LESSON PLAN
Subject
Science
Grade Level
7
Date
AZ Common Core Standards
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text. (7.RL.1)
Write arguments to support claims with clear reasons
and relevant evidence.
a. Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding of
the topic or text.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument
presented. (7.W.1)
c. Pose questions that elicit elaboration and
respond to others’ questions and comments with
relevant observations and ideas that bring the
discussion back on topic as needed.
d. Acknowledge new information expressed by
others and, when warranted, modify their own
views. (7.SL.1)
Learner Outcomes/Objectives
S1C1: PO 1. Formulate questions based on observations that lead to the development of a hypothesis.
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as
written and/or computer logs.
C4:
PO 2. Display data collected from a controlled investigation.
PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative
information.
PO 4. Write clear, step-by-step instructions for following procedures (without the use of personal
pronouns).
PO 5. Communicate the results and conclusion of the investigation.
S2C2PO 3. Apply the following scientific processes to other problem solving or decision making
situations:
• observing
• communicating
• comparing
• measuring
• classifying
• predicting
• organizing data
• inferring
• generating hypotheses
• identifying variables
S6C1PO 1. Classify rocks and minerals by the following observable properties:
• grain
• color
• texture
• hardness
Introduction/Engagement/Invitation (Link to Prior Knowledge)
Monday: Students will examine several samples of minerals. Students will record
any observations they can make within the 10-15 minute time period, and cite
any information that they might know about each mineral.
Tuesday: Students will repeat Monday’s introduction, but add any new
understanding of the basics of mineral study, properties….
Wednesday: Students will try to answer the questions: What are crystal structures
and how do they affect minerals? They will start by describing what they know
from their readings.
Thursday: Students will take their understanding of crystal structures, and basic
mineral groups to derive some ways to test mineral properties.
Instructional Input, task steps, interaction (modeling/guided
practice/independent practice)
*Please delineate selected instructional strategies with associated activities.
Monday:
Students will examine several samples of minerals. Students will then make both
qualitative and quantitative observations of these minerals to describe as many
characteristics of them as they can – 10 mins.
Students will then discuss within small and large groups what they have observed,
measured…. to see what is known. 5-10 mins.
Mineral Notes: Part 1- basic mineral groups, what is a mineral….. 15-20 mins.
Assignment: Students will read chapter 2, section 1 from the text and answer the
review questions at the end of the section.
Homework: Finish 2.1 review questions.
Tuesday:
Students will continue with their study of the unknown mineral samples. Students
will take some of their new ideas and add them to their initial observations in their
notebooks. 5 mins.
Mineral Notes: Part 2- Mineral properties- 20-25 minutes
Reading for meaning activity: Article on minerals and what makes something a
mineral. -10-15 minutes
Discussion 5-10 minutes
Homework: Chapter 2, section 2 Reading Guide B Worksheet- Due Wednesday
Wednesday:
Students will describe what they can tell me about the hardness and
scratchability of the given minerals at their tables. They will work towards, “why”
they behave in the fashion they do.- 5-10 mins.
Crystal Structure/ Bonding Lab: Students will look at several bonding patterns
(geometric shapes) and their strengths/ weaknesses…. Through various tests: 3040 mins.
Homework: Students will make a claim about the structures they created and
their strengths. Students will then support their claim with evidence from their
labs.
Thursday:
Students will try to relate some of the geometric shapes from their crystal
structure lab to some of the minerals found at the tables. 5-10 mins.
Students will take their Claim and Evidence from the night before and add some
more information to their evidence from the lab. They will then cite reasoning for
their evidence- 10-15 mins.
Mineral Properties Lab Part 1: Students will begin to test specific properties of their
unknown minerals : Remainder of class.
Friday:
Bell Work: TBD
Students will continue their mineral properties identification lab for the 6-10
unknown minerals. Periods 2 and 6, advanced science will go a little deeper by
looking at a few more properties, such as fluorescence, density… 30-40 minutes.
Students will compare their mineral properties to a list of known minerals and their
properties to try to identify the unknowns.
Assessment/Evaluation/Informal Checks for Understanding (throughout lesson)
Homework Sheets (Mineral reading, 2.2 Reading Guide)
CER written from crystal structure lab
Mineral property description worksheets, and mineral properties lab
Frequent questioning within small and large group settings
Closure
Monday: Ticket out the door: What is a mineral
Tuesday: Students will write 2 things in their notebooks describing how they can
identify a mineral
Wednesday: Each table will construct a model of a geometric structure tested
from their lab on the whiteboards that they feel will support the greatest amount
of stress, and be prepared to explain why.
Thursday: Students will mark at the front white board which 2 mineral properties
they feel are most helpful in identifying an unknown mineral.
Friday: Students will either stand-by or change their thoughts, by remarking on
the board, which properties are most helpful when identifying an unknown
mineral.
Materials/Tools/Resources Needed
Several mineral samples
Lab equipment: Scratch plates, hardness scales and measuring tools, triplebeam balances, dilute HCl, safety goggles, fluorescent/ UV light, flash lights,
hand lenses, magnets, gum drops, tooth picks, lab guides, worksheets, textbook.