TE 408: Plan and Report for Three-Day Lesson Sequence
Name: Daniel Winther
Mentor Teacher: Ann Fritts
Date: 4/12/08
Partner: N/A
School: Williamston Middle School
Part I: Information about the Lesson or Unit
Topic:
Subject: Earth Science
Topic: Identification of Minerals
Type of Class
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Grade level(s): 7
Type of school: Suburban
Tracking level: Untracked
Abstract
The lesson is the first lesson where I approach the science with a more hands-on view.
Instead of lecturing and doing worksheets, I gave a mini-lesson on one of the days and then the
two following days were lab periods where the students were able to investigate physical
properties of minerals, more specifically hardness and streak of minerals. The mini-lecture
reiterated what the they have already learned in previous exercises during the unit, going over
what physical properties of minerals are, and how they can be used to identify minerals. From
there, Mrs. Fritts wanted me to introduce the “darker” side of minerals, mainly how mining can
be harmful to the environment. The lab days allowed the students to be more investigative, and
identify rocks using both tests that we discussed the previous day.
Part II: Clarifying Your Goals for the Topic
Knowledge: Big Ideas
Minerals are naturally occurring, non-organic solids with a definite crystalline structure
and arrangement of atoms. There are many different minerals that are found on Earth, and each
of these minerals has their own specific properties that can be used to identify and classify them.
Geologists use tests that identify these properties in minerals, so they can correctly identify the
mineral (from which they can interpret past events that may have occurred in the area, knowing
what type of minerals occur during what types of events). Hardness and streak are two properties
of minerals that are used frequently to easily identify an unknown sample of mineral. The
hardness test is based on Mohs’ scale of Hardness, which ranks minerals from a hardness of 1 to
10 (1 being the softest mineral Talc and 10 being the hardest mineral Diamond). By using other
minerals of known hardness, or by using other materials such as a nail, fingernail, or copper
penny of known hardness as well. Aside from hardness, identifying what a minerals streak is also
can help in figuring out what the mineral is. Using a streak plate (tile) and the mineral sample, a
geologist can rub the mineral across the plate which will cause powder from the sample to scrap
off onto the tile. The color of this powder, called its streak, helps to show what the mineral is.
While the idea of these tests seems flawless, some minerals can produce the same streak when
rubbed on the streak plate, or have relatively the same hardness as other minerals. It is important
to realize that geologists often have to conduct a series of tests (both the hardness and streak test)
to correctly name an unknown sample of mineral.
Minerals have proved to be very beneficial in numerous areas, including
building/construction, medical treatments and implants, as well as everyday items such as
toothpaste or racing bikes. Minerals are often mined for profit (called ores) or for beauty and
rarity (called gems). But the mining of these minerals has adverse effects on the environments
from which they are mined. Using open-pit methods, miners can cause drastic changes to local
environments, releasing toxins into the water, soil, etc.
Knowledge: Experiences, Patterns, and Explanations
Observations or
experiences (examples,
phenomena, data)
Initial
Student
EPE
Goal EPE
Minerals are formed from
geological processes within or
on Earth’s surface.
Geologists can distinguish
between different minerals.
Minerals are naturally
occurring, inorganic solids with
a definite crystalline structure
and arrangement of atoms.
Minerals have properties that
are used to identify them.
Hardness is a property of a
mineral that can compared to
already known values found on
Mohs’ Hardness Scale.
Streak is a property of a mineral
where a mineral leaves a
specific powder behind after
being rubbed on a tile.
Patterns (laws,
generalizations, graphs,
tables, categories)
Explanations (models,
theories)
There are physical properties
that can be used to tell
different minerals apart.
Geologists can use simple tests
such as Hardness and Streak
tests to identify minerals and
distinguish them from other
minerals.
Application: Model-based Reasoning
Inquiry: Finding and Explaining Patterns in Experience
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Possible Objectives for Student Learning
Objective
Michigan Objective(s): HSCE or GLCE
1. E.SE.03.45 Recognize and describe different types of earth materials
(mineral, rock, clay, boulder, gravel, sand, soil).
E.SE.03.46 Recognize the difference and relationship between rocks
and minerals.
E.SE.05.33 Identify common rock forming minerals (quartz,
feldspar, mica, halite, hematite, hornblende).
Type
Identifying
Identifying
Identifying
Specific Lesson Objective(s)
1.
2.
Understand what a mineral is, and how minerals differ from other materials such as
rocks, clay, boulders, etc.
Identify common rock forming minerals using geologic tests such as Hardness and
Streak tests.
Identifying
Using
Part III: Lesson Sequence
A. Procedural & Theoretical Storylines for the Lesson Sequence
Stage
Lessons before your sequence
Activities
Lessons discussing what a
mineral is, what a mineral is
composed of, and how
minerals are different from
rocks, clays, soils.
Ideas
Minerals are naturally
occurring, inorganic solids
with a definite crystalline
structure. Many minerals are
classified as “rock-forming”
minerals, which means these
minerals are important parts
that make up rocks.
Lesson 1
PowerPoint presentation
reviewing what the students
have learned about minerals.
Video showing mining of
minerals and its effects
Minerals have many properties
which are unique that can help
identify them. There are
properties like luster,
cleavage, fracture, hardness
and streak. Mining of these
minerals can be beneficial
(ores and gems) but also has
adverse effects like toxins
released into the environment.
Lesson 2
Laboratory using the Streak
Test to identify a sample of
minerals.
Wrap-Up at end of Exercise
The streak test can be used to
identify minerals by scratching
them on a tile and observing
the powder that is left behind
by the mineral. You can
compare minerals streaks and
2/16/16, Page 3
identify them. However,
sometimes minerals have the
same powder streak and
therefore another test is
needed to correctly identify
the mineral.
Lesson 3
Laboratory using the Hardness
Test to identify a sample of
minerals.
Wrap-Up at end of Exercise
Lessons after your sequence
Review physical properties of
minerals and prepare for Exam
on Minerals the following
week.
The hardness test can be used
as a stand alone test or in
conjunction with the streak
test to correctly identify a
mineral. To test for hardness,
you have to either use another
mineral with known hardness
or another item such as a
fingernail, nail, or copper
penny, each with their own
specific hardness.
B. Learning Cycle
Focus Objective
Objective
Identifying minerals through the use of tests, including the hardness and
streak tests.
Type
Using
Examples and Pattern in Student Practices
List of examples
1. Identification of minerals using the Streak Test
2. Identification of minerals using the Hardness Test
etc
Pattern in student practices that applies to all examples
The students will form patterns after getting a feel for the first test. They will see how
using these tests help to identify the minerals. They will see patterns between the two tests, so the
second day they will have a much better idea of what is expected of them in order to successfully
complete the lab.
Stages in Your Learning Cycle
2/16/16, Page 4
Stage
Teaching Activities
Establishing
Present a PowerPoint activity about minerals, and show how they are both
the problem
useful and profitable. Then present a problem of how minerals that are
mined can be identified. “How can minerals be identified? What are these
identifications based upon?”
Modeling
Present a test called the Streak Test, which makes use of a minerals physical
property called Streak. I will show the students how to perform the test by
scratching the mineral on a streak plate, and observe the powder that is left
behind.
Coaching
The lab exercise consists of the identification of six minerals. I will walk the
students through the first mineral that they need to identify. I will let them do
the streak test, and then we will discuss what happened and how that helps in
the process of identification.
Fading
I will then observe the students working in their groups to identify the rest of
the minerals, and answer questions regarding the minerals and the physical
properties of the minerals.
Maintenance
If the students are having problems with identification of the minerals, or have
questions on telling the difference between two minerals, then I will bring
the class together again to address the issue. In this way, I can make sure the
students are moving towards the correct results in the lab exercise.
Part IV: Classroom Activities
Lesson 1
Role in lesson sequence.
Conceptual role in the lesson sequence, outlining science that the students will need in
order to complete the laboratory activities the following days.
Materials
Presentation materials (Overhead transparencies or PowerPoint presentations, etc): Powerpoint
Presentation
Copied materials (Handouts, worksheets, tests, lab directions, etc.): Streak Lab, Hardness Lab
Pages in textbook: Book:______________________ Pages:_______
Laboratory materials: For the teacher or the class as a whole:
For each laboratory station: Labs, Minerals, Streak Kit, Hardness Kit
Other materials:
2/16/16, Page 5
Activities
Introduction (5 minutes)
As usual, the lesson will begin with a Bell Ringer. After allowing the students about 2-3
minutes to answer the daily question, we will discuss the answer. From this, I will pull up the
PowerPoint presentation and tell them that we are going to go through a short presentation that
will review what they may or may not have gotten out of the previous lectures, because the
information is important for the activities we will be doing for the following days.
Main Teaching Activities (25 minutes)
I will go through the PowerPoint, which tells the students about interesting minerals
found on Earth, and shows them that minerals are in things that they may have no thought about
before (toothpaste, bikes, hip replacements, etc.). After showing these minerals, we will discuss
the physical properties that they have already learned about in class as a review. Then move to a
discussion on how minerals are beneficial, but also can have effects to the environment. The
mining of minerals can have severe effects on the environment.
Conclusion (20 minutes)
The conclusion isn’t so much a conclusion for the day, but a reinforcement video showing
the mining of minerals for ores and gems. The video shows how the mining is done, as well as
negative effects the mining will have. At the end of the short film, I will remind the students that
for the rest of the week we will be in laboratory setting working with mineral identification.
Lesson 2
Role in lesson sequence.
Learning cycle where the students learn a method for identifying minerals.
Materials
Copied materials (Handouts, worksheets, tests, lab directions, etc.): Streak Lab Worksheet
Laboratory materials: For the teacher or the class as a whole:
For each laboratory station: Lab worksheets, minerals, streak test kit
Activities
Introduction (5 minutes)
The introduction will introduce the activity for the day. The lab exercise that the students
will complete has a few changes to it, so I will slowly tell the students step by step what changes
are to made for the lab experience. I will not hand out the materials to the students until we go
over the directions for the lab. Then I will have the students split into groups that I arranged
before class, to make sure that the students are productive during the lab experience. They will
move to their groups and one group member will be responsible for coming up to the front of the
classroom and gathering the mineral samples as well as the streak kit.
2/16/16, Page 6
Main Teaching Activities (40 minutes)
Students will be responsible for the identification of 6 minerals during the period. They
will complete identification by following the lab worksheet. At the end of the lab, there will be
questions that will ensure that the students understood what the point of the lab was.
Conclusion (10 minutes)
With 10 minutes remaining I will have the students gather the materials and bring them to
the front of the classroom. After I get all the materials back, we will go over any questions that
they had about the lab. Then they will turn in the assignment. I will remind them that tomorrow
will be very similar, with a different test to perform.
Lesson 3
Role in lesson sequence.
Learning Cycle
Materials
Copied materials (Handouts, worksheets, tests, lab directions, etc.): Hardness Lab Worksheet
Laboratory materials: For the teacher or the class as a whole:
For each laboratory station: Lab worksheets, minerals, hardness test kit
Activities
Introduction (5 minutes)
The introduction will introduce the activity for the day. The lab exercise that the students
will complete has a few changes to it, so I will slowly tell the students step by step what changes
are to made for the lab experience. I will not hand out the materials to the students until we go
over the directions for the lab. Then I will have the students split into groups that I arranged
before class, to make sure that the students are productive during the lab experience. They will
move to their groups and one group member will be responsible for coming up to the front of the
classroom and gathering the mineral samples as well as the hardness kit.
Main Teaching Activities (40 minutes)
Students will be responsible for the identification of 6 minerals during the period. They
will complete identification by following the lab worksheet. At the end of the lab, there will be
questions that will ensure that the students understood what the point of the lab was.
Conclusion (10 minutes)
With 10 minutes remaining I will have the students gather the materials and bring them to
the front of the classroom. After I get all the materials back, we will go over any questions that
they had about the lab. Then they will turn in the assignment. I will remind them that tomorrow
will be very similar, with a different test to perform.
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Part V: Assessment of Focus Students
Focus Objective
Identify common rock forming minerals using geologic tests such as Hardness and Streak tests.
Developing Assessment Tasks
The lab exercise will be the main focus for my assessment of my focus students. While
the lab exercise has questions that ensure the correct identification of the minerals in the labs,
those aren’t the questions that I will be really focusing on. I will instead use the questions that are
at the end of the lab exercise, which require a more critical thinking approach to the lab exercise.
I think that these questions ensure that the students understand what they just did in the lab
exercise. The questions make sure the students understand why the tests for mineral
identification are so crucial to the field of geologic studies.
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