternative assignments, and use of calculator to solve math problems. A majority of the other
students are at the average learning ability however there are two students who could potentially
be accelerated learners.
Although a majority of the students worked well in groups there were several students who
had difficulty working with a partner whether due to being off task or the cause of contention for
dislike of the each other for whatever reasons. There are two particular students in this period
who do not work well with individuals of differing ethnicity. As a result, I had to regularly
consider how to deal with these particular students whenever we had group assignments and lab
activities as well as in classroom seating.
Secondary Science: WTWS – Met
Fall 2010
Task 1.4: Informed by your understanding of relevant major schools of thought, identify and
discuss the potential instructional implications of one or more contextual factor(s) identified above.:
When considering sociocultural/multicultural theory, one contextual factor that could impact
student learning is student inability to work well with others during group activities whether due
to indifference toward individuals of varying ethnicity or behavioral problems. For example,
there was one particular student who often could not participate in group or class activities
because he would constantly insult and demonstrated other bullying behaviors. Studies have
shown that students learn more and retain information better when they are working in
collaborative efforts than students who learn alone. Thus if students are not able to participate in
group activities they are missing out on opportunities that not only can enhance their knowledge
and interest in concepts that are being discussed in class but also from gaining insight from
working with other students.
When considering psychological theories related to education one could easily look at student
prior knowledge and how it impacts learning. Especially since many of the students in
neighborhoods surrounding the school come from lower income families it is not unlikely that
some of these students may not have had the same opportunities of students from more affluent
homes. A student who went scuba diving on their last vacation is going to have a greater
understanding of ocean biomes to build new information on than a student who has never been
outside of Iowa let alone seen an ocean. As a result, as I prepare my lessons I have to keep in
mind the range of background knowledge and learning abilities of each student. One way that I
have tried to help students who may have limited background knowledge to learn new concepts
has been to try to use as many visual aids as I can (considering the technology available to me)
and use illustrations that many students can relate to from their everyday experiences or common
knowledge. For example, students were learning about whether larger crystals (which make up
minerals) would form from the cooling of magma inside the earth or lava outside the earth. For
larger crystals to form it requires a longer period of cooling so larger crystals would form from
the cooling of magma. To help students understand this concepts I used the illustration of if you
were boiling a pot of water would it cool more quickly of slowly if the lid was on the pot? All
the students said that if the pot had the lid on it then the water would cool more slowly which
helped many of the students understand why cooling magma would generally result in the
formation of larger crystals.
As an educator you also have the legal responsibility to make accommodations for
exceptional learners as is described in the individuals IEP. As a result, as I begin to select content
appropriate benchmarks and to develop objectives and lesson plans I must also consider in what
ways I can best implement accommodations for each lesson to best assist the learner to meet the
set state and national standards and their corresponding objectives. I also have to consider each
exceptional students learning ability to alter my curriculum in a way that is not to challenging for
the student’s ability but at the same time can push the student to higher levels of knowledge.
Also as an educator it is my first priority to provide my students with a safe learning
environment. Especially in science classrooms there safety standards that are supposed to be met
however it is a sad reality that there are many schools that do not meet these standards due to
funding. When I prepare lesson plans I thus must consider what labs and activities can be
conducted in the classroom that would not compromise the safety of the students. For example,
since there are no safety goggles available for the students it would not be wise for the students
to be working with acids or heating any type of liquid. When developing lesson plans I also must
consider the maturity level of the students in the class. Even if I had all the safety equipment in
the world but my students were not responsible enough to handle working with items that require
Secondary Science: WTWS – Met
Fall 2010
more responsible care then the students cannot be allowed be involved in such activities. As I
enter into my own classroom it is also my responsibility to appeal to the school administrators
any safety concerns because if I cannot ensure the safety of my students then I am not doing my
job and can be held liable of injury but also if students are not able to participate in lab activities
because they do not have a safe work area then they may not be meeting all the state and national
standards concerning process of science and science inquiry.
Learning Objectives, Benchmarks, and Standards
(Teaching Process 2)
Use Tables 2 and 3 below to assist you in completing Tasks 2.1 and 2.2 of Teaching Process 2. Then
use Table 4 below to place your responses to Task 2.3.
Table 2: Illinois Learning Standards in Science (ILS-S): For each line, place only a single
indicator or benchmark on the line. In the grey column to the left, place the number of the standard
and specific benchmark to which you are referring, in the middle copy the standard with benchmark,
at right write the objective or objectives that you plan to use in your lesson plans that are associated
with each indicator or benchmark. Be sure to give each objective a number and number them
consecutively. This will be useful when completing future tables and sections.
Number List of Standards within each
Objective(s) associated with each standard.
& letter Category (Include # and text)
ILS-S Standard 11: Scientific Inquiry and Technological Design
11.A.3c Collect and record data accurately
1. After discussion of mineral properties and
using consistent measuring and
identification, students will be able to name
recording techniques and media.
and describe the five tests that are
conducted to identify minerals and will be
able to accurately calculate density from
mass and volume measurements with
100% accuracy.
ILS-S Standard 12: Fundamental Concepts, Principles, and Interconnections of the Life, Physical,
and Earth/Space Sciences.
12.E.3a Analyze and explain large-scale
2. After discussion of mineral formation,
dynamic forces, events and processes
students will be able to describe how the
that affect the Earth’s land, water and
rate of cooling magma has an impact of the
atmospheric systems (e.g., jet stream,
size of crystal formation.
hurricanes, plate tectonics).
Secondary Science: WTWS – Met
Fall 2010
ILS-S Standard 13: Relationships among Science, Technology, Society in Historical and
Contemporary Contexts.
13.B.3d Analyze the interaction of resource
3. After discussion of obtaining underground
acquisition, technological
minerals, students will be able to state
development and ecosystem impact
whether they believe underground or
(e.g., diamond, coal or gold mining;
surface mining is the better method of
deforestation).
obtaining minerals and provided a
minimum of three reasons to support their
stance.
Other ILS non-Science Standards and Benchmarks: If you are including non-science standards
and benchmarks, please specify them below.
N/A
Table 3: NSES Standards List: The NSES Standards are not numbered and lettered as are the ILSS standards. Therefore, you will want to designate a number for each standard that you can then use
with your lesson plans, somewhat like you did for your Educ 439 unit plan. Also be sure to include
the page number from the NSES book where the standard you used may be found. I have started the
process for you. You need to follow through with it for the other categories. Please note: You may
find enough overlap in some ILS-S standards and NSES standards that you will use the same
objective for both – that is fine, go ahead and copy as necessary. Be sure if you do so that you retain
the number you previously assigned it.
# and
NSES
Page #
List of Standards within each
Objective(s) associated with each standard.
Category (Include # and a copy of
the text similar to what you did
with your Unit Plan if Educ 439.)
1. Unifying concepts and processes of science
1.3
Constancy, change, and
1. After discussion of mineral properties
p. # 117 measurement
and identification, students will be able
to name and describe the five tests that
are conducted to identify minerals and
will be able to accurately calculate
density from mass and volume
measurements with 100% accuracy.
2. Science as inquiry – Content Standard A
A.1.3
Use appropriate tools and
1. After discussion of mineral properties
p.# 145 techniques to gather, analyze, and
and identification, students will be able
interpret data- The use of tools and
to name and describe the five tests that
techniques, including mathematics,
are conducted to identify minerals and
will be guided by the question asked
will be able to accurately calculate
and the investigations students
density from mass and volume
design.
measurements with 100% accuracy.
Secondary Science: WTWS – Met
Fall 2010
3. Content standards associated with the content of the lessons/course (e.g. life science or
physical science standards – Content Standards B, C, and/or D)1
C.1.4
Some changes in the solid earth can
2. After discussion of mineral formation,
be described as the "rock cycle."
students will be able to describe how
p. #160 Old rocks at the earth's surface
the rate of cooling magma has an
weather, forming sediments that are
impact of the size of crystal formation.
buried, then compacted, heated, and
often recrystallized into new rock.
Eventually, those new rocks may be
brought to the surface by the forces
that drive plate motions, and the
rock cycle continues.
4. Science and technology (Content Standard E) – must address standards related to cost/benefit
analysis
E.2.6
Technological solutions have
3. After discussion of obtaining
intended benefits and unintended
underground minerals, students will be
p. #166 consequences. Some consequences
able to state whether they believe
can be predicted, others cannot.
underground or surface mining is the
better method of obtaining minerals and
provided a minimum of three reasons to
support their stance.
4. After discussion of technology, students
will be able to describe at least two
ways that technology has positively
impacted and at least one way that
technology ha negatively impacted
mining businesses.
5. Science in personal and social perspectives (Content Standard F)
F.1.7
Natural environments may contain
3. After discussion of obtaining
Pg. 168 substances (for example, radon and
underground minerals, students will be
lead) that are harmful to human
able to state whether they believe
beings. Maintaining environmental
underground or surface mining is the
health involves establishing or
better method of obtaining minerals and
monitoring quality standards related
provided a minimum of three reasons to
to use of soil, water, and air.
support their stance.
F.3.2
Pg. 168
1
Human activities also can induce
hazards through resource
acquisition, urban growth, land-use
decisions, and waste disposal. Such
activities can accelerate many
natural changes.
Please note: you are not required to have students demonstrate learning of standards within sections B, C, and D, but
are required demonstrate student learning within at least one of those sections – B, C, or D.
Secondary Science: WTWS – Met
Fall 2010
6. History and nature of science. (Content Standard G) – where appropriate, include critical
analysis of false or doubtful assertions
G.1.2
Science requires different abilities,
5. After discussion of alloys, students will
Pg. 170 depending on such factors as the
be able to describe what an alloy is and
field of study and type of inquiry.
at least two ways that alloys have
Science is very much a human
benefited society.
endeavor, and the work of science
relies on basic human qualities, such
as reasoning, insight, energy, skill,
and creativity.
Table 4: Discussion for Task 2.3: Complete this table for each standard, benchmark, and
associated objective(s) listed above. You may have the same or similar rationales several standards
or benchmarks and their associated objectives, if so feel free to combine them. However, separate
items that have different rationales or functions in the unit.
Standard &
Obj.
Number(s)
Rationale as required by Task 2.3
as Listed in
Tables 2 and
3
Objective 1 This objective would assist students in meeting its corresponding standards in that
students are required to correctly use various tools to determine the quantitative and
(1.3/A.1.3/ qualitative properties of unknown minerals. For example, students had to accurately
11.A.3c)
be able to determine the mass and volume of a mineral using a balance and graduated
cylinder in which these measurements were then used to calculate the mineral’s
density. This objective also assessed the students’ abilities to apply information
covered in the prior metrics chapter as well as required multiple step thinking
processes.
Objective 2
(C.1.4/
12.E.3a)
This objective will assist students in meeting its corresponding standards in that
students will gain understanding about how rock and mineral formation is dependent
on natural Earth processes. For example, the size of crystal formation largely depends
on how quickly the molten rock, from which crystals that make up minerals are
formed, is cooled. If the molten material is quickly cooled due to a volcanic eruption
then the crystals will be small because they had a shorter span of time to cool. If the
molten material is trapped under the earth and allowed to cool slowly than larger
crystals will form because they were allowed a longer span of time to form.
Secondary Science: WTWS – Met
Objective
3&4
(13.B.3d/
E.2.6/ F.1.7/
F.3.2)
Objective 5
(G.1.2)
Fall 2010
This objective will assist students in meeting its corresponding standards in that it
will cause students to consider the price that is paid for the items that we use each
and every single day. Students will look at how underground and surface mining not
only have differences in financial cost but also how they impact the environment and
all organisms (humans included) that rely on those earth resources. Some of the
specific topics that students will learn about are habitat destruction, water pollution
from harmful substances in the ground, drinking water contamination in surrounding
communities, and work safety conditions for miners. Students will also look at how
technology has impacted the way that resources are obtained and how as a result they
have positively and negatively impacted factors such as worker safety or
environmental integrity. This topic also tied nicely into the recent event of the mine
collapse in Chile.
This objective will assist students in meeting its corresponding standards in that it
will help students gain understanding of how human ingenuity has enabled man to
develop metals and products which will better meet our needs and have allowed for
the building and invention of greater structures and technologies. For example,
carbon can be added to iron to make steel which is a strong alloy used in the
construction of bridges and buildings that we transport over or enter into everyday
without any thought about how alloys impact our life.
Assessment Plan
(Teaching Process 3)
Below is a copy of Table 3.1 from the WTWS for Science (p. 13). Please complete this table as
described in the guidelines. Be sure to add or delete rows as needed.
Table 5: For use with Task 3.1
Benchmark/Objectives
Standard/Benchmark
Number (see Tables 2 and
3):
Phases of
Assessment
Pre-assessment
(1.3/A.1.3/11.A.3c)
Objective 1:
After discussion of
mineral properties and
identification, students
will be able to name
and describe the five
tests that are conducted
to identify minerals and
will be able to
accurately calculate
density from mass and
Formative (during
the unit)
assessments
Type and/or Nature
of the Assessment
Students were asked two short
response questions in which the
students were asked to list the five
tests used to identify mineral
properties and to calculate density
from provided information. (Refer to
Pre-assessment: Questions 1 &2)
Students were given a Density
Calculation Worksheet in which
students practiced how to calculate
mass, volume, and density from
provided information (Refer to
Appendix A). Students also
completed daily journal entries in
which they had to solve density
problems. (Refer to Appendix A:
Assessment
Adaptations
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Students allowed
use of calculator
and extended time
on assignment as
called for in IEP.
Secondary Science: WTWS – Met
volume measurements
with 100% accuracy.
Post-assessment
Standard/Benchmark
Number (see Tables 2 and
3):
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Pre-assessment
Students were asked a short response
question in which they were describe
how you thought the rate of cooling
magma or lava has an effect on the
size of crystal formation and explain
why. (Refer to Pre-assessment:
question 3)
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Formative (during
the unit)
assessments
Student understanding of this
concept was assessed during a daily
journal entry. (Refer to Appendix A:
Journal Entries Week #1)
Post-assessment
Students were asked one multiple
choice question in which students
were given a scenario in which they
had to identify the size of crystal that
would be observed and why (Refer
to Post-assessment: question 13)
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Pre-assessment
Students were given a short response
questions in which the students were
to identify two major types of
mining and describe advantages and
disadvantages for each type of
method (Refer to Pre-assessment:
question 4).
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Formative (during
the unit)
assessments
Student understanding of this
concept was assessed during a daily
journal entry. (Refer to Appendix A:
Journal Entries Week #2).
Objective 2:
Standard/Benchmark
Number (see Tables 2 and
3):
(13.B.3d/E.2.6/ F.1.7/
F.3.2)
Objective 3:
After discussion of
obtaining underground
minerals, students will
be able to state whether
they believe
underground or surface
Journal Entries Week #1)
Students were given four multiple
choice questions which assessed
student understanding of the five
tests used to determine mineral
properties and ability to calculate
density from provided information.
Students were also given a series of
questions in which they were
presented with diagrams representing
a mineral’s mass and volume.
Students then had to correctly
determine the mass and volume in
order to accurately calculate the
mineral’s density. (Refer to Postassessment: Questions 4-7 & 21-23)
(C.1.4/ 12.E.3a)
After discussion of
mineral formation,
students will be able to
describe how the rate of
cooling magma has an
impact of the size of
crystal formation.
Fall 2010
Secondary Science: WTWS – Met
Post-assessment
mining is the better
method of obtaining
minerals and provided a
minimum of three
reasons to support their
stance.
Standard/Benchmark
Number (see Tables 2 and
3):
Students were given an essay
question in which they were asked if
they were a new mine owner which
mining method they would choose
and to provide three specific reasons
to support their decision (Refer to
Post-assessment: question 19).
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Pre-assessment
Students were given a short response
question in which they were asked to
describe how they thought
technology has positively or
negatively impacted mining
businesses (Refer to Pre-assessment:
question 5).
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Formative (during
the unit)
assessments
Student understanding of this
concept was assessed during a daily
journal entry. (Refer to Appendix A:
Journal Entries Week #2).
Post-assessment
Students were given a short response
question in which they were describe
at least two ways that technology has
positively impacted and at least one
way that technology has negatively
changed mining businesses (Refer to
Post-assessment: question 20).
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Pre-assessment
Students were given a short response
question in which they were to
describe what they though an alloy
was and provide one example of how
they thought alloys benefited society
(Refer to Pre-assessment: question
6).
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Formative (during
the unit)
assessments
Student understanding of this
concept was assessed during a daily
journal entry. (Refer to Appendix A:
Journal Entries Week #2).
Post-assessment
Students were given a short response
question in which they were to
describe what an alloy is and provide
two examples of how alloys have
benefited society (Refer to Postassessment: question 18).
(13.B.3d/E.2.6/ F.1.7/
F.3.2)
Objective 4:
After discussion of
technology, students
will be able to describe
at least two ways that
technology has
positively impacted and
at least one way that
technology has
negatively impacted
mining businesses.
Standard/Benchmark
Number (see Tables 2 and
3):
(G.1.2)
Objective 5:
After discussion of
alloys, students will be
able to describe what an
alloy is and at least two
ways that alloys have
benefited society.
Fall 2010
Students allowed to
take assessment in
alternate location,
have the test read to
them, extended time
on assessment, and
use of calculator as
called for in IEP.
Secondary Science: WTWS – Met
Fall 2010
Task 3.2 - Rationale for the Assessment Plan: In the box provided below, write your rationale for
the assessment plan as described in Task 3.2. Be sure to complete Table 6 and refer to it as
appropriate in your rationale. (Please note: You may need to copy Table 6 several times to address
all the objectives included in your unit.)
The pre-assessment was comprised of short response questions and each question corresponded to
a content appropriate objective (Refer to Table 5) which would be used to assess student achievement
over time. The format of the pre-assessment questions was chosen because by having students
provide responses in their own words it better assess students’ prior knowledge, thought processes,
and reveals alternative conceptions as opposed to multiple choice or true/false questions in which
students may select the correct answer by mere happenstance. The percentage of questions addressing
each objective in the pre-assessment was fairly evenly distributed with the exception of objective one
(Refer to Table 6: Objective 1). More questions in the pre-assessment addressed objective one
because this objective related to the five tests that are used to determine mineral properties so there
were multiple concepts that were encompassed for this particular objective.
The formative assessments implemented in the unit that aligned with the objectives included daily
journal entries which assessed student understanding on key concepts that were addressed in prior
lessons and a Density Calculation worksheet in which students practiced how to determine volume,
mass and density from provided information. Informal formative assessments were also conducted
concerning student ability to demonstrate the skills used to identify mineral properties. Each of these
assessments assisted me in seeing student achievement toward meeting the designated benchmarks
for the unit and its corresponding objectives.
Questions on the post-assessment were comprised of multiple choice, true/false, essay, and
calculation questions. Multiple choice questions made up a significant portion of the assessment
because this form of question is quicker and easier to grade (especially with no Scantron system) and
can still be effective when students are presented with valid options. Similar to the pre-assessment,
essay questions were also included in the post-assessment which allowed for better evaluation of
student learning by students having to write their thinking in their own words. Also essay questions
require students to practice their writing skills which is also a general core standard. True/false
questions were also included in the post-assessment which are easy to grade but can also be effective
by requiring the students to make corrections to incorrect statements to make the statement true. The
final portion of the post-assessment was comprised of a series of questions in which students had to
be able to accurately determine the mass and volume of a mineral from provided diagrams and from
their determined information try to correctly calculate the mineral’s density. These series of questions
were chose in that students had to not only apply information from the current chapter but also the
previous chapter on reading metric units. This question also required multiple thinking processes
which truly assessed student understanding of this particular concept.
I feel that each of the assessments were fairly evaluated and obtained fairly accurate information
concerning student learning in that all questions either provided students with valid options to
questions or required students to provide responses from their acquired knowledge.
Secondary Science: WTWS – Met
Fall 2010
Table 6: Assessment Analysis Instrument: Be sure to add or delete columns as necessary given the number of objectives you have for the
unit. If you cannot easily fit all information into this first chart, copy it and continue in additional chart(s) as needed.
Table 3.2: Pre-Assessment
Assessment Analysis
Instrument
Learning Objectives
Objective 1
Objective 2
Objective 3
Objective 4
Objective 5
P= 33%
P= 17%
P= 17%
P= 17%
P= 17%
Specific items
1,2
3
4
5
6
# of items
Total items = 6
2
1
1
1
1
Task 3.3 - Describe and include a copy of the pre- and post-assessments for the unit.
Please include a copy of each assessment in this section of the document. For each assessment, be sure to address the points discussed for Task
3.3 on p. 15 of the WTWS-Science.
The pre-assessment was comprised of six short response questions and the post-assessment was comprised of 13 multiple choice, four
true/false, three essay, and three measurement reading and calculation related questions.
Students’ responses to the above described assessments were evaluated based on accuracy of their responses as according to the objectives
developed for chapter 3 (Refer to Table 5) and whether all parts of the question were fully addressed.
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Chapter 3 Minerals Pre-assessment
Answer each of the questions below to the best of your ability.
1. What do you think are the five tests which are used to identify minerals?
2. If a mineral was determined to have a mass of 20 g and had a volume of 5 cm3 what would be
the mineral’s density?
3. Describe how you think the rate of cooling magma or lava has an effect on the size of crystal
formation and explain why.
4. What do you think are the two types of mining that are used to obtain minerals and name at
least 2 advantages and disadvantages of each mining practice?
5. Describe how you think the development of better technologies has positively or negatively
impacted mining businesses.
6. What do you think an alloy is and describe at least 2 ways that you think they can be
beneficial to society.
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Chapter 3 Mineral Test
PLEASE DO NOT WRITE ON THIS PACKET. PROVIDE YOUR ANWERS ON A
SEPARATE SHEET OF PAPER.
Multiple Choice (1 point each)
Write the letter of your response next to the corresponding number on your response sheet.
1. Which of the following is NOT one of the five needed characteristics of a mineral?
A) Naturally occurring
B) Liquid
C) Inorganic
D) Crystal Structure
E) Definite chemical composition
2. Because minerals do not come from once living material, they are said to be
A) Crystalline
B) Organic
C) Solid
D) A solution
E) Inorganic
3. In a mineral, the particles line up in a repeating pattern to form a(n)
A) Crystal
B) Mixture
C) Compound
D) Element
E) None of the above
4. Which of the following is NOT one of the five tests used to identify a mineral?
A) Density
B) Shape
C) Scratch test
D) Hardness
E) All of the above are tests
5. Which test is used to determine the color of a mineral’s powder?
A) Luster
B) Color
C) Density
D) Streak
E) Hardness
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6. You could distinguish gold from pyrite (fool’s gold) by
A) Comparing their hardness
B) Testing their chemical composition
C) Comparing their density
D) All the above
E) None of the above
7. If a mineral was determined to have a mass of 20 g and a volume of 5 cm3, what would be the
mineral’s density?
A) 5 g
B) 4 cm3
C) 4 g/cm3
D) 100 g/cm3
E) None of the above
8.
Crystals can be formed by
A) Cooling of lava
B) Cooling of magma
C) Evaporation of a solution
D) Answers A and B only
E) All the above
9. An ore is a mineral that
A) is beautiful and rare
B) can be mined at a profit
C) is dense and metallic
D) is light and durable
E) None of the above
10. A mineral that is hard with a glassy brilliant luster is a
A) Geode
B) Crystal
C) Alloy
D) Gemstone
D) Ore
11. Which would be an example of a solution?
A) Pop
B) Sand in water
C) Salt water
D) Answer A and C
E) All the above
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12. Which of the following is a mineral?
A) Coal
B) Diamond
C) Tree
D) Steel
E) None of the above
13. A volcano on a Hawaiian island has erupted and the lava is quickly cooled as it reaches the ocean.
The size of the crystals will be
A) Small because the crystals had very little time to form
B) Small because the crystals had a longer time to form
C) Large because the crystals had very little time to form
D) Large because the crystals had a longer time to form
E) Size of crystals is not determined by rate of cooling
True/False (2 points each)
If the underlined word makes the statement true, write true. If the underlined word makes the
statement false, write false and then write the word that would make the sentence correct.
14. ____ A hollow rock that is lined with crystals is a geode.
15. ____ Molten material from inside the earth that hardens to form a rock is called lava.
16. _____ Hard shiny crystals often used in jewelry are called ores.
17. _____ Steel is an example of an alloy.
Essay
All essays should be written in complete sentences.
18. Describe what an alloy is and at least 2 ways that they have benefited society.
19. You are a new mine owner and you must decide whether you want to do underground mining or
surface mining. State which method of mining you would choose and give at least 3 specific
reasons to support your choice. (4 points)
20. Describe at least 2 ways that technology (machines) have changed mining. (2 points)
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Refer to Figures A and B below to answer questions 21 through 23.
Justin was given the task of determining the density for the mineral pyrite. Figures A and B below
show the measurements that Justin found in order to calculate the density of the mineral.
21. What is the mass of the mineral pyrite? (1 point)
22. What is the volume of the mineral pyrite? (1 point)
23. Use the measurements Justin’s found to calculate the density for the mineral pyrite. Show
your work! (2 points)
Extra Credit (5 points total)
What is the hardest mineral on the Mohs hardness scale? (1 point)
Why cannot color alone be used to identify a mineral? (1 point)
Solve each of the following problems using the provided formulas (3 points)
D= mass ÷ volume
M= volume x density
V= Mass ÷ density
o Mass = 30
Volume = 2
Density = ?
o Volume = 13
Density = 7
Mass = ?
Dens
o Mass = 75
Density = 5
Volume = ?
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Task 3.4 - Describe the plan for formative assessment: In the box provided below, describe your
plan for formative assessment as described in Task 3.4.
One formative assessment that was used in the unit was the Density Calculation Worksheet in
which students were required to solve for mass, volume, or density from provided information. This
assessment assisted students in practicing how to calculate density related problems and may also
assist students in seeing applications of math concepts in practical applications making this
assessment cross curricular in that students had to show their work for the density problems. This
worksheet was graded based on accuracy of answers and completion of work by showing the work
for math problems with the exception of exceptional learners who were required to write what they
typed into their calculator on the provided space on the right margin of the handout.
Another assessment was the Section 1 Quiz which assessed student knowledge of concepts related
to the tests used to determine mineral properties, including how to determine mass and volume to
calculate density. This assessment was given to the students after multiple lessons on practicing these
skills to identify multiple types of unknown minerals. This assessment allowed me to evaluate student
understanding of concepts before moving onto other concepts in the chapter. The quiz was graded
based on accuracy of answers and whether all parts of the question were addressed.
Additionally, there were also daily formative assessments in the form of journal entries. Each day
there was an opener review question that is posted on the board which students were to answer on a
piece of paper. At the end of the week this paper with the journal entries for each day was collected
for grading. These daily assessments were graded both on effort/completion and accuracy of answers.
Task 3.5 - Provide a rationale for adaptations of assessments based on the individual needs of
students: In the box provided below, provide your rationale for individual assessment adaptations as
described in Task 3.5.
Many of the exceptional learners in my classes had difficulty with reading skills and some writing
skills. By allowing the students to complete their test with an assistant who read and helped students
write their responses it gave students a fair opportunity to demonstrate their knowledge of the
concepts discussed in class. Also provision of extra time and an alternate work environment for tests
and quizzes helped to reduce student anxiety and embarrassment of their learning disability which
allowed the student to better focus on their task at hand.
Several of the exceptional learners in my classes also had IEP accommodations related to math in
which the student was permitted to use calculators to solve more complex equations. I found this to
be a fair enough accommodation as long as the student was able to accurately write in the margin
what they typed into their calculator so as to ensure that the student truly knew how to obtain the
correct answer to the problem and was not simply writing the answers off of someone else’s
worksheet.
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Design for Instruction and Instructional Decision Making
(Teaching Processes 4 and 5)
Please note: Teaching Process 5 is imbedded within Teaching Process 4. Be sure to complete all of
Task 4 before you start your teaching. Task 5 should be completed on a daily basis as you implement
your lessons. If you need to make changes to upcoming lessons based upon what happened on a
given day, those changes should be made using the track changes function. If you need to radically
change a lesson or create a new lesson, then you should make a new lesson plan by copying Table 7
in the appropriate sequence and indicate that the lesson is new and was created as a result of issues
which occurred in previous lessons.
Task 4.1 - Present and discuss the results of the preassessments. In the space provided below,
present and discuss the results of your preassessments as described in Task 4.1. Be sure to address
the results from both the perspective of the objectives and conceptual understanding. [Please note: I
have not provided a special box since you will need to create appropriate tables along with the
discussion. Please note, you should refer to the tables within the body of your discussion just as you
would in any discussion section of a research paper. Do not try to let the data tables or graphs do the
talking for you – it does not work!]
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Results
Pre-assessment
To analyze student learning over time, students completed two primary assessments from which
information was obtained and analyzed. The first assessment students completed was a preassessment which was comprised of six open-ended- short-response questions over concepts
concerning the five tests used to determine mineral properties, mineral formation, how minerals are
obtained and used, the impact of obtaining minerals, and what alloys are and how they benefit
society. Open-ended questions were chosen for this assessment because this type of question allowed
for better analysis of the student’s prior knowledge and alternative conceptions in that the students’
would not be able to determine the answer by process of elimination or by mere happenstance.
Table 1: Percent of Student Achievement of Objectives on Pre-assessment
Pre-assessment Data
Standard
Standard
Objective 1: The 5
Mineral ID Tests
Objective 1 continued:
Calculating Density
Objective 2:
Mineral Formation
Met: 0/18 = 0%
Met: 0/18 =0%
Met: 0/18 = 0%
Area for
Not Met: 18/18 = 100%
Area for
Improvement: 1/18 = 5%
Improvement: 1/18 = 5%
Not Met: 17/18 = 95%
Not Met: 17/18 = 95%
Objective 3: Pros/cons of
mining Practices
Objective 4: Impact of
Technology on mining
Objective 5: Alloys and
their impact on society
Met: 0/18 = 0%
Met: 0/18 = 0%
Met: 0/18 =0%
Area for
Area for
Area for
Improvement: 2/18 = 11%
Improvement: 2/18 = 11%
Improvement: 0/18 = 0%
Not Met: 16/18 = 89 %
Not Met: 16/18 = 89 %
Not Met: 18/18 = 100%
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The first two objectives of the pre-assessment was addressed by National Science Education
Standard (NSES) Unifying concepts and processes of science which states, “Constancy, change, and
measurement,” national standard Science as Inquiry which states, “Use appropriate tools and
techniques to gather, analyze, and interpret data- The use of tools and techniques, including
mathematics, will be guided by the question asked and the investigations students design,” and state
standard 11.A.3c which states, “Collect and record data accurately using consistent measuring and
recording techniques and media” (National, 2010 and Illinois, 2010). The data from the preassessment showed that 100% of the students did not meet objective 1 and its corresponding
standards in that none of the students were able to name or describe the five tests used to determine
mineral properties or were able to accurately calculate density from provided information (Refer to
Table 1, Objective 1 and Objective 1 Continued).
A second objective of the pre-assessment was addressed by national standard C.1.4 which states,
“Some changes in the solid earth can be described as the "rock cycle." Old rocks at the earth's
surface weather, forming sediments that are buried, then compacted, heated, and often recrystallized
into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive
plate motions, and the rock cycle continues” and state standard 12.E.3a which states, “Analyze and
explain large-scale dynamic forces, events and processes that affect the Earth’s land, water and
atmospheric systems (e.g., jet stream, hurricanes, plate tectonics)” (National, 2010 and Illinois,
2010). After analysis of the pre-assessment, the data showed that 0% of the students demonstrated
that they were able to meet the objective concerning mineral formation and its corresponding
standards however one student had partial prior knowledge of these concepts (Refer to Table 1,
Objective 2).
A third objective of the pre-assessment was addressed by national standard E.2.6 which states,
“Technological solutions have intended benefits and unintended consequences. Some consequences
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can be predicted, others cannot,” national standard F.1.7 which states, “Natural environments may
contain substances (for example, radon and lead) that are harmful to human beings. Maintaining
environmental health involves establishing or monitoring quality standards related to use of soil,
water, and air,” national standard F.3.2 which states, “Human activities also can induce hazards
through resource acquisition, urban growth, land-use decisions, and waste disposal. Such activities
can accelerate many natural changes” and state standard 13.B.3d which states, “Analyze the
interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond,
coal or gold mining; deforestation)” (National, 2010 and Illinois, 2010). The data showed that 2 out
of 18 students had partial prior knowledge of how mining practices impact the society and
environment however 89% of the students had no prior knowledge of these concepts (Refer to Table
1, Objective 3). Thus, none of the students demonstrated that they were able to meet objective 3 and
its corresponding standards. Objective 4 was also addressed by the state and national standards
discussed for objective three and concerned student knowledge of how technology has impacted the
way that mineral resources are obtained from the environment. The pre-assessment data showed that
none of the students were able to demonstrate that they were able to meet objective 4 and its
corresponding standard however two students had some prior knowledge of this concept (Refer to
Table 1, Objective 4).
The final objective of the pre-assessment was addressed by national standard G.1.2 which states,
“Science requires different abilities, depending on such factors as the field of study and type of
inquiry. Science is very much a human endeavor, and the work of science relies on basic human
qualities, such as reasoning, insight, energy, skill, and creativity (National, 2010). Objective 5 was
concerning what alloys are and how they have benefited society. The data also showed that 100% of
the students did not meet objective 5 and its corresponding standard in that none of the students were
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Fall 2010
able to describe what an alloy was or how alloys have been beneficial to society (Refer to Table 1,
Objective 5).
Based on the pre-assessment data, there are not so many issues of alternative conceptions held by
the students but rather a lack of prior knowledge concerning the concepts addressed in the preassessment. The data from the pre-assessment will better assist me in structuring activities and
assessments which will assist students in practicing skills and in the understanding of concepts. For
example, none of the student were able to demonstrate that they had prior knowledge concerning the
tests used to determine mineral properties or to calculate density. As a result, a significant amount of
class time may need to be devoted to the practicing and repetition of these skills.
Task 4.2 – Describe the instructional technologies you plan to use in your unit: In the box
provided below, describe the instructional technologies you plan to use as described in Task 4.2.
One instructional technology that was used during this unit was computers with internet access
which assisted students in gaining greater understanding of how some minerals are used to make
common products that the students may not have realized. For example, many of the students were
interested to find out that aluminum is used to make airplanes or that the mineral talc is used to make
talcum powder. This activity also tied into and lead to some productive discussions about alloys
because the students were interested in how aluminum, which many students associated with
aluminum foil which is very soft and bendable, could also be used to make airplanes. This activity
was also a fun interactive activity as students got to work with a partner to find the necessary
information and develop the poster for their mineral.
The only other instructional technology that was used during this unit was a transparency projector
that was used for note taking. Although this technology was rudimentary, it was still beneficial to
student learning in that it assisted students in learning the important concepts of the chapter and also
provided some basic visuals which can assist students who are visual learners. Additionally, by
providing visuals it can increase student interest and promote discussion and student questioning on
important concepts related to the chapter.
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Task 4.3: Provide the lesson plans used in the unit. Among the many components of the lesson
plan, be sure to address relevant student behavior, classroom management, and
accommodations for individual learners.
Daily Lesson Plan Format: Please copy Table 7 as many times as needed. You should have a
lesson plan completed for each lesson you do as part of the work sample. If you have a 15-day unit,
then you should include 15 daily lesson plans. If your work sample requires two units, e.g. a 7-day
unit and a 12-day unit, then you will be expected to submit 19 lesson plans. For a complete
description of each category, please see Lesson Plan Format and Task 4.3 of the WTWS-Science.
Table 7: Work Sample Daily Lesson Plan Format: Be sure to copy this lesson plan format as
many times as you need it for your unit plan. Remember, you should have a separate lesson plan for
each day of the unit. If a lab takes two to three days to complete, then you should have two to three
lesson plans – one for each day.
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Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number:
1
Lesson Date: October 15, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
Science as Inquiry- Use appropriate tools and techniques to gather, analyze, and
interpret data- The use of tools and techniques, including mathematics, will be
guided by the question asked and the investigations students design.
C.1.4- Some changes in the solid earth can be described as the "rock cycle." Old
rocks at the earth's surface weather, forming sediments that are buried, then
compacted, heated, and often recrystallized into new rock. Eventually, those new
rocks may be brought to the surface by the forces that drive plate motions, and
the rock cycle continues.
E.2.6- Technological solutions have intended benefits and unintended
consequences. Some consequences can be predicted, others cannot.
F.1.7- Natural environments may contain substances (for example, radon and
lead) that are harmful to human beings. Maintaining environmental health
involves establishing or monitoring quality standards related to use of soil,
water, and air.
F.3.2- Human activities also can induce hazards through resource acquisition,
urban growth, land-use decisions, and waste disposal. Such activities can
accelerate many natural changes.
G.1.2- Science requires different abilities, depending on such factors as the field
of study and type of inquiry. Science is very much a human endeavor, and the
work of science relies on basic human qualities, such as reasoning, insight,
energy, skill, and creativity—as well as on scientific habits of mind, such as
intellectual honesty, tolerance of ambiguity, skepticism, and openness to new
ideas.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
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Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number:
1
Lesson Date: October 15, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
12.E.3a- Analyze and explain large-scale dynamic forces, events and processes
that affect the Earth’s land, water and atmospheric systems (e.g., jet stream,
hurricanes, plate tectonics).
13.B.3d- Analyze the interaction of resource acquisition, technological
development and ecosystem impact (e.g., diamond, coal or gold mining;
deforestation).
Objectives
After discussion of mineral properties and identification, students will be
able to name and describe the five tests that are conducted to determine
mineral properties and will be able to accurately calculate density from mass
and volume measurements. (Unifying concepts and processes of science,
Science as Inquiry, 11.A.3c)
After discussion of mineral formation, students will be able to describe how
the rate of cooling has an impact of the size of crystal formation. (C.1.4,
12.E.3a)
After discussion of obtaining underground minerals, students will be able to
state whether they believe underground or surface mining is the better
method of obtaining minerals and provided a minimum of three reasons to
support their stance. (E.2.6, F.1.7, F.3.2, 13.B.3d)
After discussion of technology, students will be able to describe at least two
ways that technology has positively impacted and at least one way that
technology has negatively impacted mining businesses. (E.2.6, F.1.7, F.3.2,
13.B.3d)
After discussion of alloys, students will be able to describe what an alloy is
and provide at least one way that alloys have been beneficial to society.
(G.1.2)
3. Instructional
Procedures
3A. Safety!!
No safety concerns
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
Leave this blank – go to 3A.
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Lesson Info
Daily Lesson
Plan Item
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Fall 2010
Lesson Number:
1
Lesson Date: October 15, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre Class
Teacher posts daily journal entry
on the board and has copies of
pre-assessment and scavenger
hunt handouts.
Opener:
Students come quietly into
class, take their seats, begin
Agenda/
writing their agenda in their
Journal/
planner, and to work on their
Attendance journal entry on the board.
(5 min)
New Seats
(5 min)
Preassessment
(10 min)
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
Teacher will call on students for
Students will raise their hand
responses.
to give responses to the journal
entry.
Students will quietly listen
while the teacher gives the
new seats and will quietly
move to their new seat
location.
Teacher will direct students to
take all their stuff and go to the
back of the classroom. Teacher
will direct students to where
their new seat is located.
Students will quietly work on
the pre-assessment and will
turn it into the teacher when
they are done. Student will sit
quietly until all students are
done with the quiz.
Teacher will explain to students
that they will be taking a preassessment to help themselves
and the teacher assess their prior
knowledge of the subject and
that they should answer the
questions to the best of their
ability but it will not impact their
grade. Teacher will explain there
should be no talking and to sit
quietly when they are done.
Teacher will hand out the preassessments and collect them as
students finish.
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Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number:
1
Lesson Date: October 15, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Scavenger Students will quietly go to get Teacher will dismiss students by
Hunt
their textbooks when
table to go get their textbooks.
dismissed.
(20 min)
Teacher will explain to the
Students will quietly listen
students that they will be doing
while teacher gives directions
the activity with their table
for the activity.
partner in which they are
competing to see which group
Students will quietly work
can find the most correct
with their partner to find the
answers to the questions
answers to the questions on the provided on the sheet. The
sheet.
winning group will be
announced at the beginning of
the next class and can receive a
reward. Teacher will instruct the
students to write their responses
on a separate sheet of paper.
Teacher will hand out the
activity sheets and instruct the
students to begin. Teacher will
walk around the room
monitoring students.
Clean-up
(5 min)
Students will turn in their
response and activity sheet to
the appropriate locations,
return their textbooks, and
return quietly to their seats.
Teacher instruct students to
place their answer sheets in the
hand-in bin and to place their
activity sheets on the pile of
sheets that are on the table at the
front of the room. Teacher will
direct students to return their
textbooks and then to return to
their assigned seats.
29
Secondary Science: WTWS – Met
Closure:
Intro Next
Lesson
(5 min)
Fall 2010
Students will quietly listen
while the teacher introduces
the next day’s lesson.
Teacher will introduce the next
day’s lesson by saying,
“Tomorrow we will be starting
the notes for section 1 and be
practicing the skills that we will
be talking about that are used to
identify minerals.
Teacher will dismiss students at
the end of class.
4A. Informal
Teacher prompted questions and student response.
Daily
Journal Entry (Refer to Journal Entry Week #1)
Evaluations
4B. Formal Daily Pre-assessment
Evaluation
5A. Student
Dismissing students by table to get their books helps to reduce the traffic
Behavior
flow and reduce the likelihood of students’ temptation to converse with their
Issues
friends.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
5B. Management
Issues
Dismissing students by table to get their books helps to reduce the traffic
flow and reduce the likelihood of students’ temptation to converse with their
friends.
Having students turn in their papers into designated locations reduces the
stress of all the students coming to me at the same time.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
6. Individual
Differences –
Special
Accommodations
When developing the scavenger hunt I included many questions which did
not require high level reading or thinking skills so as to accommodate
students with learning difficulties.
Students with test taking IEPs were allowed to take their pre-assessment in
an alternate location where someone was arranged to be available to read the
questions to the students if they wanted.
30
Secondary Science: WTWS – Met
Fall 2010
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
Overall the lesson I felt went very well and the students seemed to enjoy the
Changes in the
competition of the scavenger hunt.
Lesson if you
were to teach it
again to another
group.
31
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in this
lesson
Fall 2010
Lesson Number:
2
Lesson Date: October 18, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
A.1.3 Use appropriate tools and techniques to gather, analyze, and interpret dataThe use of tools and techniques, including mathematics, will be guided by the
question asked and the investigations students design.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
Objectives
After discussion of identifying minerals, students will be able to demonstrate
their ability to collect data concerning a mineral’s color, streak color, luster,
hardness, and density. Then using their collected data, students will be able to
accurately identify the name of each provided unidentified mineral. (A.1.3,
Unifying Concepts, and 11.A.3c)
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
Prior to lab discuss with students the importance of appropriate behavior (no
horseplay) and the consequences of inappropriate behaviors.
Remind students that if any glass slides are broken during lab to tell the
teacher and not to pick up the broken glass them self.
3B1. Notes
Refer to Chapter 3 Section 1 Notes
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
32
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
Fall 2010
Lesson Number:
2
Lesson Date: October 18, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Pre Class
Before class, teacher posts the
journal entry on the board, has
overhead projection notes
ready, and all mineral testing
materials ready.
Opener:
Agenda/
Journal/
Attendance
Students come quietly into
class, take their seats, and
begin to work on the journal
entry on the board and writing
the agenda in their planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
Students will write down the
notes in their notebooks and
listen attentively while the
teacher explains the
information of the slide.
Students will raise their hand
and wait to be called to ask
questions or to add to
discussion.
Teacher will go through notes
on characteristics of minerals
through the tests for identifying
minerals (Refer to Section 1
notes)
Designated students will pick
up the required materials and
return to their seats.
After notes are completed,
teacher will explain that the
students will be able to practice
the skills of the 5 tests for
identifying minerals. Teacher
will assign students from each
table to pick up a graduated
cylinder and egg carton of
supplies. Teacher will designate
a second student to pick up a
scale from the cart.
Students will listen to teacher’s
instructions and will model
teacher. Students will raise
their hand to provide responses
to teacher’s questions.
Teacher will explain and model
for students how to conduct
each of the mineral
identification tests. Teacher will
ask the class what data they
collect for each test before
moving onto the next test.
(5 min)
Notes
(15 min)
Gathering
Materials
(5 min)
Practice
Identification Skills
(15 min)
33
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number:
2
Lesson Date: October 18, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Clean-up
Students quietly return all
Teacher will instruct the
materials to their designated
students that all the materials in
(5 min)
areas and then return to their
the egg carton needs to be put
seat and sit quietly.
back the same way they found
them and then to bring the
carton to the teacher to have it
checked. Teacher directs that
the graduated cylinders and the
balances need to be returned to
the cart.
Teacher directs that when all
these tasks are done they should
return quietly to their seat.
Closure:
Concept
Review/
Intro Next
Lesson
(5 min)
Students will raise their hand
to provide responses to teacher
prompted questions.
Teacher will conduct a review
session by asking “What 5
properties are required for
something to be a mineral?”
“What are the 5 tests that are
used to determine a mineral?”
“How do you determine a
mineral’s density?”
Teacher will introduce the next
lesson by saying that
“Tomorrow you will be using
the skills you practiced today
during a lab in which you must
try and identify some unknown
minerals.”
Teacher prompted questions and student response.
4A. Informal
Daily
Evaluations
4B. Formal Daily Journal entry question (Refer to Weekly Journal #1)
Evaluation
5A. Student
Dismissing students by table to get their books helps to reduce the traffic
Behavior
flow and reduce the likelihood of students’ temptation to converse with their
Issues
friends.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Instructing students about appropriate lab behaviors
34
Secondary Science: WTWS – Met
5B. Management
Issues
Fall 2010
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Preparation: By completing the following the day prior to the lab it should
save a lot of class time and should assist students in remaining on task.
- Developing the preassembled egg carton containers which contained the
minerals and the tools needed to conduct the mineral identification tests.
- Calibrated scales
- Set out graduated cylinders and all lab materials in a designated area
6. Individual
Differences –
Special
Accommodation
Two students were provided with the notes as it called for in their IEP.
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
I realized the very first period that there was not enough time to take the notes
and to practice all the identification skills. Also the skills that we had time to
address seemed rushed which in never conducive to student learning. Instead I
decided to complete the notes for section 1 in the remaining periods and then we
would practice those skills in the following lessons in which more time would be
allowed for students to practice each skill.
Task 5.2
Students in periods where this change was implemented were more relaxed,
engaged, and on task than the period with the original lesson plan. I believe that
the pace was too rushed during the first period causing students confusion and
restlessness.
Task 5.3
Instead of taking notes students will instead be practicing the tests of color,
streak color, and luster on various unknown minerals. All materials from lesson
two will be used in the next day’s lesson so no additional materials will need to
be collected.
Task 5.4
Suggested
Changes in the
Lesson if you
were to teach it
again to another
group.
N/A
If taught again I would introduce a few of the tests and then practice those skills.
Then the next day do a quick review of the already learned skills and introduce
and practice the remaining tests. For example: Day 1 cover notes on color,
streak, and luster and then have the students complete those three tests on several
types of rock. On day 2 cover notes on hardness and density and then practice
those tests on several types of rock.
35
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Lesson Number: 3
Fall 2010
Lesson Date: October 19, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
A.1.3 Use appropriate tools and techniques to gather, analyze, and interpret dataThe use of tools and techniques, including mathematics, will be guided by the
question asked and the investigations students design.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
Objectives
After discussion of identifying minerals, students will be able to demonstrate
their ability to collect data concerning a mineral’s color, streak color, luster,
hardness, and density. Then using their collected data, students will be able to
accurately identify the name of each provided unidentified mineral. (A.1.3,
Unifying Concepts, and 11.A.3c)
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
Prior to lab discuss with students the importance of appropriate behaviors (no
horseplay) and consequence of inappropriate behaviors.
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00-8:10 Set: (Describe the lesson set Set: (Describe the lesson set
here)
here)
36
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Fall 2010
Lesson Number: 3
Lesson Date: October 19, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Pre Class
Before class, teacher posts the
journal entry on the board and
makes sure that all supplies for
the lesson are ready
Teacher will draw a table on the
board for each of the 5
identification tests which
students will later copy onto
their own paper.
Opener:
Agenda/
Journal/
Attendance
Students come quietly into
class, take their seats, and
begin to work on the journal
entry on the board and
writing the agenda in their
planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
Students will go get their
textbooks and then wait
quietly in their seats for
further directions.
Teacher will explain that the
students will be practicing the
tests of color, streak color, and
luster on several different types
of minerals.
(5 min)
Gather
Materials
(5 min)
Students will copy down the
chart on a piece of paper and
then sit quietly for further
directions.
Practice
Students will provide
Identification responses to teacher
Skills
prompted questions.
(25 min)
Students will work quietly
collecting data for the
remaining minerals.
Teacher will instruct the
students to take out a piece of
paper and to draw the chart on
the board. Teacher will dismiss
students by table to go get their
textbooks. Teacher will hand
out an egg carton to each work
table.
Teacher will call on students to
once again explain how color,
streak color, and luster tests are
performed.
Teacher will walk students
through the three tests for the
first mineral. Teacher will then
instruct the students to
37
Secondary Science: WTWS – Met
Fall 2010
Lesson Info
Lesson Number: 3
Daily Lesson
Plan Item
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
complete the tests on the
remaining minerals and to
record their findings for each in
the table they should have
copied on their paper.
Clean-up
(5 min)
Lesson Date: October 19, 2010
Students will place their
minerals in the cartons and
show the carton to the teacher
before returning their
supplies to the cart.
Students will return their
textbooks to their appropriate
location and then take their
seat.
Closure:
Concept
Review/ Into
Next Lesson
(10 min)
4A. Informal
Daily
Evaluations
4B. Formal Daily
Evaluation
5A. Student
Behavior
Issues
Students will raise their hand
to provide responses to
teacher prompted questions.
Students will listen quietly
while teacher introduces the
next lesson.
Teacher will direct students to
clean up their supplies by
placing each of the minerals
back in the compartments they
originally came from and to
come up to the teacher’s desk to
have the cartons inspected to
ensure that all supplies are
accounted for. Instruct students
to return their textbooks and
return to their seats.
Teacher will ask students for
correct answers for the three
tests for each of the minerals
and make corrections as
needed.
Teacher will introduce the next
lesson by saying that
“Tomorrow you will be
practicing the final two tests of
hardness and density.”
Teacher prompted questions and student response
Student skill checks while students are working
Journal entry question (Refer to Journal Entry Week #1)
Instructing students about appropriate lab behaviors
Journal entry gives something for the students to do and gives me time to
complete the attendance.
38
Secondary Science: WTWS – Met
5B. Management
Issues
Fall 2010
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Preparation: By completing the following the day prior to the lab it should
save a lot of class time and should assist students in remaining on task.
- Developing the pre-assembled egg carton containers which contained the
minerals and the tools needed to conduct the mineral identification tests.
6. Individual
N/A
Differences –
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
39
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 4
Lesson Date: October 20, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
A.1.3 Use appropriate tools and techniques to gather, analyze, and interpret dataThe use of tools and techniques, including mathematics, will be guided by the
question asked and the investigations students design.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
Objectives
After discussion of identifying minerals, students will be able to demonstrate
their ability to collect data concerning a mineral’s color, streak color, luster,
hardness, and density. Then using their collected data, students will be able to
accurately identify the name of each provided unidentified mineral. (A.1.3,
Unifying Concepts, and 11.A.3c)
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
Prior to lab discuss with students the importance of appropriate behaviors (no
horseplay) and the consequences of inappropriate behaviors.
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00-8:10 Set: (Describe the lesson set Set: (Describe the lesson set
here)
here)
40
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
by a new row.
Add or delete
rows as needed.
Fall 2010
Lesson Number: 4
Lesson Date: October 20, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Pre-Class
Before class teacher posts the
journal entry on the board and
makes sure that all supplies for
the lesson are ready.
Teacher will ensure all lab
materials are prepared.
Opener:
Agenda/
Journal/
Attendance
Students come quietly into
class, take their seats, and
begin to work on the journal
entry on the board and
writing the agenda in their
planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
Students will go get their
textbooks and supplies and
then wait quietly in their seats
for further directions.
Teacher will explain that the
students will be practicing the
tests of hardness and density on
several different types of
minerals. Teacher will dismiss
students by table to go get their
textbooks. Teacher will hand
out an egg carton to each work
table and designate students to
get a scale, graduated cylinder,
and a cup of water for their
table.
(5 min)
Gather
Materials
(5 min)
Practice
Students will provide
Identification responses to teacher
Skills
prompted questions.
(20 min)
Students will work on
collecting data for the
remaining minerals.
Teacher will call on students to
review how to do the color,
streak color, and luster tests.
Teacher will walk students
through the two tests for the
first mineral. Teacher will then
instruct the students to
complete the tests on the
remaining minerals and to
record their findings for each in
the table they should have
copied of their paper from
yesterday.
41
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Lesson Number: 4
Lesson Date: October 20, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Clean-up
Students will place their
Teacher will direct students to
minerals in the cartons and
clean up their supplies by
(5 min)
show the carton to the teacher placing each of the minerals
before returning their
back in the compartments they
supplies to the cart.
originally came from and to
come up to the teacher’s desk
Students will return their
to have the cartons inspected to
textbooks and other supplies
ensure that all supplies are
to their appropriate location
accounted for. Instruct students
and then return to their seats. to return their textbooks and
then to return to their seats.
Closure:
Concept
Review/ Into
Next Lesson
(5 min)
Homework
assignment
(10 min)
4A. Informal
Daily
Evaluations
4B. Formal Daily
Evaluation
Fall 2010
Students will raise their hand
to provide responses to
teacher prompted questions.
Students will listen quietly
while teacher introduces the
next lesson.
Students will work quietly on
their homework assignment
as time allows.
Teacher will call on students
for answers to the tests and
make corrections as needed for
each of the minerals.
Teacher will introduce the next
lesson by saying that
“Tomorrow we will be grading
the density worksheet you will
be receiving and practice some
density problems. Then we will
be starting our term cards for
section 1.” Teacher will
explain that they will be having
PA (preferred activity) time on
Thursday rather than Friday
due it being a quiz day.
Teacher will hand each student
a “Calculating Density”
worksheet and instruct students
to begin working on the
assignment as time allows.
Teacher prompted questions and student response.
Student skill checks while students were working.
Journal entry question (Refer to the Journal Entry Week #1)
“Calculating Density” worksheet
42
Secondary Science: WTWS – Met
Fall 2010
5A. Student
Behavior
Issues
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Instructing students about appropriate lab behaviors
5B. Management
Issues
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Preparation: By completing the following the day prior to the lab it should
save a lot of class time and should assist students in remaining on task.
- Developing the preassembled egg carton containers which contained the
minerals and the tools needed to conduct the mineral identification tests.
- Setting out all materials in a designated area for students to pick up and
put away.
- Completing egg carton checks to ensure that supplies have not become
lost or stolen.
6. Individual
Some students had math IEPs in which these individuals were allowed to use a
Differences –
calculator to complete the density worksheet assignment.
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
43
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 5
Lesson Date: October 21, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
A.1.3 Use appropriate tools and techniques to gather, analyze, and interpret dataThe use of tools and techniques, including mathematics, will be guided by the
question asked and the investigations students design.
State
11.A.3c Collect and record data accurately using consistent measuring and
recording techniques and media.
Objectives
After discussion of identifying minerals, students will be able to solve
density problems with 100% accuracy. (A.1.3, 11.A.3c, Unifying Concepts)
After discussion of minerals, students will be able to list and describe the 5
tests which are used to identify minerals. (A.1.3, 11.A.3c, Unifying
Concepts)
3. Instructional
Procedures
3A. Safety!!
Discuss with students appropriate behavior with scissors.
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre Class
Before class, teacher posts the
journal entry on the board and
makes sure that all supplies for
the lesson are ready.
Leave this blank – go to 3A.
44
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Fall 2010
Lesson Number: 5
Lesson Date: October 21, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Opener:
Agenda/
Journal/
Attendance
Students come quietly into
class, take their seats, and
begin to work on the journal
entry on the board and writing
the agenda in their planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
Students will exchange papers
and follow along with the
teacher to grade the
assignment.
Teacher will instruct students to
get out their assignments and to
exchange their papers with a
peer.
Students will assist teacher in
solving density problems on
the board.
Teacher will go through the
correct answers with the class
and will work out a few of each
type of problem on the board.
(5 min)
Correct
Homework
(10 min)
Teacher will collect the
assignments.
Term
Cards
Students will work quietly on
completing their term cards
for section 1.
(10 min)
Students will put back their
books in their appropriate
locations and place their cards
in the drawer.
Closure:
Concept
Review/
Into Next
Lesson
(5 min)
Students will raise their hand
to provide answers to teacher
prompted questions.
Students will listen as teacher
discusses the next day’s
lesson and raise their hand to
Teacher will dismiss the students
by table to get their books.
Teacher will instruct the students
to grab 6 note cards each from
the designated box and use their
books to write the terms on one
side of the card and the definition
on the other side of the card.
Teacher will instruct students to
put away their books when they
are done with their term cards,
use a rubber band keep the cards
together, and to put their cards in
their class drawer.
Teacher will lead a Q & A
session to review the main
concepts of section one.
Teacher will introduce the next
day’s lesson. Teacher will briefly
discuss the quiz that they will be
45
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 5
Lesson Date: October 21, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
ask questions.
taking tomorrow and that they
will be reading and completing
term cards for section 2 after they
have completed the quiz.
Preferred
Activity
(20 min
possible)
Students will listen to
teacher’s directions.
Teacher will state expectations
for PA time.
- Must be sitting in a seat
Students will find an activity
- Must be doing something
of their own choosing and will
quietly
quietly work on their activity
- If the above are not
for the allotted PA time.
followed then PA time will
be stopped.
Students will clean up
supplies when directed by the Teacher will start the timer for
teacher.
the allotted amount of time the
class earned for the week.
Students will take their seats
until the teacher dismisses
* Seeing that there were major
them at the bell.
behavioral problems in the class,
I started a point system in which
each day students could earn/lose
points for
appropriate/inappropriate
behaviors (Ex: staying in seat,
raising hand to talk, following
directions, etc) The total number
of points that each class earns for
the week is the amount of time
that they are allowed to have
time to draw, free read, or to
complete any homework on
Friday.
Teacher will direct students to
put away all supplies and to sit in
their assigned seats until the bell
rings.
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily
Journal entry question (Refer to the Journal Entry Week #1)
Evaluation
“Calculating Density” worksheet
46
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 5
Lesson Date: October 21, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
5A. Student
Behavior
Issues
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Instructing students about appropriate PA time behaviors
5B. Management
Issues
Cutting paper into note cards to save time from students having to make their
own cards.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
6. Individual
Some students’ IEPs require the student to have extended time to complete
Differences –
assignments, and allowed to use a calculator to solve the math problems.
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
47
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 6
Lesson Date: October 22, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
A.1.3 Use appropriate tools and techniques to gather, analyze, and interpret dataThe use of tools and techniques, including mathematics, will be guided by the
question asked and the investigations students design.
State
11.A.3c Collect and record data accurately using consistent measuring and
recording techniques and media.
Objectives
After discussion of identifying minerals, students will be able to solve
density problems with 100% accuracy. (A.1.3, 11.A.3c, Unifying Concepts)
After discussion of minerals, students will be able to list and describe the 5
tests which are used to identify minerals. (A.1.3, 11.A.3c, Unifying
Concepts)
3. Instructional
Procedures
3A. Safety!!
N/A
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete r
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the
students doing?
teacher doing?
e.g. 8:00-8:10
Set: (Describe the lesson
Set: (Describe the lesson
set here)
set here)
Pre Class
Before class, teacher posts
the journal entry on the
board and makes sure that
all supplies for the lesson
Leave this blank – go to 3A.
48
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 6
Lesson Date: October 22, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
are ready.
Opener:
Students come quietly into
class, take their seats, and
Agenda/ Journal/
begin to work on the
Attendance/Collect journal entry on the board
Journal
and writing the agenda in
their planner.
(5 min)
Students will turn in their
journals to the bin and then
return quietly to their seats.
Teacher takes attendance
while students complete the
journal entry and write their
agenda in their planner.
Hand back
assignment/
Practice Problems
Students will listen quietly
and raise their hand to
provide responses to
teacher prompted
questions.
Teacher will pass out
graded homework
assignments to students.
Students will listen to
teacher’s explanation of
the quiz.
Teacher will hand out the
quiz to the students and
discuss each part. Teacher
states expectations about
remaining quiet during the
quiz.
(10 min)
Take Quiz
(20 min)
Students will quietly work
on their quiz and when
done work will turn their
quiz into the appropriate
bin and will quietly begin
to work on the term cards
for section 2.
Term Cards
(10 min)
Closure:
Teacher will instruct
students to turn in any
completed journals into the
bin.
Teacher will call on
students to give verbal
direction while solving a
few practice density
problems.
Explain to students that
when they are done with the
quiz they should quietly get
their textbooks and begin to
make the term cards for
section 2.
Students will pick up 6
cards from the front desk
and begin to work quietly
on completing their term
cards for section 2.
Teacher will place the box
of cut paper for term cards
on the front desk.
Students will raise their
hand to provide answers to
Teacher will lead a Q & A
session to review the main
49
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 6
Lesson Date: October 22, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Concept Review/
teacher prompted
concepts of section one that
Into Next Lesson
questions.
were on the test.
(5 min)
Students will listen as
teacher discusses the next
day’s lesson and raise their
hand to ask questions.
Teacher will briefly discuss
the next day’s schedule in
which we will begin taking
notes for section 2.
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily
Journal entry question (Refer to Journal Entry Week # 1)
Evaluation
“Section 1 Quiz” handout
5A. Student
Behavior
Issues
Instructing students about appropriate behaviors during the quiz and
consequences of not adhering to those appropriate behaviors.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
5B. Management
Issues
Cutting cardstock paper into note cards to save time from students having to
make their own cards.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
6. Individual
Some students’ IEPs require the student be able to complete quizzes and tests in
Differences –
an alternate environment, have quizzes and test read to them, extended time to
Special
take such assessments, and to use a calculator to solve math problems.
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
Although pre-cutting the cards did save a lot class time if we do term cards in the
Changes in the
next chapter I think I’ll have the students make their own cards because it is very
Lesson if you
time consuming on my part.
were to teach it
again to another Also I later discovered that it would be better to staple the cards into books
50
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
group.
Fall 2010
Lesson Number: 6
Lesson Date: October 22, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
rather than rubber banding them together because someone decided to take the
rubber bands off of other peoples’ cards so they were all jumbled together in the
draw. Also rubber bands are too tempting to be used as toys.
51
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in this
lesson
Fall 2010
Lesson Number: 7
Lesson Date: October 25, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
D.1.4- Some changes in the solid earth can be described as the "rock cycle." Old
rocks at the earth's surface weather, forming sediments that are buried, then
compacted, heated, and often recrystallized into new rock. Eventually, those new
rocks may be brought to the surface by the forces that drive plate motions, and
the rock cycle continues.
State
12.E.3a- Analyze and explain large-scale dynamic forces, events and processes
that affect the Earth’s land water and atmospheric systems (e.g., jet stream,
hurricanes, plate tectonics)
Objectives
After discussion of minerals, students will be able to name at least two methods
of crystallization. (D.1.4 and 12.E.3a)
After discussion of minerals, students will be able to accurately explain how the
rate of cooling plays a role in the size of crystal formation. (D.1.4 and 12.E.3a)
3. Instructional
Procedures
3A. Safety!!
N/A
3B1. Notes
Refer to Chapter 3 Section 2 Notes
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre- Class
Before class, teacher posts the
journal entry on the board and
has transparency notes ready.
Leave this blank – go to 3A.
52
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 7
Lesson Date: October 25, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Opener:
Students come quietly into
Teacher takes attendance while
class, take their seats, and
students complete the journal
Agenda/
begin to work on the journal
entry and write their agenda in
Journal/
entry on the board and writing their planner.
Attendance the agenda in their planner.
(5 min)
Notes
(25 min)
Closure:
Concept
Review/
Into Next
Lesson
Students will write down the
Teacher will go through notes on
notes in their notebooks and
crystallization (Refer Chapter 3
listen while the teacher
Section 2 notes).
discussed the material on each
slide. Students will raise their
hand and wait to be called on
to ask questions, provide
responses, or add to
discussions.
Students will raise their hand
to provide responses to
teacher prompted questions.
Teacher will conduct a review
session by asking, “What are the
two major ways that crystals can
form?” “What kind of an
environment would you be likely
to see larger crystals?” “Small?”
“Why?”
(5 min)
Teacher will introduce the next
lesson by saying that “Tomorrow
we will be starting notes for
section 3, going over the quiz
together, and talking about the
mineral project that is coming up
this week.”
Term cards
(15 min)
Students will quietly get their
textbooks and notes cards and
will work quietly completing
their term cards.
Teacher will instruct the students
that the remainder of the class
time they should quietly be
working on completing the term
cards for section 2 if they are not
yet done. If they are done then
they need to find something to
do quietly at their seat.
53
Secondary Science: WTWS – Met
Fall 2010
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily Journal entry question (Refer to Journal Entry Week #2)
Evaluation
5A. Student
Statement of expectations of how end of class time is spent.
Behavior
Journal entry gives something for the students to do and gives me time to
Issues
complete the attendance.
5B. Management
Issues
Statement of expectations of how end of class time is spent.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
6. Individual
Two students were provided with the notes as it called for in their IEP.
Differences –
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
54
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 8
Lesson Date: October 26, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for
each category item listed to the left.
Standards
National
A.1.3 Use appropriate tools and techniques to gather, analyze, and interpret
data- The use of tools and techniques, including mathematics, will be guided
by the question asked and the investigations students design.
D.1.4- Some changes in the solid earth can be described as the "rock cycle."
Old rocks at the earth's surface weather, forming sediments that are buried,
then compacted, heated, and often recrystallized into new rock. Eventually,
those new rocks may be brought to the surface by the forces that drive plate
motions, and the rock cycle continues.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
12.E.3a- Analyze and explain large-scale dynamic forces, events and
processes that affect the Earth’s land, water and atmospheric systems (e.g.,
jet stream, hurricanes, plate tectonics).
Objectives
After discussion of identifying minerals, students will be able to solve
density problems with 100% accuracy. (A.1.3, 11.A.3c)
After discussion of identifying minerals, students will be able to list and
describe the five required characteristics of a mineral with 100% accuracy.
(D.1.4, 12.E.3a)
After discussion of identifying minerals, students will be able to list and
describe the five tests that can be used to determine a mineral. (A.1.3,
11.A.3c)
3. Instructional
Procedures
3A. Safety!!
N/A
3B1. Notes
N/A
Leave this blank – go to 3A.
55
Secondary Science: WTWS – Met
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Fall 2010
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre Class
Before class, teacher posts the
journal entry on the board and
makes sure that all supplies for
the lesson are ready.
Opener:
Students come quietly into
class, take their seats, and
Agenda/
begin to work on the journal
Journal/
entry on the board and writing
Attendance the agenda in their planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
(5 min)
Go over
Quiz
(10 min)
Introduce
Mineral
Project
Students will listen quietly and
raise their hand to provide
responses to teacher prompted
questions.
Teacher will pass back the
quizzes to the students.
Students will read through the
project directions and will
raise their hand to ask
questions.
Teacher will pass out the Mighty
Minerals Project handout.
Teacher reads through directions
with the students.
Teacher will go through each
correct answer and call on
students to provide an
explanation for each correct
response.
(10 min)
Students will with their partner Teacher will assign individuals
select the mineral for their
to groups of two who will be
project by signing next to the
working together on the project.
mineral on the sign-up sheet.
Teacher will pass around the
mineral sign-up sheet for groups
to select their mineral for the
project.
56
Secondary Science: WTWS – Met
Closure:
Intro to
Next
Lesson
Fall 2010
Students will listen as teacher
discusses the next day’s lesson
and raise their hand to ask
questions.
Teacher will briefly discuss the
next day’s schedule in which
students will begin their Mighty
Mineral Project internet search.
Students will work quietly on
their term cards and will
quietly color, read, or work on
another assignment until the
end of class.
Teacher will explain that since
they are starting their project
tomorrow the students should
spend the remainder of the time
working on any late or
incomplete work. If students are
done they need to find
something to do quietly for the
remainder of the class.
(5 min)
Term
Cards/
Make-up
work/
(20 min)
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily Journal entry question (Refer to Journal Entry Week #2)
Evaluation
5A. Student
Pre-determining which individuals would be working together during the
Behavior
project to ensure that students are not working with individuals who would
Issues
not remain on task.
Stating expectations for work time to students.
5B. Management
Issues
Pre-determining which individuals would be working together during the
project to ensure that students are not working with individuals who would
not remain on task.
Stating expectations for work time to students.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
6. Individual
N/A
Differences –
Special
Accommodations
57
Secondary Science: WTWS – Met
Fall 2010
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
58
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 9
Lesson Date: October 27, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
F.3.1- Human populations use resources in the environment in order to maintain
and improve their existence. Natural resources have been and will continue to be
used to maintain human populations.
Objective
After discussion of minerals, students will be able to write a short paragraph
describing at least 4 ways that they use minerals on a daily basis. (F.3.1)
3. Instructional
Procedures
3A. Safety!!
N/A
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre-class
Before class, teacher posts the
journal entry on the board and
has all needed materials ready.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would com
Leave this blank – go to 3A.
Opener:
Students come quietly into
class, take their seats, and
Agenda/
begin to work on the journal
Journal/
entry on the board and writing
Attendance the agenda in their planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
(5 min)
59
Secondary Science: WTWS – Met
Directions/
computer
assignment
Fall 2010
Students will listen quietly
while the teacher gives
directions and reads the
assigned groups and minerals.
(5 min)
Student will move to their
assigned computers.
Teacher will give directions that
students are to work on part 1
(internet search) portion of the
project today. If they get done
early with part one then they can
use the set out tools to start
working on part 2.
Teacher will read through the
assigned groups and their
assigned mineral.
Teacher will assign the groups to
computers.
Student
Work
Students will quietly work on
their project with their partner.
Teacher will walk around
monitoring behaviors and
providing assistance to students.
Students will raise their hand
to provide responses to teacher
prompted questions.
Teacher will conduct a review
session by asking,
“What are some of the things
that you discovered your mineral
is used to make.”
(30 min)
Closure:
Concept
Review/
Into Next
Lesson
(10 min)
Teacher will introduce the next
lesson by saying that
“Tomorrow we will be talking a
bit about the impact that
obtaining these minerals can
have on people’s health, the
economy, and the environment.
The rest of the time you have to
continuing working on your
projects.”
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily Journal entry question (Refer to Journal Entry Week #2)
Evaluation
5A. Student
Behavior
Issues
Had pre-assigned groups for the project and had students sign up for their
mineral during a previous lesson which would save a lot of time on the day
of the project and help prevent students being off task.
60
Secondary Science: WTWS – Met
5B. Management
Issues
Fall 2010
Had pre-assigned groups for the project and had students sign up for their
mineral during a previous lesson which would save a lot of time on the day
of the project and help prevent students being off task.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
6. Individual
Students who had difficulty reading were intentionally placed with a patient
Differences –
student who was good at reading.
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
There were some minerals on the sign-up sheet that students had difficulty
Changes in the
finding very many uses for the mineral. I like this activity but next time I need to
Lesson if you
be more selective and do more work ahead of time to ensure that the minerals
were to teach it
students can select from have adequate information.
again to another
group.
Also whether because the students were not working very quickly or they
changed their mineral because they could not find adequate information, many
of the groups in each class did not complete part one of the project today. I
believe that ensuring up-front that the listed minerals have adequate information
and more clearly stating my expectations for them to have part one completed by
the end of class may reduce this problem in the future. However, since many of
the groups did not get part one done today I am allowing the students the first
half of the next class time to wrap up part one but state that they need to also be
starting on part two. Those that are done with part one may continue to work
together on completing part two of the project.
61
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 10
Lesson Date: October 28, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
F.3.1- Human populations use resources in the environment in order to maintain
and improve their existence. Natural resources have been and will continue to be
used to maintain human populations.
Objective
After discussion of minerals, students will be able to write a short essay
describing at least 4 ways that they use minerals on a daily basis. (F.3.1)
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
This section is Essential!!!
3B1. Notes
This section is required for the lesson that you videotape and use for your
detailed lesson analysis – see Detailed Lesson Reflection Guidelines. This
section need not be completed for other lessons.
3B2. Classroom Below is a miniature table for you to complete. If you need to add or delete
Activities:
rows, for this section, please do so only within this part of the overall table.
Please note, the This is done in the same way as you would normally. Be sure to include any
rows between
key questions you might ask for a given part of your lesson as well as a very
set and closure
brief description of the activities as appropriate for the reader to follow
are to be used to your thoughts.
designate the
Time
Students: What are the
Teacher: What is the teacher
lesson segments
students doing?
doing?
(discussion,
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
activities, etc.). 8:10
here)
here)
Each transition
Pre-class
Before class, teacher posts the
should be noted
journal entry on the board and
by a new row.
has all needed materials ready.
Add or delete
rows as needed. Opener:
Students come quietly into
Teacher takes attendance while
class, take their seats, and
students complete the journal
*Please note,
Agenda/
begin to work on the journal
entry and write their agenda in
closure may not Journal/
entry on the board and writing their planner.
be the last thing Attendance the agenda in their planner.
you do in your
lesson. If you
(5 min)
plan to give
time for doing
homework
62
Secondary Science: WTWS – Met
Directions/ Students will listen quietly
computer
while the teacher gives
assignment directions.
(5 min)
Student
Work
Fall 2010
Teacher will give directions that
students are to work on part 2
(poster) of the project today.
Any groups that did not get done
finding their mineral information
should wrap that up in the first
half of class. All parts of project
should be completed by the end
of class today and if anything is
not completed then it needs to be
completed outside of class time.
Students will quietly work on
their project with their partner.
Teacher will walk around
monitoring behaviors and
providing assistance to students.
Students will raise their hand
to ask any questions.
Teacher will introduce the next
lesson by saying that “Tomorrow
we will be talking a bit about the
impact that obtaining these
minerals can have on people’s
health, the economy, and the
environment. The rest of the
time you have to wrap-up
working on your projects which
will then be handed in at the end
of class for full credit.”
(30 min)
Closure:
Into Next
Lesson
(10 min)
4A. Informal
Teacher prompted questions and student response while they were working.
Daily
Evaluations
4B. Formal Daily Journal entry question (Refer to Journal Entry Week #2)
Evaluation
5A. Student
Had pre-assigned groups for the project and had students sign up for their
Behavior
mineral during a previous lesson which would save a lot of time on the day
Issues
of the project and help prevent students being off task.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
5B. Management
Issues
Had pre-assigned groups for the project and had students sign up for their
mineral during a previous lesson which would save a lot of time on the day
of the project and help prevent students being off task.
Journal entry gives something for the students to do and gives me time to
complete the attendance.
63
Secondary Science: WTWS – Met
Fall 2010
6. Individual
Students who had difficulty reading were intentionally placed with a patient
Differences –
student who was good at reading.
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
64
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 11
Lesson Date: November 29, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
F.3.1- Human populations use resources in the environment in order to maintain
and improve their existence. Natural resources have been and will continue to be
used to maintain human populations.
State
13.B.3d- Analyze the interaction of resource acquisition, technological
development and ecosystem impact (e.g., diamond, coal or gold mining;
deforestation).
Objective
After discussion of minerals, students will be able to write a short paragraph
describing at least 4 ways that they use minerals on a daily basis. (F.3.1)
After discussion of mining minerals, students will be able to describe how
surface and underground mining practices impact personal and community
health, the economy, and the environment. (13.B.3d)
3. Instructional
Procedures
3A. Safety!!
N/A
3B1. Notes
Refer to Mining Notes
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre-class
Before class, teacher posts the
journal entry on the board and
has all needed materials ready.
Leave this blank – go to 3A.
65
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Fall 2010
Lesson Number: 11
Lesson Date: November 29, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Teacher will draw chart on the
board. (Refer to Mining Notes)
Opener:
Students come quietly into
class, take their seats, and
Agenda/
begin to work on the journal
Journal/
entry on the board and writing
Attendance the agenda in their planner.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
(5 min)
Grades
Discussion
(5 min)
Students will listen quietly to
teacher’s announcement and
will raise their hand to ask any
questions.
Teacher will explain to students
that if they have any work not
turned they will be receiving a
sheet which they are to get a
parent signature and return the
slip by Tuesday. If the slip is not
returned by Tuesday then parent
phone calls will be made.
Teacher will pass around the
updated grade sheet and pass out
parent signature sheets to the
appropriate students.
Mining
Notes
(20 min)
Students will listen quietly and
will raise their hand to provide
responses to teacher prompted
questions.
Teacher will show visual aid
pictures and explain the impact
of each type of mining on the
environment, health, and the
economy.
Teacher will instruct for students
to draw the chart on the board on
a piece of paper in their notes
section of their notebook.
Teacher will call on students to
provide answers how each
mining practice impacts health,
the economy, and the
environment. Teacher will fill in
responses in the chart.
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Secondary Science: WTWS – Met
Closure:
Concept
Review/
Into Next
Lesson
Fall 2010
Students will raise their hand
to provide responses to teacher
prompted questions.
Teacher will lead a class
discussion by asking, “Based on
all the pros and cons of each
type of mining, which do you
think is the best method of
mining that we should use?” Call
on students for responses.
(5 min)
Introduce the next lesson by
saying that “In the next class we
are going to be playing a bingo
review game to prepare for the
exam on Tuesday.
Remind students that project are
due at the end of class for full
credit so they are allowed the
remainder of the class to wrap
up their projects if need be.
Mighty
Mineral
Project
Work
Students will quietly work on
completing their projects.
Teacher will walk around the
room monitoring behaviors and
assisting students.
Students will hand in their
projects if they are completed.
(15 min)
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily Journal entry question (Refer to Journal Entry Week #2)
Evaluation
5A. Student
Journal entry gives something for the students to do and gives me time to
Behavior
complete the attendance.
Issues
Reinforcement of students raising their hands to ask questions or to
contribute opinions.
5B. Management
Issues
Journal entry gives something for the students to do and gives me time to
complete the attendance.
Reinforcement of students raising their hands to ask questions or to
contribute opinions.
67
Secondary Science: WTWS – Met
Fall 2010
6. Individual
Two students with writing IEPs were provided with notes.
Differences –
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
68
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives: List
all standards and
objectives
addressed in this
lesson
Fall 2010
Lesson Number: 12
Lesson Date: November 1, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
Science as Inquiry- Use appropriate tools and techniques to gather, analyze, and
interpret data- The use of tools and techniques, including mathematics, will be
guided by the question asked and the investigations students design.
C.1.4- Some changes in the solid earth can be described as the "rock cycle." Old
rocks at the earth's surface weather, forming sediments that are buried, then
compacted, heated, and often recrystallized into new rock. Eventually, those new
rocks may be brought to the surface by the forces that drive plate motions, and
the rock cycle continues.
E.2.6- Technological solutions have intended benefits and unintended
consequences. Some consequences can be predicted, others cannot.
F.1.7- Natural environments may contain substances (for example, radon and
lead) that are harmful to human beings. Maintaining environmental health
involves establishing or monitoring quality standards related to use of soil,
water, and air.
F.3.2- Human activities also can induce hazards through resource acquisition,
urban growth, land-use decisions, and waste disposal. Such activities can
accelerate many natural changes.
G.1.2- Science requires different abilities, depending on such factors as the field
of study and type of inquiry. Science is very much a human endeavor, and the
work of science relies on basic human qualities, such as reasoning, insight,
energy, skill, and creativity—as well as on scientific habits of mind, such as
intellectual honesty, tolerance of ambiguity, skepticism, and openness to new
ideas.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
69
Secondary Science: WTWS – Met
Fall 2010
12.E.3a- Analyze and explain large-scale dynamic forces, events and processes
that affect the Earth’s land, water and atmospheric systems (e.g., jet stream,
hurricanes, plate tectonics).
13.B.3d- Analyze the interaction of resource acquisition, technological
development and ecosystem impact (e.g., diamond, coal or gold mining;
deforestation).
Objectives
After discussion of mineral properties and identification, students will be
able to name and describe the five tests that are conducted to identify
minerals and will be able to accurately calculate density from mass and
volume measurements. (Unifying concepts and processes of science, Science
as Inquiry, 11.A.3c)
After discussion of mineral formation, students will be able to describe how
the rate of cooling has an impact of the size of crystal formation. (C.1.4,
12.E.3a)
After discussion of obtaining underground minerals, students will be able to
state whether they believe underground or surface mining is the better
method of obtaining minerals and provided a minimum of three reasons to
support their stance. (E.2.6, F.1.7, F.3.2, 13.B.3d)
After discussion of technology, students will be able to describe at least two
ways that technology has positively impacted and at least one way that
technology ha negatively impacted mining businesses. (E.2.6, F.1.7, F.3.2,
13.B.3d)
After discussion of alloys, students will be able to describe what an alloy is
and at least two ways that alloys have benefited society. (G.1.2)
3. Instructional
Procedures
3A. Safety!!
Leave this blank – go to 3A.
3B1. Notes
N/A
3B2. Classroom
Activities:
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table. This
is done in the same way as you would normally. Be sure to include any key
questions you might ask for a given part of your lesson as well as a very brief
description of the activities as appropriate for the reader to follow your thoughts.
N/A
70
Secondary Science: WTWS – Met
Time
Fall 2010
Students: What are the
students doing?
Set: (Describe the lesson
set here)
Teacher: What is the teacher
doing?
Set: (Describe the lesson set
here)
Teacher posts daily journal
entry on the board and has all
game materials ready. Teacher
will write the bingo words on
the board.
Students come quietly into
class, take their seats,
Agenda/
begin writing their agenda
Journal/
in their planner, and to
Attendance/
work on their journal entry
Announcements on the board.
Teacher takes attendance while
students complete the journal
entry and write their agenda in
their planner.
e.g. 8:00-8:10
Pre- Class
Opener:
(5 min)
Students will raise their
hand to give responses to
the journal entry.
Teacher will call on students for
responses.
Teacher will remind students of
the test that they will be taking
the next day.
Teacher will announce that
many of the rubber bands were
taken off of the cards in the
drawer and were all mixed
together. So in the place of their
term cards, each student will be
given a term sheet which they
should complete as they go
through the activity. These term
sheets can be used in place of
the term cards during the test.
Review Game
(35 min)
Students will wait quietly
for the needed supplies
and listen quietly for
teachers directions.
Student will listen and
participate respectfully
during the review game.
Teacher will ask three students
to pass out a bingo card, an
erasable marker, and a term
sheet to each student. Teacher
will instruct one student from
each table to go get a wet paper
towel for their paper.
Teacher will instruct the
Students will raise their
students to use the paper towel
hands to provide responses to erase their card and then to
to clues and will call bingo choose 16 of the words from
71
Secondary Science: WTWS – Met
Fall 2010
when they have won and
will quietly wait until the
teacher checks their
answers.
the board and to write one word
in each square.
Teacher will give directions and
state expectations for behavior
for the game. Teacher will pass
out a container of beans to each
table.
Teacher will read the clue on
the card and will call on
students for responses.
Teacher will check the answers
of individuals who call bingo
and if correct allow the student
to grab a piece of candy.
Clean up
(5 min)
Students will turn in all
supplies their designated
locations and return
quietly to their seat.
Teacher will instruct students
that they need to place all the
beans back into the container
and teacher will collect the
markers and bean contains from
each student and table.
Teacher will direct the students
to place their bingo cards in a
stack on the table at the front of
the room and to return to their
seats.
Closure:
Intro Next
Lesson
(5 min)
Students will quietly listen
while the teacher
introduces the next day’s
lesson.
Teacher will remind students
about the test they will be
taking tomorrow and that they
need to bring something to do
in the case that they finish the
exam quickly.
Students will raise their
hand to ask the teacher any
questions.
Teacher will answer any
student questions concerning
the test or concepts that will be
covered on the test.
4A. Informal
Teacher prompted questions and student response.
Daily
Evaluations
4B. Formal Daily Journal Entry (Refer to Journal Entry Week #2)
Evaluation
72
Secondary Science: WTWS – Met
Fall 2010
5A. Student
Behavior
Issues
Stating expectations to students concerning appropriate behaviors and
consequences of inappropriate behaviors prior to beginning the activity helped to
reduce off task activities and horseplay.
5B. Management
Issues
Stating expectations to students concerning appropriate behaviors and
consequences of inappropriate behaviors prior to beginning the activity helped to
reduce off task activities and horseplay.
6. Individual
N/A
Differences –
Special
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
Overall the lesson I felt went exceptionally well and students seemed to
Changes in the
extremely enjoy the activity. One change that I would make however would be
Lesson if you
to not have the students erase their cards and write their own words because it
were to teach it
took a lot of time and fewer materials would have needed to been handed out
again to another and collect.
group.
73
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
1 &2. Standards
and
Instructional
Objectives:
List all
standards and
objectives
addressed in
this lesson
Fall 2010
Lesson Number: 13
Lesson Date: : November 2, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Standards
National
Unifying concepts and processes of science - Constancy, change, and
measurement
Science as Inquiry- Use appropriate tools and techniques to gather, analyze, and
interpret data- The use of tools and techniques, including mathematics, will be
guided by the question asked and the investigations students design.
C.1.4- Some changes in the solid earth can be described as the "rock cycle." Old
rocks at the earth's surface weather, forming sediments that are buried, then
compacted, heated, and often recrystallized into new rock. Eventually, those new
rocks may be brought to the surface by the forces that drive plate motions, and
the rock cycle continues.
E.2.6- Technological solutions have intended benefits and unintended
consequences. Some consequences can be predicted, others cannot.
F.1.7- Natural environments may contain substances (for example, radon and
lead) that are harmful to human beings. Maintaining environmental health
involves establishing or monitoring quality standards related to use of soil,
water, and air.
F.3.2- Human activities also can induce hazards through resource acquisition,
urban growth, land-use decisions, and waste disposal. Such activities can
accelerate many natural changes.
G.1.2- Science requires different abilities, depending on such factors as the field
of study and type of inquiry. Science is very much a human endeavor, and the
work of science relies on basic human qualities, such as reasoning, insight,
energy, skill, and creativity—as well as on scientific habits of mind, such as
intellectual honesty, tolerance of ambiguity, skepticism, and openness to new
ideas.
State
11.A.3c- Collect and record data accurately using consistent measuring and
recording techniques and media.
74
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 13
Lesson Date: : November 2, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
12.E.3a- Analyze and explain large-scale dynamic forces, events and processes
that affect the Earth’s land, water and atmospheric systems (e.g., jet stream,
hurricanes, plate tectonics).
13.B.3d- Analyze the interaction of resource acquisition, technological
development and ecosystem impact (e.g., diamond, coal or gold mining;
deforestation).
Objectives
After discussion of mineral properties and identification, students will be
able to name and describe the five tests that are conducted to identify
minerals and will be able to accurately calculate density from mass and
volume measurements. (Unifying concepts and processes of science, Science
as Inquiry, 11.A.3c)
After discussion of mineral formation, students will be able to describe how
the rate of cooling has an impact of the size of crystal formation. (C.1.4,
12.E.3a)
After discussion of obtaining underground minerals, students will be able to
state whether they believe underground or surface mining is the better
method of obtaining minerals and provided a minimum of three reasons to
support their stance. (E.2.6, F.1.7, F.3.2, 13.B.3d)
After discussion of technology, students will be able to describe at least two
ways that technology has positively impacted and at least one way that
technology ha negatively impacted mining businesses. (E.2.6, F.1.7, F.3.2,
13.B.3d)
After discussion of alloys, students will be able to describe what an alloy is
and at least two ways that alloys have benefited society. (G.1.2)
3. Instructional
Procedures
3A. Safety!!
N/A
3B1. Notes
N/A
3B2. Classroom
Activities:
Please note, the
rows between
set and closure
are to be used to
Below is a miniature table for you to complete. If you need to add or delete
rows, for this section, please do so only within this part of the overall table.
This is done in the same way as you would normally. Be sure to include any
key questions you might ask for a given part of your lesson as well as a very
brief description of the activities as appropriate for the reader to follow
your thoughts.
Leave this blank – go to 3A.
75
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
designate the
lesson segments
(discussion,
activities, etc.).
Each transition
should be noted
by a new row.
Add or delete
rows as needed.
*Please note,
closure may not
be the last thing
you do in your
lesson. If you
plan to give
time for doing
homework, that
would come
after closure.
Fall 2010
Lesson Number: 13
Lesson Date: : November 2, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
Time
Students: What are the
Teacher: What is the teacher
students doing?
doing?
e.g. 8:00Set: (Describe the lesson set
Set: (Describe the lesson set
8:10
here)
here)
Pre- Class
Teacher will make sure that all
materials are ready.
Teacher will write the needed
test tools on the board for
student reference (paper, pen or
pencil/ term sheet)
Opener:
Students will quietly enter the
class, complete the agenda,
Agenda/
turn their journals into the bin,
Attendance/ and quietly return to their
Collect
seats.
Journal
(5 min)
Test
(40 min)
Students will quietly listen
while the teacher gives test
directions.
Students will raise their hands
to ask questions.
Teacher will direct students to
turn any completed journals into
the bin.
Teacher will take attendance.
Teacher will talk privately with
IEP students about whether they
want to take their exam in the
library with a reading assistant.
Teacher will instruct students
that all things other than the
items on the board should be
placed under their desk of
chairs.
Teacher will instruct students to
Students will work quietly on not write on the test sheet and to
their exam and when done will wait until all test directions have
turn it into the bin and then
been gone over before
quietly work on something in
beginning.
their assigned seat.
Teacher will walk students
through each part of the test and
address any student questions.
Teacher will tell students that
when they are done with the test
to place their test form on the
table at the front of the room, to
put their answer sheet in the bin,
and to find something to do
76
Secondary Science: WTWS – Met
Lesson Info
Daily Lesson
Plan Item
Fall 2010
Lesson Number: 13
Lesson Date: : November 2, 2010
Be sure to carefully read the requirements in the Lesson Plan Guidelines for each
category item listed to the left.
quietly in their seat until the end
of class.
Teacher will inform students
about expectations of working
quietly and independently
during the test and
consequences of not meeting
those expectations.
IEP students are dismissed
teacher will direct students that
they may begin.
Closure:
Intro Next
Lesson
(5 min)
Students will quietly listen
while the teacher introduces
the next day’s lesson.
Teacher will introduce the next
day’s lesson by saying,
“Tomorrow we will be starting
the next chapter on Rocks.
Teacher will dismiss students at
the end of class.
4A. Informal
N/A
Daily
Evaluations
4B. Formal Daily Chapter 3 Minerals Test
Evaluation
5A. Student
Stating expectations concerning student behaviors during and after the test
Behavior
and consequences of not meeting expectations.
Issues
Giving of directions concerning where to place the test forms and answer
sheets prior to beginning the test can reduce student confusion as to what to
do when they are done with the test and helps ensure that students remain
quiet while others finish their test.
77
Secondary Science: WTWS – Met
5B. Management
Issues
Fall 2010
Stating expectations concerning student behaviors during and after the test
and consequences of not meeting expectations.
Giving of directions concerning where to place the test forms and answer
sheets prior to beginning the test can reduce student confusion as to what to
do when they are done with the test and helps ensure that students remain
quiet while others finish their test.
6. Individual
Students with writing, reading, and/or test taking IEPs are allowed to take their
Differences –
test in an alternate location with someone who can assist them by reading the test
Special
to them or writing student responses.
Accommodations
Instructional Decision Making
(Teaching Process 5)
You should complete all items for Teaching Process 4 before starting to teach this unit. That includes
the tasks included above this chart, above in the chart, as well as below the chart. Teaching Process 5
items should be completed only after you have begun your teaching. In the space at the right of each
Task number, please provide the information as described in the WTWS-Science.
Task 5.1
N/A
Task 5.2
N/A
Task 5.3
N/A
Task 5.4
N/A
Suggested
N/A
Changes in the
Lesson if you
were to teach it
again to another
group.
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8. Paper Copies: You have already provided the key assessment items so those do not need to
be resubmitted, however, they should be clearly identifiable from both the lesson plan and
work sample. For item 8, please provide copies of any handouts such as lab exercises and
handouts describing activities as well as homework and worksheets that are needed to clarify
what you plan for your students to actually do during the various lessons. Please be sure to
identify each handout with the number and date of the corresponding lesson plan.
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Unit Assessments and Assessment Keys
Fall 2010
Lesson #1
October 15, 2010
Chapter 3 Minerals Pre-assessment
Answer each of the questions below to the best of your ability.
1. What do you think are the five tests which are used to identify minerals?
2. If a mineral was determined to have a mass of 20 g and had a volume of 5 cm3 what would be
the mineral’s density?
3. Describe how you think the rate of cooling magma or lava has an effect on the size of crystal
formation and explain why.
4. What do you think are the two types of mining that are used to obtain minerals and name at
least 2 advantages and disadvantages of each mining practice?
5. Describe how you think the development of better technologies has positively or negatively
impacted mining businesses.
6. What do you think an alloy is and describe at least 2 ways that you think they can be
beneficial to society.
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Secondary Science: WTWS – Met
Lesson #1
October 15, 2010
Fall 2010
Chapter 3 Minerals Pre-assessment- KEY
Answer each of the questions below to the best of your ability.
1. What do you think are the five tests which are used to identify minerals?
Color, streak color, luster, hardness, density
2. If a mineral was determined to have a mass of 20 g and had a volume of 5 cm3 what would be
the mineral’s density?
Density= mass/volume
D= 20 g/ 5 cm3
= 4 g/cm3
3. Describe how you think the rate of cooling magma or lava has an effect on the size of crystal
formation and explain why.
Cooling magma will form larger crystals and cooling lava will form smaller crystals.
Magma cools more slowly because the heat from the molten rock is trapped under
the earth which allows more time for crystals to accumulate forming larger crystals.
4. What do you think are the two types of mining that are used to obtain minerals and name at
least 2 advantages and disadvantages of each mining practice?
Surface mining
Pros: Better and safer working conditions
Less expensive than underground mining
Cons: Water pollution from harmful elements being washed into water
systems
Destruction of animal habitat
Underground
Pros: Less pollution and destruction of habitats
Cons: More expensive
Less safe working conditions
5. Describe how you think the development of better technologies has positively or negatively
impacted mining businesses.
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Made work easier because machines do the work for people
Safer work conditions
Obtain more resources in less time than manual labor
Fewer workers needed= fewer jobs
6. What do you think an alloy is and describe at least 2 ways that you think they can be
beneficial to society.
Alloy= Mixture of a metal and one or more element. Can create metals that are
harder or rust resistant which enable people to develop products that are better
suited to meet people’s needs such as frames for buildings, jewelry, cars, etc.
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Lesson #1-6
October 15-22, 2010
Fall 2010
Journal Entries Week #1
Friday
10/15
Minerals
What do you know?
Monday
10/18
What do you want to know?
Use the provided into to solve for density.
Mass= 14g
Volume= 2cm3
Tuesday
10/19
Use the provided into to solve for density.
Mass= 355g
Volume= 25cm3
Wednesday
10/20
What are the 5 needed characteristics of a
mineral?
Answer
Density = mass/volume
= 14g/ 2cm3
= 7g/cm3
Answer
Density = mass/volume
= 355g/ 25cm3
= 14.2g/cm3
Answer
Inorganic
Solid
Naturally occurring
Crystal structure
Definite chemical composition
Thursday
10/21
Will cooling magma or cooling lava result
in larger crystals?
Answer
Cooling magma will form larger
crystals and cooling lava will form
smaller crystals. Magma cools more
slowly because the heat from the
molten rock is trapped under the
earth which allows more time for
crystals to accumulate forming
larger crystals.
Friday
10/22
A hollowed out rock that is lined with
crystals due to the deposition of minerals
from water.
Answer
Geode
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Lesson #7-12
Secondary Science: WTWS – Met
October 25, 2010 - November 1, 2010
Fall 2010
Journal Entries Week #2
Monday
10/25
A rock that contains a useful mineral
which can be sold for a profit is a ______.
Answer
Ore
Tuesday
10/26
A hard colorful mineral that has a brilliant
or glassy luster is a ____________.
Answer
Gemstone
Wednesday
10/27
What is an alloy and give one example of
how they have benefited society.
Thursday
10/28
Name at least three products that are made
with minerals
Answer
A mixture of a metal and one or
more element; make stronger metals
used for construction, make metals
rust resistant
Answer
Friday
10/29
What do you think are the two types of
mining that are used to obtain minerals
and name at least 2 advantages and
disadvantages of each mining practice?
Answer
Surface mining
Pros
Better and safer working conditions
Less expensive than underground
mining
Cons
Water pollution from harmful
elements being washed into water
systems
Destruction of animal habitat
Underground
Pros
Less pollution and destruction of
habitats
Cons
More expensive
Less safe working conditions
Monday
11/1
How has technology impacted mining?
Answer
Safer conditions for workers/ less
difficult work
Fewer workers required
Obtain more resources in less
amount of time
Machines are very expensive
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Lesson #4-5
October 20-21, 2010
Fall 2010
Calculating Density Worksheet
Answer the following questions by finding the missing information. Round your
answers to the nearest tenths place. (Ex: 34.46384  34.7)
1. Find the density of the following rocks
Mass(g)
30
99
60
478
Volume(cm3)
15
33
15
20
2. Find the mass of the following rocks
Mass(g)
_____
_____
_____
_____
Volume(cm3)
13
22
36
25
3. Find the Volume of the following rocks
Mass(g)
50
100
70
26
Volume(cm3)
_____
_____
_____
_____
D = Mass ÷ Volume
Density
______
______
______
______
M = Volume x Density
Density
7
3
6
4
V = Mass ÷ Density
Density
2
4
7
6.5
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Lesson #4-5
October 20-21, 2010
Fall 2010
Calculating Density Worksheet- KEY
Answer the following questions by finding the missing information.
1. Find the density of the following rocks
Mass(g)
30
99
60
478
Volume(cm3)
15
33
15
20
2. Find the mass of the following rocks
Mass(g)
_____
91
_____
66
_____
216
_____
100
Volume(cm3)
13
22
36
25
3. Find the Volume of the following rocks
Mass(g)
50
100
70
26
Volume(cm3)
25
_____
25
_____
_____
10
4
_____
D = Mass ÷ Volume
Density
2
______
______
3
4
______
______
23.9
M = Volume x Density
Density
7
3
6
4
V = Mass ÷ Density
Density
2
4
7
6.5
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Lesson #6
October 22, 2010
Fall 2010
Chapter 3 Section 1 Quiz
PLEASE DO NOT WRITE ON THE QUIZ. WRITE ALL YOUR RESPONSES ON YOUR
ANSWER SHEET.
Multiple Choice
Write the letter of your response next to the corresponding number on your response sheet.
1. Which of the following is NOT one of the five needed characteristics of a mineral?
A) Naturally occurring
B) Solid
C) Organic
D) Crystal Structure
E) Definite chemical composition
2. Which of the following is NOT one of the five tests used to identify a mineral?
A) Color
B) Streak test
C) Density
D) Hardness
E) Shape
3. What technique is used to determine a mineral’s powder color?
A) Color
B) Luster
C) Density
D) Hardness
E) Streak test
4. In a mineral, the particles that line up in a repeating pattern is a(an) __________.
A) Element
B) Mixture
C) Compound
D) Crystal
E) None of the above
5. Which of the following would be a mineral?
A) Salt
B) Pearl
C) Coal
D) Cement
E) None of the above
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Short Response
6. Refer to the answer you chose in question 5. Explain why you believe your answer to be
correct.
Refer to Figures A and B below to answer questions 7 through 9.
Justin was given the task of determining the density for the mineral pyrite. Figures A and B below
show the measurements that Justin found in order to calculate the density of the mineral.
Figure A
Figure B
7. What is the mass of the mineral pyrite?
8. What is the volume of the mineral pyrite?
9. Use the Justin’s found measurement to calculate the density for the mineral pyrite. Show your
work!
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Secondary Science: WTWS – Met
Lesson #6
October 22, 2010
Fall 2010
Chapter 3 Section 1 Quiz- KEY
PLEASE DO NOT WRITE ON THE QUIZ. WRITE ALL YOUR RESPONSES ON YOUR
ANSWER SHEET.
Multiple Choice
Write the letter of your response next to the corresponding number on your response sheet.
1. Which of the following is NOT one of the five needed characteristics of a mineral?
A) Naturally occurring
B) Solid
C) Organic
B
D) Crystal Structure
E) Definite chemical composition
2. Which of the following is NOT one of the five tests used to identify a mineral?
A) Color
B) Streak test
E
C) Density
D) Hardness
E) Shape
3. What technique is used to determine a mineral’s powder color?
A) Color
B) Luster
E
C) Density
D) Hardness
E) Streak test
D
4. In a mineral, the particles that line up in a repeating pattern form a (an) __________.
A) Element
B) Mixture
C) Compound
D) Crystal
E) None of the above
A
5. Which of the following would be a mineral?
A) Salt
B) Pearl
C) Coal
D) Cement
E) None of the above
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Short Response
6. Refer to the answer you chose in question 5. Explain why you believe your answer to be
correct.
Because salt is naturally occurring and inorganic while cement is not naturally occurring
and pearl and coal are both considered organic things.
Refer to Figures A and B below to answer questions 7 through 9.
Justin was given the task of determining the density for the mineral pyrite. Figures A and B below
show the measurements that Justin found in order to calculate the density of the mineral.
Figure A
Figure B
7. What is the mass of the mineral pyrite?
12 grams
8. What is the volume of the mineral pyrite?
10 cm3
9. Use the measurements Justin’s found to calculate the density for the mineral pyrite. Show
your work!
D=
mass = 12 =
Volume
5
2.4 g
cm3
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Secondary Science: WTWS – Met
Lesson #13
November 2, 2010
Fall 2010
Chapter 3 Mineral Test
PLEASE DO NOT WRITE ON THIS PACKET. PROVIDE YOUR ANWERS ON A
SEPARATE SHEET OF PAPER.
Multiple Choice (1 point each)
Write the letter of your response next to the corresponding number on your response sheet.
1. Which of the following is NOT one of the five needed characteristics of a mineral?
A) Naturally occurring
B) Liquid
C) Inorganic
D) Crystal Structure
E) Definite chemical composition
2. Because minerals do not come from once living material, they are said to be
a. Crystalline
b. Organic
c. Solid
d. A solution
e. Inorganic
3. In a mineral, the particles line up in a repeating pattern to form a(n)
a. Crystal
b. Mixture
c. Compound
d. Element
e. None of the above
4. Which of the following is NOT one of the five tests used to identify a mineral?
F) Density
G) Shape
H) Scratch test
I) Hardness
J) All of the above are tests
7. Which test is used to determine the color of a mineral’s powder?
F) Luster
G) Color
H) Density
I) Streak
J) Hardness
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8. You could distinguish gold from pyrite (fool’s gold) by
A) Comparing their hardness
B) Testing their chemical composition
C) Comparing their density
D) All the above
E) None of the above
9. If a mineral was determined to have a mass of 20 g and a volume of 5 cm3, what would be the
mineral’s density?
A) 5 g
B) 4 cm3
C) 4 g/cm3
D) 100 g/cm3
E) None of the above
8.
Crystals can be formed by
A) Cooling of lava
B) Cooling of magma
C) Evaporation of a solution
D) Answers A and B only
E) All the above
9. An ore is a mineral that
1.
is beautiful and rare
2.
can be mined at a profit
3.
is dense and metallic
4.
is light and durable
5.
None of the above
10. A mineral that is hard with a glassy brilliant luster is a
A) Geode
B) Crystal
C) Alloy
D) Gemstone
E) Ore
11. Which would be an example of a solution?
A) Pop
B) Sand in water
C) Salt water
D) Answer A and C
E) All the above
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12. Which of the following is a mineral?
A) Coal
B) Diamond
C) Tree
D) Steel
E) None of the above
13. A volcano on a Hawaiian island has erupted and the lava is quickly cooled as it reaches the ocean.
The size of the crystals will be
A) Small because the crystals had very little time to form
B) Small because the crystals had a longer time to form
C) Large because the crystals had very little time to form
D) Large because the crystals had a longer time to form
E) Size of crystals is not determined by rate of cooling
True/False (2 points each)
If the underlined word makes the statement true, write true. If the underlined word makes the
statement false, write false and then write the word that would make the sentence correct.
14. ____ A hollow rock that is lined with crystals is a geode.
15. ____ Molten material from inside the earth that hardens to form a rock is called lava.
16. _____ Hard shiny crystals often used in jewelry are called ores.
17. _____ Steel is an example of an alloy.
Essay
All essays should be written in complete sentences.
18. Describe what an alloy is and at least 2 ways that they have benefited our society.
19. You are a new mine owner and you must decided whether you want to do underground mining or
surface mining. State which method of mining you would choose and give at least 3 specific
reasons to support your choice. (4 points)
20. Describe at least 2 ways that technology (machines) have changed mining. (2 points)
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Refer to Figures A and B below to answer questions 21 through 23.
Justin was given the task of determining the density for the mineral pyrite. Figures A and B below
show the measurements that Justin found in order to calculate the density of the mineral.
21. What is the mass of the mineral pyrite? (1 point)
22. What is the volume of the mineral pyrite? (1 point)
23. Use the measurements Justin’s found to calculate the density for the mineral pyrite. Show
your work! (2 points)
Extra Credit (5 points total)
What is the hardest mineral on the Mohs hardness scale? (1 point)
Why cannot color alone be used to identify a mineral? (1 point)
Solve each of the following problems using the provided formulas (3 points)
D= mass ÷ volume
M= volume x density
V= Mass ÷ density
o Mass = 30
Volume = 2
Density = ?
o Volume = 13
Density = 7
Mass = ?
Dens
o Mass = 75
Density = 5
Volume = ?
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Secondary Science: WTWS – Met
Lesson #13
November 2, 2010
Fall 2010
Chapter 3 Mineral Test- KEY
PLEASE DO NOT WRITE ON THIS PACKET. PROVIDE YOUR ANWERS ON A
SEPARATE SHEET OF PAPER.
Multiple Choice (1 point each)
Write the letter of your response next to the corresponding number on your response sheet.
1. Which of the following is NOT one of the five needed characteristics of a mineral?
a. Naturally occurring
b. Liquid
c. Inorganic
d. Crystal Structure
e. Definite chemical composition
2. Because minerals do not come from once living material, they are said to be
A. Crystalline
B. Organic
C. Solid
D. A solution
E. Inorganic
3. In a mineral, the particles line up in a repeating pattern to form a(n)
A. Crystal
B. Mixture
C. Compound
D. Element
E. None of the above
4. Which of the following is NOT one of the five tests used to identify a mineral?
A) Density
B) Shape
C) Scratch test
D) Hardness
E) All of the above are tests
5. Which test is used to determine the color of a mineral’s powder?
A) Luster
B) Color
C) Density
D) Streak
E) Hardness
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6. You could distinguish gold from pyrite (fool’s gold) by
A) Comparing their hardness
B) Testing their chemical composition
C) Comparing their density
D) All the above
E) None of the above
7. If a mineral was determined to have a mass of 20 g and a volume of 5 cm3, what would be the
mineral’s density?
A) 5 g
B) 4 cm3
C) 4 g/cm3
D) 100 g/cm3
E) None of the above
8.
Crystals can be formed by
A) Cooling of lava
B) Cooling of magma
C) Evaporation of a solution
D) Answers A and B only
E) All the above
9. An ore is a mineral that
A) is beautiful and rare
B) can be mined at a profit
C) is dense and metallic
D) is light and durable
E) None of the above
10. A mineral that is hard with a glassy brilliant luster is a
A) Geode
B) Crystal
C) Alloy
D) Gemstone
F) Ore
11. Which would be an example of a solution?
A) Pop
B) Sand in water
C) Salt water
D) Answer A and C
E) All the above
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12. Which of the following is a mineral?
A) Coal
B) Diamond
C) Tree
D) Steel
E) None of the above
13. A volcano on a Hawaiian island has erupted and the lava is quickly cooled as it reaches the ocean.
The size of the crystals will be
A) Small because the crystals had very little time to form
B) Small because the crystals had a longer time to form
C) Large because the crystals had very little time to form
D) Large because the crystals had a longer time to form
E) Size of crystals is not determined by rate of cooling
True/False (2 points each)
If the underlined word makes the statement true, write true. If the underlined word makes the
statement false, write false and then write the word that would make the sentence correct.
True A hollow rock that is lined with crystals is a geode.
14. ____
15. False
____ Molten material from inside the earth that hardens to form a rock is called lava. Magma
16. False
_____ Hard shiny crystals often used in jewelry are called ores. Gemstone
True Steel is an example of an alloy.
17. _____
18. False
_____ A solid mixture of a metal and one or more elements in a solution.
Alloy
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Essay
All essays should be written in complete sentences.
19. You are a new mine owner and you must decide whether you want to do underground mining or
surface mining. State which method of mining you would choose and give at least 3 specific
reasons to support your choice. (4 points)
State whether underground or surface mining (1 point)
Reasons (3 points)
Surface miningPros: Better and safer working conditions/ Less expensive than underground mining
Cons: Water pollution from harmful elements being washed into water systems and destruction of
animal habitat
UndergroundPros: Less pollution and destruction of habitats
Cons: More expensive and less safe working conditions
20. Describe at least 2 ways that technology (machines) have changed mining. (2 points)
Made work easier because machines do the work for people
Safer work conditions
Obtain more resources in less time than manual labor
Fewer workers needed= fewer jobs
Refer to Figures A and B below to answer questions 21 through 23.
Justin was given the task of determining the density for the mineral pyrite. Figures A and B below
show the measurements that Justin found in order to calculate the density of the mineral.
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Secondary Science: WTWS – Met
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21. What is the mass of the mineral pyrite? (1 point)
= 22 g
22. What is the volume of the mineral pyrite? (1 point)
= 5 cm3
23. Use the measurements Justin’s found to calculate the density for the mineral pyrite. Show
your work! (2 points)
Density= 22g/ 5cm3
= 4.4g/cm3
Extra Credit (5 points total)
What is the hardest mineral on the Mohs hardness scale? (1 point)
Diamond
Why cannot color alone be used to identify a mineral? (1 point)
Because minerals can be the same color but be different minerals
Solve each of the following problems using the provided formulas (3 points)
D= mass ÷ volume
M= volume x density
V= Mass ÷ density
o Mass = 30
Volume = 2
Density = ?
= 15 g/cm3
o Volume = 13
Density = 7
Mass = ?
Dens
= 91 g
o Mass = 75
Density = 5
Volume = ?
= 15 cm3
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Secondary Science: WTWS – Met
Unit Activity Handouts and Keys
Fall 2010
Lesson #1
October 15, 2010
Chapter 3 Scavenger Hunt
PLEASE DO NOT WRITE ON THIS SHEET. WRITE YOUR ANSWERS ON A SEPARATE SHEET OF PAPER. 1. What 5 things are needed for something to be considered a mineral?
2. Is coal organic or inorganic?
3. Why can’t a mineral be identified only by color?
4. What is the streak color of Hematite?
5. What is the definition of luster?
6. What is density?
7. Write the following minerals in order from softest to hardest: Apatite, diamond, gypsum,
topaz
8. What 2 ways can a mineral break apart?
9. The name of the mineral that could be used to pick up staples.
10. The name of the mineral that could glow in the dark.
11. If magma cools slowly what will happen to the crystals?
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Secondary Science: WTWS – Met
Fall 2010
Lesson #1
October 15, 2010
Chapter 3 Scavenger Hunt- Key
PLEASE DO NOT WRITE ON THIS SHEET. WRITE YOUR ANSWERS ON A SEPARATE SHEET OF PAPER. 1. What 5 things are needed for something to be considered a mineral?
- Naturally occurring, inorganic, solid, crystal structure, definite chemical
composition
2. Is coal organic or inorganic?
- Organic
3. Why can’t a mineral be identified only by color?
-More than one mineral can be the same in color
4. What is the streak color of Hematite?
- Black
5. What is the definition of luster?
- Term to describe how light is reflected from a mineral’s surface
6. What is density?
- Mass in a given area
or
density= mass/ volume
7. Write the following minerals in order from softest to hardest: Apatite, diamond, gypsum,
topaz
- Gypsum, apatite, topaz, diamond
8. What 2 ways can a mineral break apart?
- Cleavage and fracture
9. The name of the mineral that could be used to pick up staples.
- Magnetite
10. The name of the mineral that could glow in the dark.
- Scheelite
11. If magma cools slowly what will happen to the crystals?
- Large crystals would form
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Fall 2010
Lesson #8-10
October 26, 2010- October 28, 2010
Names: ___________________________
Mighty Minerals Report My minerals is: ____________________
Report Requirements
1) Complete the Mighty Mineral Information Sheet
For this portion of the project you will do an internet search to find information
concerning the properties and uses of your assigned mineral. The information
that you must find for your mineral is provided on page 2 of your packet. A
minimum of three sources are required to gather information about your mineral.
Some internet sites from which you can obtain information from are provided
below but they are not required resources.
Possible Resources
The Science Spot at http://sciencespot.net/
- Go to Kid Zone, then choose Earth Science Links, and then to
Mineral Uses
Geology.com and complete a search for your mineral
2) Create a cartoon for your element.
The advertisement must include the mineral’s name, chemical formula, and a
cartoon slogan that describes one or more of its important uses. You must also
include pictures or a cartoon character that is related to your slogan.
Advertisements must be neat and colorful. They may be done by hand or created
and printed from a computer.
Reports due on ______________
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Mineral Info Sheet Chemical Formula:
Color(s):
Mineral Group:
Streak:
Hardness:
Luster:
Specific Gravity:
Cleavage:
Transparency:
Fracture:
Important Uses
(1)
(2)
(3)
(4)
Resources
103
Mineral Project Rubric
Secondary Science: WTWS – Mighty
Met
Criteria
Unacceptable (0-1)
Mineral
Information
Much of work is
incomplete/ inaccurate
information
Less than 3 resources
and/or from unreliable
resources
Ad is sloppy, lacks
color, pictures not
completed and/or do
not relate to the
mineral uses, and fails
to have required
information
No. of resources
Ad Information/
Appearance
Submitted on Time
Room for Improvement
(2-3)
Some information is not
complete/ inaccurate
Used 3 or more reliable
resources but from
unreliable resources
Ad is not neat or colorful,
pictures are related to the
mineral uses, but
lacks some of the required
information.
Fall 2010
Target (4-5)
All information is
complete and
accurate
Used 3 or more
reliable resources
Ad us neat,
colorful, pictures
are related to the
mineral uses, and
has all the required
information.
All parts of the
project are turned
in on time.
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Secondary Science: WTWS – Met
Lesson #12
November 1, 2010
Fall 2010
Chapter 3 Terms
A naturally occurring, inorganic solid that has a
crystal structure and a definite chemical
composition.
Not formed from living things or the remains
of living things.
Solid in which the atoms are arranged in a
pattern that repeats again and again.
The color of a mineral’s powder.
The way a mineral reflects light from its
surface.
Scale ranking ten minerals from softest to
hardest; used in testing the hardness of
minerals.
A hollow rock inside which mineral crystals
have formed.
The process by which atoms are arranged to
form a material with a crystal structure.
The molten mixture of rock-forming
substances, gases, and water from the Earth’s
mantle.
Liquid magma that reaches the Earth’s surface.
A mixture in which one substance is dissolved
in another.
A narrow deposit of a mineral that is different
from the surrounding rock.
A hard, colorful mineral that has a brilliant or
glassy luster and is valued for its appearance.
Rock that contains a metal or valuable mineral.
A solid mixture of two or more elements, at
least one of which is a metal.
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Mineral Name
1) Sulfur
Color
Yellow
Fall 2010
Mineral ID Lab
Answer Key
Streak Color
Yellow
Luster
Silky
Hardness
1.5-2.5
Density
Mass=
2.0 -
2.1
Volume=
2)
Magnetite
Black
Black
Metallic
5.5-6.5
Mass=
4.9 5.2
Volume=
3)
Plagioclase
White
White
Pearly
6-6.5
Mass=
2.6 2.8
Volume=
4) Pyrite
Light
yellow
black/brown Metallic
6-6.5
Mass=
4.9 5.2
Volume=
5) Quartz
Colorless/
white
White
Glassy
7.0
Mass=
2.6 2.7
Volume=
6)
Orthoclase
Light
pinkish
brown
White
Earthy
6.0
Mass=
2.6
Volume=
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Task 4.4 - Discuss how the contextual information and pre-assessment data were used to select
appropriate activities, assignments, and resources: In the box provided below, provide your
discussion as described in Task 4.4.
One contextual factor that I considered when preparing activities, assignments, and resources for
this unit was socioeconomic standing. As mentioned earlier, many of the students came from lower
income homes so it is not unlikely that some students have had little opportunity to travel and
experience many things outside of the Quad Cities area. Studies have shown that students who have
more real world experiences are able to learn better because they have greater prior knowledge on
which to base or tie new information too. As a result, one way that I have tried to help students who
may have limited background knowledge to learn new concepts has been to try to use as many visual
aids as I can (considering the technology available to me) because I cannot expect students to gain
complete understanding of a concept that they have never seen. I also used illustrations that many
students could relate to from their everyday experiences or common knowledge. For example,
students were learning about whether larger crystals (which make up minerals) would form from the
cooling of magma inside the earth or lava outside the earth. For larger crystals to form it requires a
longer period of cooling so larger crystals would form from the cooling of magma. To help students
understand this concepts I used the illustration of if you were boiling a pot of water would it cool
more quickly or slowly if a lid was on the pot? All the students said that if the pot had the lid on it
then the water would cool more slowly which helped many of the students understand why cooling
magma would generally result in the formation of larger crystals. Another example was that in the
next unit we were learning about igneous, metamorphic, and sedimentary rocks. I had said that
sedimentary rocks looked like the layers of a wedding or birthday cake and metamorphic rocks kind
of looked like waves.
I also was able to use the pre-assessment to help me develop my unit in that none of the students
had any prior knowledge about how to calculate density so I incorporated many activities,
assessment, and practice sessions in which students had the opportunity to practice this skill. Also I
noticed from the pre-assessment that the students had no to little knowledge concerning the tests used
to identify minerals so several days were solely dedicated to practicing these various skills on
numerous types of minerals.
Task 4.5 – Provide a rationale for your instructional design: In the box provided below, provide
your rationale for your instructional design as described in Task 4.5.
Studies have shown support that students learn best by being able to be actively involved in their
learning by being able to use each of their senses to gain greater understanding of the concept. This
unit on minerals allowed many kinesthetic opportunities for students to be able see and feel the
differences between various types of minerals as we practiced using the five tests used to determine
minerals characteristics. Another kinesthetic activity implemented in this unit was the Might Mineral
Project in which students referred to internet resources to gain greater knowledge about the properties
and uses of an assigned mineral. Another interactive activity that was used in the unit was a bingo
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game in which students reviewed major concepts that were discussed throughout the chapter.
This unit also required some problem solving in that students were required to solve density
problems from provided information and also from information that they were required to obtain by
determining a mineral’s mass and volume.
Another way that students learn best is by making the material relevant to them on a person level
and requires a personal decision. One topic that was discussed during the unit was how mining
practices to obtain mineral resources impact the economy, personal and community health, and the
environment. I had shown several pictures of forests that have been destroyed by surface mining
industries, waters that had been turned to rusty yellow uninhabitable streams due to water pollution,
and a child’s teeth whose enamel had been rotten away from pollution that had infiltrated their
home’s drinking water. As we looked at each of these pictures as we went over the impact of each
type of mining practice I would ask the students questions like, “Would you like to go swimming or
fishing in this water?” “Would you like to turn on the sink at home to get a drink and get water that
looks similar to the water that is in the polluted streams?” By showing these pictures and asking these
types of questions I believe that the students gained greater understanding of the mining practice
implications because now the information was personal. After covering the implications of each type
of mining I also had the students make a decision that if they decided that they wanted to open a mine
which type of mining would they resort to and provide reasons to support their decision. This activity
led to a very good class discussion and each student seemed very engaged in the lesson.
Analysis and Interpretation of Student Learning Performance
(Teaching Process 6)
Tasks 6.1-6.3: Look carefully at the requirements for Tasks 6.1 through 6.3. Then in the space
provided below, provide your analysis and interpretation of student learning performance. Be sure to
use graphs, charts, etc. to augment your discussion. Be to use numbers or letters to represent
individual students and not names. Also, be sure to reference any charts, tables, etc., within the body
of the text – this is how the reader knows when you want them to examine the figure or table. Use
APA as your style guide for this paper. Be sure to use subheadings so that the reader can easily find
information for each of the tasks. You may choose to use the task names for headings or some other
name as befits your paper. Be sure to carefully look at the rubrics for both Teaching Process 6 as
well as the Science Program.
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Results Continued
Post-assessment
The second assessment students completed was a post-assessment in the form of a chapter test
which was comprised of multiple choice, true/false, short answer, essay, and calculation questions.
Questions equivalent to those found in the pre-assessment were included in the post-assessment
which would allow for collection and analysis of information concerning student learning over time
based on student responses prior to the chapter and after covering the content in the chapter.
Objective 1 part one was addressed in the post-assessment by three multiple choice questions
related to the five tests used to determine mineral properties. (Refer to questions 4-6 of the Chapter 3
Minerals Test on page 91). The data showed that 72% of the students were able to demonstrate that
they met part one of objective 1 and its corresponding standards (Refer to page 5), 17% had partial
knowledge of the objective and standards, and 11% did not meet the objective and standards (Refer to
Table 2, Objective 1 on page 110).
Part two of objective 1 was addressed in the post-assessment by one multiple choice question in
which the students were to calculate density from provided information and an additional question in
which the students were required to determine the mass and volume of a mineral based on provided
diagrams. The students then had to use their determined measurements to accurately calculate the
density for a particular mineral (Refer to questions 7 and 23 of the Chapter 3 Minerals Test on page
91). The data showed that only 39% (Refer to Table 2, Objective 1 Continued) of the students could
demonstrate that they had full and accurate knowledge as to how to determine and calculate the
density of a mineral while 61% of the students did not meet objective 1 part two and its
corresponding standards (Refer to page 5).
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Table 2: Percent of Student Achievement of Objectives on Post-assessment
Post-assessment Data
Standard
Standard
Objective 1:
The 5 Mineral ID Tests
Objective 1 Continued:
Calculating Density
Objective 2:
Mineral Formation
Met: 13/18 = 72%
Met: 7/18 =39%
Met: 10/18 = 56%
Area for
Not Met: 11/18 = 61%
Area for
Improvement: 3/18 = 17%
Improvement: 3/18 = 17%
Not Met: 2/18 = 11%
Not Met: 5/18 = 28%
Objective 3: Pros/cons of
mining Practices
Objective 4: Impact of
Technology on mining
Objective 5: Alloys and their
impact on society
Met: 13/18 = 72%
Met: 10/18 = 56%
Met: 7/18 =39%
Area for
Area for
Area for
Improvement: 5/18 = 28%
Improvement: 8/18 = 44%
Improvement: 5/18 = 28%
Not Met: 0/18 = 0%
Not Met: 0/18 = 0%
Not Met: 6/18 = 33%
Objective 2 was addressed in the post-assessment by one multiple choice question in which
students had to determine what size of crystal that would be observed from quickly cooling lava and
an explanation as to why (Refer to question 13 of the Chapter 3 Minerals Test on page 91). The data
showed that 56% of the students were able to demonstrate that they met objective 3 and its
corresponding standards (Refer to page 5), 17% had partial knowledge of the objective and standards,
and 28% did not meet the objective and standards (Refer to Table 2, Objective 2).
Objective 3 was addressed in the post-assessment by one essay question which assessed students
understanding of the impact that surface and underground mining has on the economy, environment,
and human wellbeing (Refer to question 19 of the Chapter 3 Minerals Test on page 91). Based on the
data, 72% of the students were able to demonstrate their knowledge of concepts related to objective 3
thus meeting the objectives and its corresponding standards (Refer to page 5). Additionally, the data
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showed that 28% of the students had demonstrated partial knowledge of concepts related to objective
3 and 0% of the students did not meet the objective and standards (Refer to Table 2, Objective 3).
Objective 4 was addressed in the post-assessment by one short response question in which
students were to describe how technology has impacted the way we obtain mineral resources from the
earth (Refer to question 20 of the Chapter 3 Minerals Test on page 91). The data from the assessment
showed that 56% of the students were able to demonstrate that they could meet objective 4 and its
corresponding standards (Refer to page 5) and 44% demonstrated partial knowledge of this concept
(Refer to Table 2, Objective 4).
The final objective of the post-assessment was objective 5 which asked students to explain what
an alloy was and in what way have alloys been beneficial to society. The data showed that only 39%
of the students were able to fully meet this objective and its corresponding standard (Refer to page 5),
28% had partial understanding of these concepts, and 33% did not meet this objective or standard
(Refer to Table 2, Objective 5).
Learning objectives that student as a whole showed in most successful meeting was objective 1
part 1 concerning the five tests used to identify mineral properties and learning objective 3 which
related to how surface and underground mining impacts the economy, personal and community
health, and the environment. Two learning objectives that students as a whole showed to be least
successful in meeting was objective 2 regarding the calculation of density and objective 6 which
related to what an alloy was and how they have benefitted society (Refer to Figure 1). Further
discussion of students’ areas of strengths, areas for improvement, and interventions that could be
implemented in the future to help promote student success is discussed in the analysis section of the
paper.
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Analysis
After the collection and analysis of the students’ pre and post-assessment scores, the data reflected
that the students attained greater knowledge in regards to all learning standards when compared to
student achievement prior to beginning the chapter. However, the data also revealed that the students
as a whole scored significantly lower on several learning standards than others.
One such standard of particular concern was learning standard 1.2 which related to objective 1
part 2 (Refer to Table 2) in which students should be able to accurately determine and calculate the
density for a mineral. The data showed that only 39% of the students demonstrated that they met this
objective and its corresponding standards (Refer to Figure 1). Upon looking at the student
responses to the test questions associated with objective 1 part 2, it was observed that a high
percentage of the students were able to correctly solve density problems when the mass and volume
were provided for them. The second question for objective 1 part 2 however provided the students
with unlabeled diagrams in which they
Figure 1: Percent of Student Achievement of
Standards on Pre and Post-assessment
were to determine the mass and volume
for a hypothetical mineral. Many of the
students incorrectly chose or had difficulty
deciding which diagram was needed to
determine the mass and volume of a
mineral. Also despite covering metrics in
the previous unit, some students still had
some difficulty accurately reading and
determining the measurements depicted in
the provided diagrams. The fact that the observed data showed that many of the students were able to
successfully calculate density problems when provided with the information may support the learning
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benefit of having the students practice density problems during various assessments such as the
density worksheet and the assigned journal entries. The fact that the observed data from the postassessment showed that many of the students were unable to accurately calculate density when they
were not provided with the mass and volume indicates that some of the students lacked adequate
prior knowledge concerning reading metrics from which new information could be built upon. An
interventions that could be implemented in this unit to better assist students in meeting objective 1
part 2 and its associated standards concerning measurement would be to have a lab in which students
would spend the duration of a class working specifically on determining the mass and volume of
various minerals and calculating their density from the information they obtained. By adding this lab
into the unit it would provide students with more adequate time to practice and solidify these
particular metric reading skills to memory and would allow the instructor time to walk around to each
student to check that they can demonstrate each skill and to assist the students who are still having
difficulty with metric skills.
Another standard of particular concern was learning standard 5 which related to objective 5 (Refer
to Table 2) in which students were to explain what an alloy is and to describe how alloys can be
beneficial to society. The post-assessment data showed that only 39% of the students were able to
fully meet this objective and its associated learning standard (Refer to Figure 1). Upon looking at
students responses on the post-assessment, it was observed that many of the students confused the
definition for solution which is a mixture of two or more substances in which one is dissolved in the
other and alloy which is a solid mixture of a metal and one or more elements in a solution. One
intervention that could be implemented in this unit to better assist students in meeting objective 5 and
its associated standard would be to stress the difference of these concepts through repetition of the
concepts. Although examples for solutions (such a Kool-aid, chocolate milk, and pop) and alloys
(such as steel and gold used to make jewelry) were used during the lessons, these concepts should be
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reviewed multiple times throughout various lessons and short assessments. The data from the postassessment also showed that many of the students were unable to fully or accurately explain how
alloys have benefited society. One way to assist students in meeting this objective and standard
would be for students to observe various types of items comprised of the same base element and
items that are alloys that have the same based element. For example, aluminum foil (which is more or
less pure aluminum with an aluminum oxide coating) and an aluminum can, pan, or a picture of a
plane made of aluminum. The students then would have the opportunity to see and feel the different
properties of the various items followed by discussion as to how the items are different from each
other and how these differences would be more conducive for some purposes than others. For
example, aluminum foil is very effective in the storage of leftovers from supper however not
effective for making airplanes and vice versa. By including such an activity into a lesson about uses
of minerals and alloys the lesson becomes a tactile and kinesthetic experience that would be more
likely for students to understand and remember the learned concepts.
Additional standards that had room for improvement were learning standards 2 and 4 (Refer to
Figure 1). Learning standard 2 correlated with objective 2 in which students should be able to
describe how the rate of cooling molten materials affects the size of the crystal that forms. According
to the post-assessment data, approximately 56% of the students were able to demonstrate that they
met this objective and associated standards (Refer to Figure 1). An activity that could be
implemented into this unit to assist students in understanding concepts related to objective 2 would be
for the teacher to have a demonstration showing how the rate of cooling impacts the size of crystal
formation. During this demonstration the teacher would use a Bunson burner to evaporate the water
from a salt, sugar, or Epson salt and water solution on two glass slides. One slide would be allowed to
cool normally while the other a piece of ice would be applied to the bottom side of the slide. In theory
the slide which was allowed to cool slowly would have larger crystals while the one with applied ice
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would have small crystals. Although this demonstration would be time costly and would have several
safety precautions, assuming that it would show effective results it may help some students in
understanding why quick cooling results in smaller crystals to form and slow cooling results in larger
crystals to form. Learning standard 4 correlated with objective 4 in which students should be able to
describe how technology has impacted mining businesses. The post-assessment data showed that
56% of the students were able to demonstrate that they met objective 4 and its related standard (Refer
to Figure 1). Something that could perhaps be implemented into this unit to assist students in meeting
this standard would be to find videos or clips which show mining practices as they were when manual
labor was the only means of obtaining the natural resources and how mining is different today as a
result of technology. After seeing these clips we could then hold a class discussion about how
technology has changed mining. During the unit discussion was held about how technology has
impacted mining however no videos were shown on this concept due lack of media resources. If the
technology were available however, by
Figure 2: Achievement of Standards on Pre and
Post-assessment by Individual
having the students see how mining has
changed over time with their own eyes it
may help students create visual images that
can be linked to content which would then
be reinforced by the class led discussion.
In addition to the pre and postassessment data showing student progress
as a whole, data could also be collected to observe the achievement of the individual student. The
data from the post-assessment revealed that two of the students had fully met all the objectives and
learning standards that were addressed in the pre and post-assessments and three students
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demonstrated that they had met all but one of the learning standards (Refer to Figure 2). The postassessment data also revealed that 9 out of 18 or 50% of the students met only half or fewer of the
standards set at the beginning of the unit (Refer to Figure 2). If some of the discussed activities were
to be implemented into this unit in the future it would be the hope that these changes would assist
students in their understanding of the objectives set in this particular unit and would as a result assist
students in coming closer to meeting the state and national standards.
Conclusions
In summary, a majority of the students were not able to demonstrate that they met the discussed
learning standards in entirety however all of the students showed an increase in knowledge after the
completion of the unit in comparison to prior to beginning the unit. Regardless of how much
improvement each student showed, the data from the pre and post assessments indicated that each
student was closer to meeting the state and national standards and hopefully have greater prior
knowledge on which to base new concepts as they continue through their higher education.
After seeing and analyzing the student results from the pre-assessment it provided me with a great
opportunity for reflection as to what things could be implemented into the unit or a similar unit in the
future to help students to come closer to meeting the national and state learning standards and the
objectives that are set for the unit. Concerning this particular unit, I would incorporate assessments
and review concepts related to reading metrics to ensure that students have these basic but essential
skills mastered from which to build new information upon. I believe that by taking such greater
efforts it may have greatly improved students success concerning the students’ ability to accurately
calculate density.
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Reflection and Self-Evaluation
(Teaching Process 7)
Tasks 7.1-7.3: Look carefully at the requirements for Tasks 7.1 through 7.3. Then in the space
provided below, provide your reflection and self-evaluation. Use APA as your style guide for this
paper. Be sure to use headings and subheadings so that the reader can easily find information for
each of the tasks. You may choose to use the task names for headings and key words from the bullets
as subheadings or some other name as befits your paper. Be sure to carefully look at the rubrics for
both Teaching Process 6 as well as the Science Program.
Implementation of Unit and its Impact on Student Learning
The unit that was completed for this work sample was a chapter on minerals which encompassed
what are minerals, how to identify minerals, how minerals are formed, how minerals are obtained and
used, how obtaining these minerals impacts the economy, personal and community health, and the
environment, and what alloys are and how they have served beneficial to society. One objective that
corresponded with Illinois Learning Standard (ILS-S) 11 Scientific Inquiry and Technological Design
and National Science Education Standard (NSES) Content Standard A- Science Inquiry and Unifying
Concepts and Processes (Refer to Teaching Process 2 page 5) is that, students will be able to name
and describe the five tests that are conducted to identify minerals and will be able to accurately
calculate density from mass and volume measurements with 100% accuracy. Objective two was that
students will be able to describe how the rate of cooling magma or lava has an impact on the size of
crystal formation. This standard correlated with ILS-S 12 Fundamental Concepts, Principles, and
Interconnections of the Life, Physical, and Earth/Space Sciences and NSES Content standard C
(Refer to Teaching Process 2 page 5). Objective three corresponded with ILS-S 13 Relationships
among Science, Technology, Society in Historical and Contemporary Contexts and NSES content
standard E Science and technology and NSES content standard F Science in personal and social
perspectives (Refer to Teaching Process 2 page 5). Objective three stated that students would be able
to state whether they believe underground or surface mining is the better method of obtaining
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minerals and provided a minimum of three reasons to support their stance. Objective four which
states students will be able to describe at least two ways that technology has positively impacted and
at least one way that technology has negatively impacted mining businesses was addressed by two
NSES standards from content standard E Science and technology (Refer to Teaching Process 2 page
5). Objective five correlated with NSES content standard G History and nature of science (Refer to
Teaching Process 2 page 5) and stated that students would be able to describe what an alloy is and at
least two ways that alloys have benefited society.
When developing the curriculum for this unit, student characteristics that I had to take into
account were the range of learning abilities of the students in my class and accommodations that
would need to be made for activities and assessments. Some of the accommodations that were
implemented for exceptional learners included extended time on tests and assignments, alternate test
location, having the test read to the student, provision of notes, and use of a calculator to solve math
problems. Another thing that I had to consider during my planning was the set-up of the classroom
and activities for a student with a disability to ensure that all needed materials were easily accessible
to the individual. An additional factor that I had to consider was the range of background knowledge
of the students. One concept that none of the students had prior knowledge of and many students
struggled with throughout the chapter was how to accurately calculate density problems. In particular
students had difficulty accurately calculating the density of a mineral when they were required to
determine the mass and volume of a mineral in order to calculate a mineral’s density. One objective
that a large percentage of the students’ demonstrated great growth in knowledge of was related to
concepts of the five tests used to identify minerals. Several days were spent practicing each of these
tests as a group and individually which I believe assisted many students in their success of these skills
and understanding of these concepts. Based on my observations during my student teaching
experience and the fact that my students did well on concepts related to the five tests used to identify
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minerals it supports my belief that kinesthetic learning is the most beneficial method of teaching to
increase student learning and motivation.
What I Learned About Myself as a Teacher
Based on my student teaching experience, I would say that my teaching style is most closely
described as personal model in that although I ensure to incorporated interactive activities in each
unit many of my lessons tend to be more teacher centered and I often use demonstration in my
teaching with the expectation that students will model my teaching to come to the same conclusion.
For example, in the unit I completed for the work sample students were learning about the tests used
to determine mineral properties. While teaching these concepts I first had the students watch as a
demonstrated a test and then I would have the students practice by modeling the skill on various
minerals. Also when solving density problems I would solve several practice problems on the board
and then would have students work independently to try and solve some problems. As I continue in
my future classroom however I would like to develop greater skills in trying to become more of a
facilitator in the classroom by having the students take on a more active role in their learning through
more class discussions and science inquiry projects.
I feel that one of my strengths as a future educator would be finding, developing, and
implementing resources that assist in student learning in a fun and tangible way. For example, I feel
that implementing the Mighty Mineral Project into the unit was a fun interactive way that helped
student to gain a greater realization of ways that we unknowingly use minerals on a daily basis and
required student creativity as they developed their poster of the various uses of their assigned
mineral. Another strength that I feel I process is classroom management and organization skills. As I
went through both of my placements I implemented various organization strategies not used by my
mentor teacher which assisted me running my classes more efficiently. For example, at my high
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school placement I was tired of students placing their late homework assignments on my desk so I
decided to place a bin at a designated area in the room and informed the students that any late work
should be turned in at that location. At the end of the day or during my preparation period I would
collect the papers for grading. Also there were a lot of papers with no names being accumulated as
the term went on and I was tired of trying to track down the work’s owner. To solve this problem I
decided to pin any ‘no name’ assignments on a bulletin board at the front of the room in which
students could check before or at the end of class for their work. I also feel that a beneficial trait that
I have is in self-reflection. For example, during a unit on minerals I had the students complete a bingo
review game the day before the exam and noticed some changes that could have been made to make
the lesson run more smoothly. At the bottom of the day’s lesson plan I made note of these changes
which will allow me to refer back to those changes so they can be implemented in future or similar
lesson plans.
I would say that the two major areas that I need the most work on are time management and
behavior management. Although I feel that I have made significant improvements in regards to lesson
planning, I still have found myself at times planning too many activities in a particular lesson leaving
myself pressed for time. As I continue into my career and begin to develop and reflect upon my
lesson plans I believe that there should be continued improvement in my management of time in this
area. I believe that one of my greatest difficulties throughout my student teaching was management
of time regarding all of the responsibilities of long-term lesson planning, grading of assignments and
projects in addition to having a personal life. It is my hope though that as I establish a teaching
position in a school district that the task of time management will be less overwhelming as I begin to
develop my curriculum. My other area for improvement is in behavior management. During my high
school placement I had much fewer behavior problems than at my middle school placement. I believe
that I had a great advantage when it came to my high school placement because I started the year out
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with them and was able to better establish my routines and expectations from scratch while at my
middle school placement the teacher had already set precedence on acceptable and unacceptable
behaviors. Some behaviors that were daily battles during my middle school placement were students
being out of their seat during work time, general chattiness of students when I was teaching and
during work time, and being off task when the students entered the room. Excuses aside though, as I
enter into my first classroom I will ensure that I make clear my rules and routines from day one and
do my best to be consistent in reinforcing those expectations each and every day.
After completing my work sample I believe that I have a greater understanding and appreciation
of the time and effort that it takes for a teacher to effectively manage their classroom and their
curriculum. I found many times throughout my student teaching experience to be overwhelming and
daunting but looking back on the experience I found the time invested to be a worthwhile cause and
hopefully management of time and student behaviors will continue to improve as I gain even more
teaching experience. I also learned from my experience that to be an effective teacher one must be
able to be transparent in that they are willing to reflect upon areas for personal improvement and be
willing to take the steps or to seek assistance to make improvements in those areas. I have always
been a very independent person and held the unhealthy mentality that no matter the circumstance I
should be able to handle it on my own if I just apply myself enough. Although this has often worked
out well for me I have had to realize throughout my higher education that it is okay to not have all the
answers and to rely on others for help. There were several times throughout my student teaching
experience that a lesson did not go at all like I had planned in my mind or have been disheartened
because of student misbehaviors and I had resorted to the advice of my mentor teachers and coworkers. The advice I have received from experienced teachers has been a priceless resource that has
helped me to implement improvements for lessons in the future and to gain greater control and selfconfidence in my teaching and classroom.
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Possibilities for Future Professional Development
My strength of implementing fun and interactive resources can positively impact student learning
in that such activities create an experience that is conducive to student learning by increasing the
likelihood that students will remain engaged in the learning process and the information becomes
more personal and authentic than lecture based teaching. My strength of good classroom organization
will ensure that optimum class time is devoted to student learning and will allow me more time to
prepare between classes which can reduce teacher stress and help the lesson run more smoothly. Also
by keeping a more organized classroom it will help to create a learning environment that is more
conducive to learning.
To make improvements in my area of growth concerning students behavior management I will
ensure to state my rules and expectations and consequences of not meeting those expectations at the
beginning of the year and try my best to be consistent in reinforcing these expectations. Also I will
continue to refer to resources including more experienced teachers and literature such as those written
by Harry Wong and similar authors who give advice on how to handle behavior management issues.
Concerning my area of overall time management I know that the first year will be especially difficult
as I begin to establish a new curriculum but as I develop my curriculum I will ensure to write lesson
plans and detailed reflection for each lesson which will assist me in time management in the long run.
Also as I get more established in my teaching position I hope to try to use my planning time as wisely
as I can and do what I must at home but also to have time to spend doing things that I enjoy or
spending time with my loved ones. By trying to keep work at work and also have a personal life
outside of the classroom it will reduce stress and I will be less likely to get burned out on my job
because if I do not enjoy my job then I cannot be an effective teacher. Especially since I will be
getting married next fall I need to be able to differentiate my work and personal life.
122
Secondary Science: WTWS – Met
Fall 2010
Besides referring to literature concerning student learning and classroom management, other ways
that I intend to continue to develop my professional teaching is to attend teacher conferences where I
may learn about new methods of teaching or science activities that I could implement in my
classroom. Also after getting my career and curriculum established I would perhaps like to take
additional classes to work toward my masters in biology and to gain greater knowledge and
experiences of biological concepts which I could bring back to my school and my classroom.
References
Reference List: Include a list of all references used in the work sample. Remember, all references
should also be properly cited within your lessons, etc. as well. Be sure to follow APA guidelines
when developing your list.
Davenport Iowa (2010). Muni Net Guide. Retrieved September 2, 2010, from
http://www.muninetguide.com
Wood Intermediate School in Davenport, Iowa (IA). City-Data.com. Retrieved September 4,
2010, from http://www.city-data.com
National Science Education Standards (1996). Washington DC: National Academy Press.
Ruiz, J. & Koch, C. Illinois Learning Standards. Illinois State Board of Education. Retrieved
December 15, 2010, from http://www.isbe.state.il.us
Scores by Task
Table 8: Subscores by Task Number
Task Subscore Rating Task 1 Subscore Task 2 Subscore 2.8 3 Met, nearing Target Target Task 3 Subscore 2.6 Met Task 4 Subscore Task 5 Subscore 3 2.3 Target Met Task 6 Subscore 2.75 Met, nearing Target Task 7 Subscore 2.7 Met 123
Chapter 3- Minerals
Section 1- Properties of Minerals
What is a Mineral?
•  Mineral= a naturally occurring, inorganic solid
that has a crystal structure and a definite
chemical composition
5 Characteristics of Mineral
1. Naturally occurring- found in the natural world
- Not natural (plastic, steel, brick, concrete)
2. Inorganic= not formed from a living thing or
once living thing
What is a Mineral?
5 Characteristics cont…
3. Solid
4. Crystal Structure
- Crystal= the repeating
pattern of a mineral s
particles
5. Definite chemical
composition (make-up)=
contain certain elements in a
definite proportions
Identifying Minerals?
5 Tests for Identifying Minerals
1. Color
2. Streak color
- Streak= the color of a
mineral s powder
* Done by rubbing the
mineral across a tile
Identifying Minerals?
5 Tests for Identifying Minerals cont.
3. Luster= measure of light reflected from a
mineral s surface
- (Can be described as glassy, pearly, waxy,
silky, metallic)
4. Density= mass (weight) of an object in a given
space
Density =
Identifying Minerals?
5. Hardness
- Mohs hardness scale= a scale which ranks 10
minerals from softest to hardest
* Done by scratching the mineral with objects
of varying hardness (Example: fingernail=2)
Identifying Minerals?
•  Minerals can also be identified by how they break
apart.
Cleavage
2 Ways Minerals Break
1. Cleavage= when a mineral
splits along a flat surface
2. Fracture= when a mineral
breaks apart in an irregular
way
Fracture
Section 2- How Minerals Form
How Minerals Form?
•  Crystals form by crystallization= a process by
which atoms are arranged to form a crystal structure
2 Methods of crystallization
1. Molten material
2. Materials dissolved in
water
Cave of Crystals in Mexico
Minerals from Magma and Lava
•  Magma= molten material from inside the earth that
hardens to form a rock
•  Lava= magma that reaches the surface
* When magma and lava cool
they form crystals
•  Rate of cooling determines
crystal size
-  Slow cooling large crystals (magma)
-  Quick cooling small crystals (lava)
Minerals from Solutions
•  Solution= mixture in which one substance is
dissolved in another
-  For example: Kool-aid in water
•  Geode= a rounded hollowed out
rock lined with mineral crystals
-  Formed when water enters rock
through a crack and elements
begin to crystallize on rock walls
Geode
Minerals from Solutions
•  Minerals can also be formed from…
- Evaporation of a solution
leaving behind the minerals
-  Hot water solutions
As hot water heated by magma
begins to cool the elements
in the water can escape and
crystallize in veins= a narrow
channel of mineral that is
different from the surrounding
rock
Gypsum Rose
Gold Vein
Section 3- Using Mineral Resources
The Uses of Minerals
•  Gemstone= a hard, colorful mineral that
has a brilliant or glassy luster (Ruby,
Opal, Sapphire, diamond…)
-  Jewelry, decoration, mechanical
parts for grinding and
polishing
•  Metals (Aluminum, iron, copper, silver)
-  Very ductile and malleable
-  Building frames, cars, money, jewelry
The Uses of Minerals
•  Other Uses (In foods, medicines,
fertilizers and building materials)
-  Talc  talcum powder
-  Quartz glass, electronic parts,
and watches
-  Gypsum  wallboard, cement,
and stucco
Rough Beginnings
•  Minerals are obtained in
the form of an ore= a
rock that contains a metal
or other useful mineral
that can be mined and
sold as a profit
Making Metals from Minerals
First they must be
undergo…
- Prospecting- find the
mineral
- Mining- dig up the mineral
- Smelting- melting down
and removal of unwanted
material from the wanted
mineral
Making Metals from Minerals
•  Further Processing
- Alloy= a solid mixture
of a metal and one or
more elements
Ex: iron + carbon= steel
*Why an alloy?
- Can give the metal better qualities (stronger,
rust resistant, shinier)
Ex: Steel + manganese makes stronger steel
Mining
How has technology impacted the mining business?
-
Safer working conditions for miners
Less difficult and tiring work for miners
Getting more mineral in less amount of time
Machinery is very expensive to buy and maintain
2 Types of Mining
- Surface= finding mineral by digging away land above the earth’s surface
- Underground= digging of tunnels to dig up minerals
Health
Underground
Poor/dangerous working conditions
Cost
Machinery is very expensive to dig
long tunnel into hills
Environment
Less damage to land
Surface
Better conditions for
workers
Pollution of drinking
and well water (harmful
substances run-off into
streams and rivers)
Machinery is less
expensive
Destruction of natural
habitat
Water pollution (due to
harmful substances from
mines) effecting plants
and animals that rely on
water resources.