WOODLAND HILLS SECONDARY LESSON PLAN
Name: David Sabina Date: 5/18/15 Length of Lesson: 3-4 weeks Content Area: Environmental Science
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable): Unit 5 Chapter 16
Mineral and Energy Resources
Section 1 Minerals and Mineral Resources
Section 2 Mineral Exploration and Mining
Section 3 Mining Regulations and Mine Reclamation
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: 1) Why are minerals important in our
everyday lives. 2) Is how we mined minerals 100 years ago
better or worse for the environment and why? 3) Is mineral
wealth worth the price of a life? 4) Do mining operations in
poor countries help the general population? Why or why
not?
ESSENTIAL QUESTIONS: 1) What is the difference between
a metal and nonmetal? Give an example of each. 2) Describe
three processes by which minerals form. 3) List five properties
that make minerals economically and industrially important. 4)
What are the steps in mineral exploration. 5) Describe 2 methods
of surfce mining and 3 methods of subsurfacae mining.
6) Explain what tracer deposits are and how they form. 7) List
seven possible environmental impacts of mining. 8) List four
federal laws that regulate mining in the United States. 9) What is
reclaimation? 10) How do state governments regulate mining?
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
CC.3.5.9-10.A.
Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of
explanations or descriptions.
CC.3.5.9-10.D.
Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 9–10
texts and topics
CC.3.5.9-10.E.
Analyze the structure of the relationships among concepts in
a text, including relationships among key terms (e.g., force,
friction, reaction force, energy). CC.3.5.9-10.J.
By the end of grade 10, read and comprehend
science/technical texts in the grades 9–10 text complexity
band independently and proficiently.
3.6 Writing
Students write for different purposes and audiences. Students
write clear and focused text to convey a well-defined
perspective and appropriate content.
CC.3.6.9-10.C.
Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
CC.3.6.9-10.D.
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific
purpose and audience.
CC.3.6.9-10.E.
Use technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking
advantage of technology’s capacity to link to other
information and to display information flexibly and
dynamically.
CC.3.6.9-10.H.
Draw evidence from informational texts to support analysis,
reflection, and research.
VOCABULARY: mineral, ore mineral, subsurace mining,
surface mining, placer deposit, smelting, subsidence,
reclamation
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to: Section 16.1
1) Define the term mineral.
2) Explain the difference between a metal and a nonmetal, and
give two examples of each
3) Describe three processes by which ore minerals form.
Section
16.2
1)Describe the manner in which mining companies explore for
new mineral deposits.
2) Describe three methods of subsurfacemining.
3) Describe two methods of surface minind.
4) Define placer deposit, and explain how placer deposits form.
5) Describe the steps that takeplace in smelting an ore.
Section
16.3
1) Describe seven importantpotential environmental
consequences of mining.
2) Name four federal laws that relate to mining and reclaiming
mined land.
3) Define the term reclamation.
4) Describe two ways in which state governments
regulatemining.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Answer oral and written
comprehension and inferential questions, complete charts and
graphs, take quizzes and tests
FORMATIVE ASSESSMENTS: 1. Section questions, quizzes,
and exam
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Do nows: Word of the day,
mapskills practice
Guided notes, build upon
prior knowledge, build
vocabulary
Whole class direct instruction,
cloze proceedure notes,
partenering
Formative assessmants --End
of Sectionquestions and
MATERIALS AND
RESOURCES:
Environmental science text,
supplimentary materials
provided by book publisher,
science notebook, paper,
pencils, internet
INTERVENTIONS:
ASSIGNMENTS:
RTI, one-on-one teaching,
re-teaching, group
discussions, and remediation
1) Written answers to
questions 2) Take notes
3) Quizzes and tests
4) Book manufacturer's
supplimentary materials-Active Reading,
embedded questions
throughout the chapter.
Summative End of chapter
exam