Teacher: E. VásquezSubject: Earth Science
Mazapan G.A.N.A.G. Lesson Plan 2014-2015
Date:Sept. 22-26,2014
High-Yield Strategies: 2. Identifying Similarities and Differences 3. Summarizing and Notetaking 4. Reinforcing Effort and Providing Recognition 5.
Homework and Practice 6. Non-linguistic Representations 7. Cooperative Learning 8. Setting Objectives and Providing Feedback 9. Generating and
Hypotheses 10. Questions, Cues, and Advance Organizers
Goal
Access Prior
Knowledge
Focus Standard:
S4- Students know and
understand the processes
and interactions of Earth’s
systems and the structure
and dynamics of Earth and
other objects in space.
Supporting Standards:
S1 and all its
standards,S4A,S4Aa,S4Ab
Learn what a
mineral is and how
they are formed.
3,8
Q. A mineral is anything
solid on Earth. T or F.?
Focus Standard:
S4- Students know and
understand the processes
and interactions of Earth’s
systems and the structure
and dynamics of Earth and
other objects in space
Supporting Standards:
S1 and all its
standards,S4A,S4Aa,S4Ab
Learn how
minerals are
identified
3,8
Focus Standard:
S4- Students know and
understand the processes
and interactions of Earth’s
systems and the structure
and dynamics of Earth and
other objects in space
Supporting Standards:
S1 and all its
standards,S4A,S4Aa,S4Ab
Identify how
minerals are used
in their daily lives.
3,8
Project a photo of
watermelon tourmaline
Q. Is a color z physical or
chemical property of a
mineral?
A/ physical
Q. What are some other
properties of watermelon
tourmaline besides color?
A/ glassy surface,
transparent, some rough
and smooth surfaces
5,8
S. list the characteristics of
minerals
T. writes them on board
5,8
Focus Standard:
S4- Students know and
understand the processes
and interactions of Earth’s
systems and the structure
and dynamics of Earth and
other objects in space
Learn how
minerals are
identified
Thursda
y
Wednesday
Tuesday
Monday
Standard
New
Information
Apply Knowledge
Generalize/ Goal
Review/ Grade
-POP QUIZ
-Hand out Mighty Mineral
Cartoon project- due next
Monday
5
S. rate how much they
now know about what
minerals are and how
they are formed.1-5
5
Prezi/mimio/
class discussion
on information
found on mineral
identification
pgs.86-91
2,3,5,8,10
What does the Mohs scale
determine?
-ISN note taking
-HW: Lesson rev 2 pg. 92 and
vocabulary
3,5,10
Exit slip
If you broke a mineral
with a hammer and
got jagged pieces,
would you say that
mineral has a
cleavage or fracture?
5
Prezi/mimio/
class Q&A on
sources and use
of minerals pg.
94-99
-ISN note taking
-S. are given 20 min. to
research their mineral
-HW: SR3 and vocab pg 99
2,3,5,10
Exit Slip
List at least 5 minerals
and their common
uses.
5
-S. work in partners on mineral
identification virtual lab
http://facweb.bhc.edu/academi
cs/science/harwoodr/Geol101/
Labs/Minerals/
Exit Slip
Describe the
difference between
luster and color?
5
A/ F, it is an naturally
occurring, inorganic
substance with a definite
chemical composition
5,8
2,3,5,8,10
Identify how
Friday
Teacher: E. VásquezSubject: Earth Science
Mazapan G.A.N.A.G. Lesson Plan 2014-2015
.
Supporting Standards:
S1 and all its
standards,S4A,S4Aa,S4Ab
minerals are used
in their daily lives.
3,8
Focus Standard:
S4- Students know and
understand the processes
and interactions of Earth’s
systems and the structure
and dynamics of Earth and
other objects in space
Supporting Standards:
S1 and all its
standards,S4A,S4Aa,S4Ab
Learn what
physical or
chemical
properties you can
use to identify
minerals
3,8
Date:Sept. 22-26,2014
-S. are given 20 min. to
research their mineral
-Bring Rock Candy Lab
Materials Friday:
Sugar, paper clip, cotton string,
wax paper, rubber band pencil
name tag, glass jar, dye
S. come up with a
definition for
crystallization.
5,8
2,3,5,7,10
-Complete Rock Candy Lab
-Go over lab instructions
-S. complete lab in groups and
write up lab report
-HW: lab report
2,3,5,7,10
Exit Slip
Infer why you rolled
the skewer in sugar
before putting it in the
water/sugar mixture.
5