UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Melaine Christensen
Grade Level: 6-8
Topic: Properties of Minerals
Lesson #: 3
Numbers of Days: 2
Facet: Empathy
PART I:
Objectives
Student will understand that natural resources are formed by Earth processes over time.
Student will know how to classify minerals based on the properties of luster, streak, hardness, color, cleavage, crystal
structure, and specific gravity.
Student will be able to consider the properties of different minerals and how they are similar and dissimilar.
Product: Google Drive Database
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Science and Technology
Standard Label: D - The Physical Setting
Standard: D2 - The Earth
Grade: 6-8 - Earth Systems
Students will understand Earth Systems and their impact on natural resource supplies.
Performance Indicators: b,d
Rationale: This lesson meets the standard because students will examine the properties that are used to classify mineral
resources and influence their usefulness in various applications. Students will learn how various mineral resources are
similar and dissimilar and understand how a mineral's properties give it value.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
The instructor will check in with groups throughout the lab and work with individual groups on any areas in which they need
guidance. As teams submit their data to the class database on Google Drive it will be checked by the instructor.
Section II – timely feedback for products (self, peer, teacher)
Students will receive feedback as they work in class before submitting their final data. Students will self assess themselves by
checking that they have filled in their data sheet fully to the best of their ability. They will receive peer feedback after teams
finish working and members rotate to other groups to compare results.
Summative (Assessment of Learning): Add observations of mineral samples to the class database in the Google Drive
database. All observational data and questions from the graphic organizer completed in class will be entered into the class
Google Drive database to be used as a resource later in the unit. The scientist challenge for this assignment is to propose
answers to class questions for each mineral sample. This will involve some research. Before class moves on to the next lesson
these questions will be answered and explained in the database for later reference. This assignment will be completed by teams
of two.
Integration
Technology: Students will contribute to an online database by adding their data to a class document in Google Drive.
This online database will be accessible to all students for reference later in the unit and can serve as a resource for other
classes.
Content Areas: Art: Students will need to make acute visual observations regarding color, luster, shape, and symmetry
during this lab. Students who are artistic should be encouraged to make connection between art and the properties they
are examining. All observations should be as descriptive as possible (i.e. "off-white; somewhat yellow" rather than
"white").
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will have a digital graphic organizer to fill out during the lab. After teams are done one member will switch with a
member of another team to peer review each teams' data. After the peer review process the original teams will make any
modifications they feel necessary to their data and submit it to the class database.
Section II – Groups and Roles for Product
After teams are done one member from each team will rotate to another group and peer review the data from both groups.
Students will discuss discrepancies between the data, ask questions, and propose possible revisions.
Differentiated Instruction
MI Strategies
Verbal: The hook activity will present the necessary vocabulary for the lab aurally.
Logical: Students will use analytical skills to determine how to classify each sample.
Visual: Visual and spatial observation skills will be needed to determine the color, cleavage, luster, and streak of the mineral.
Kinesthetic: The hook will allow students to learn the vocabulary through movement, they will also be moving to different
stations throughout the lab to make observations of the samples.
Intrapersonal: Students will have a reflection and revision period after the lab to re-examine their work before posting in the
Google Doc.
Interpersonal: Students will work with partners in the lab and discuss their observations.
Naturalist: The focus of the lab will be to make detailed observations about natural objects.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery
Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and
accommodations.
Plan for accommodating absent students:
Students who are absent should first submit a short write-up of the definitions of luster, streak, hardness, color, cleavage,
crystal structure, and specific gravity as they pertain to minerals and the identification of minerals in hand samples. The lab
portion of this lesson can be made up by special arrangement during a learning lab, before or after school, or during a lab
make-up day. If this is not possible students may complete one of the virtual labs by arrangement with the instructor.
Extensions
Type II technology: Students will contribute to an online database by adding their data to a class document in Google
Drive. This online database will be accessible to all students for reference later in the unit and can serve as a resource for
other classes.
Gifted Students: The scientist challenge for this assignment is to propose answers to class questions for each mineral sample.
This will involve some research. Before class moves on to the next lesson these questions will be answered and explained in
the Google Doc for later reference.
Materials, Resources and Technology
List all the items you need for the lesson.
Sets of mineral samples
Streak plates
Glass
Pennies
Steel objects
Magnets
Digital graphic organizer
Google Drive
Laptop
Source for Lesson Plan and Research
List all URL and describe.
Identification of Minerals (Rocks for Kids): http://www.rocksforkids.com/RFK/identification.html#Properties
Easy to understand explanations of each characteristic.
Properties of a Mineral: http://ruby.colorado.edu/~smyth/G30101.html
Section 1.3 explains the properties of minerals and some related terminology.
Physical Characteristics of Minerals: http://dave.ucsc.edu/myrtreia/physical_character.html
This site provides detailed technical definitions of the properties of minerals.
Rocks and Minerals: http://www.mrsciguy.com/rocks.html
Descriptions of mineral characteristics and pictures.
Digital Lab: http://facweb.bhc.edu/academics/science/harwoodr/geol101/labs/minerals/
This site provides definitions of properties, a list of properties of various minerals, and a digital identification lab.
Glencoe Digital Lab: http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES03/ES03.html
This site shows animations of tests in a virtual lab.
Mineral Investigation Digital Lab: http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/mineral_invest_intro.html
This site features another digital lab.
Data Form:
https://docs.google.com/a/maine.edu/spreadsheet/viewform?formkey=dFFaX1RjWS1mT05ua25FdnRZbDZ1ekE6MQ
Results:
https://docs.google.com/a/maine.edu/spreadsheet/gform?key=0ArtIS2uD9LB8dFFaX1RjWS1mT05ua25FdnRZbDZ1ekE#char
t
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from
part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and
what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1 (80 minutes):
 Hook: Mineral Properties Vocab Line Game (10 minutes)
 Assign lab partners, open Google Drive, set up lab space with materials (10 minutes)
 Complete one example as a class to thoroughly review/ introduce properties (10 minutes)
 Work on lab (50 minutes)
Day 2 (80 minutes):
 Finish work with lab partner (20 minutes)
 "One stray": one partner rotates around the room to another group; peer review (15 minutes)
 Team revisions (10 minutes)
 Post to Google Drive database (5 minutes)
 Review data, questions, and answers (40 minutes)
The classroom will be set up in a U-shape around the edges of the classroom. This will give students work space for the lab and
will leave an open space in the middle of the room for the hook. Day 1: Students will understand that natural resources are
formed by Earth processes over time. Students will understand Earth Systems and their impact on natural resource supplies.
Students will observe the properties of minerals in order to understand how a mineral's properties influence its uses. In this
lesson students will be encouraged to think like detectives as they examine each mineral sample and make observations. By
making detailed and astute observations students will be able to identify the samples accurately. Each student will choose a
mineral sample at the beginning of class to make observations about during the hook. The hook is a variation of "the line
game." Students will stand in two parallel lines facing each other with their samples. The instructor will ask a series of
questions or list descriptors and if a student thinks that their sample exemplifies that property they should step forward. When
students step forward after a criterion is called they should compare their samples to those of other students who stepped
forward to self check their understanding. The instructor will check samples and make comments as necessary. The following
criteria could be called during the game:
Luster
 If your sample is glassy
 If your sample is pearly
 If your sample is dull
 If your sample is metallic
 If your sample is waxy
Specific Gravity
 If your sample is heavy for its size
 If your sample is average weight for its size
 If your sample is light for its size
Hardness
 If your sample could be scratched with your fingernail
 If your sample is too hard to be scratched with your fingernail
Cleavage
 If your sample breaks on flat planes
 If your sample breaks unevenly
After the game students will return their samples and return to their seats. The class will review the properties by going through
one of the data forms as a class and discussing the properties that students need to examine.
Where, What, Why, Hook, Tailors: kinesthetic, interpersonal, intrapersonal, verbal, logical, visual, naturalist
Students will know how to classify minerals based on the properties of luster, streak, hardness, color, cleavage, crystal system,
and specific gravity. Students will be assigned lab partners and will work with their partner to make observations about the
properties of the minerals in their kit. Each pair will have a kit containing numbered mineral samples (the same across all kits)
and testing materials. Each team is responsible for entering a data set via Google Drive form. Students will make observations
about the color, luster, streak, specific gravity, hardness, cleavage, and crystal structure (see content notes). An answer for each
question must be submitted along with an original observation and a question about each sample. Questions could be about
anything relating to the mineral (uses, appearance, properties, etc). The teacher should circulate around the class checking on
students as they work, asking questions, and offering guidance as needed.
Equip, Explore, Rethink, Tailors: Visual, logical, verbal, interpersonal, naturalist, kinesthetic
Day 2: Students will be given 20 minutes at the beginning of class to finish any parts of the lab that were not completed in the
previous class. Teams that are done with the lab may do research to try to answer the questions they posed about the mineral
samples. This research can be done independently to allow for students to follow their interests at their own pace. Students
should create a text document to record their findings and sources. After all teams have completed the lab one member from
each team will stand up and rotate to the next group. Within these new groups students should spend 15 minutes reviewing the
observations made about each sample from the different groups and discuss any differences. Original lab teams will then have
10 minutes to make revisions to their data before submitting their final data. After all of the teams have submitted their data the
class will review their findings together and learn the names of each mineral sample. Students will be responsible for knowing
these minerals. In later lessons they will focus in more depth on a mineral of their choice and will be able to reference the class
database for information. Students will be able to consider the properties of different minerals and how they are similar and
dissimilar. Questions submitted with the data may be discussed in class, answered in later classes, or assigned for homework
blog posts depending on the subject and any student research that has been done.
Explore, Rethink, Revise, Tailors: Visual, interpersonal, intrapersonal, verbal, logical, naturalist
Students will be automatically self-assessed by the Google Form which can only be submitted if all of the questions have been
answered. Before submitting their work they will be able to go through a peer assessment process and make revisions. Students
will only submit their work if their team has the designated object (armadillo, stapler, rock, etc) to avoid multiple teams posting
at the same time. Students must make note of the time at which they submitted their work in order to identify their results in
Google Drive. After submitting their results each student should draft a blog post containing their submission time and name of
their partner. In the same entry they should also post any research they may have done regarding the questions from the lab.
The teacher will lead a review of the data at the end of class and give mineral names for each sample. After the review students
will add a numbered list of the mineral names to their blog post and post it for assessment and reference. The lab checklist will
assess understanding of each mineral property and lab engagement (including research posted to blog). Checklists and
feedback will be returned in the next class in conferences during the work session.
Evaluate, Tailors: Interpersonal, intrapersonal, verbal, visual, naturalist
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Students will need to be familiar with seven characteristic properties of minerals and how to classify them in terms of these
properties. The following explains each property and how it should be measured or described. Students may use this site as a
reference if necessary.
Color- Color describes the wavelength of light reflected by the surface of the mineral. Color is not the most reliable way to
identify a mineral. Small chemical impurities significantly influence the color of a mineral; it is often the case that one mineral
can be found in a range of colors in nature depending on how it formed and what materials were incorporated into it as it
formed. The appearance of a mineral can also be altered by surface weathering. Students should be as descriptive as possible
when describing the color or variations in color of a sample.
Luster - Luster describes how light is reflected off the surface of a mineral. This can be though of as a description of how
shiny a mineral is, or often, how a mineral shines if it does at all. Broadly, lusters are classified as metallic and nonmetallic.
Metallic lusters can be further broken down into metallic, which has a bright shine resembling polished metal (pyrite), or
submetallic, which is more dull (chalcopyrite). Nonmetallic lusters can be broken down into a wider range of subcategories.
The brightest luster is adamantine or brilliant which is used to describe diamonds. The next brightest luster which is much
more common is vitreous or glassy. Quartz, feldspar, beryl, and calcite are all classified as having vitreous lusters. The next
two lusters considered to be somewhat "shiny" are pearly and silky. Muscovite is an example of a pearly luster while some
varieties of gypsum and asbestos are considered to be silky. The last two nonmetallic lusters are waxy and dull or earthy.
Waxy minerals can also sometimes have a soapy or greasy feel like talc, but may be more smooth and matted like chert or
jasper. Dull or earthy minerals do not reflect light in a way that produces a shine, instead the mineral surface scatters light.
Some examples are hematite and ilmenite. Luster is somewhat subjective based on the sample and the inclination of the
observer.
Streak - Streak is the color of the powder left on a ceramic tile after being "written on" by a mineral. Streak can be tested on
either a white or black streak plate. Some minerals have distinctive streak colors that are important in identification. For
example pyrite, which is brilliant gold has a black streak and hematite which is dark grey has a reddish streak.
Specific Gravity - Specific gravity is formally defined as how much more a mineral weighs than the same volume of water.
This is a comparison of density. In the field specific gravity is rated on a comparative and somewhat subjective scale from high
to low. Metallic minerals generally have a high specific gravity and seem heavier than nonmetallic minerals of the same size
which are classified as having low specific gravity.
Hardness - Hardness is based on Mohs hardness scale. This scale ranges from 1 (softest; ex. talc) to 10 (hardest; ex. diamond)
and features minerals examples at each level. If a mineral is harder than another mineral it will scratch its surface. A modified
field scale will be used in class to classify mineral hardness. If a sample can be scratched with a fingernail it ranks a 1-2. If it
can be scratched with a penny it is a 3. Samples that can be scratched with a steel object (nail, file, etc) are a 4-5. If a mineral
can barely scratch glass it is a 6, but if it easily scratches glass it is a 7-10.
Cleavage - Mineral cleavage describes how a mineral breaks; specifically, on how many planes a mineral will break on a flat
surface. A cleavage plane is a surface produced by breaking a mineral along a regular pattern of atomic weakness. For the
purposes of this lab, students will only need to recognize how many cleavage planes a mineral has. In mineralogy there are
more detailed ways of describing and notating mineral cleavage that will not be covered in this unit. A mineral with one
cleavage plane (ex. mica) will have two flat parallel surfaces and uneven edges or inconsistent breaks along other sides.
Similarly, a mineral with two cleavage planes (ex. feldspar, gypsum) will have two sets of flat parallel sides and one set of
unevenly broken sides. Minerals with three cleavage planes (ex. calcite) will be cubes, rectangular prisms, or rhomboids.
Minerals with perfect cleavage on more than three sides are considered to have perfect cleavage on all sides (ex. fluorite).
Cleavage should not be confused with crystal faces. When evaluating cleavage students should look for places where the
mineral is broken. If a mineral does not have flat cleavage planes (often these reflect light well) it may fracture rather than
cleave. Fractures could be considered to be uneven or random or concoidal (ex. quartz, glass).
Crystal Structure - The crystal structure of a mineral determines a great deal about the mineral's strength, appearance and
cleavage. Crystal structures exit on an atomic level but depending on formation conditions may be evident in hand samples.
There are seven crystal systems.
 Isometric (Cubic): All equal axes and right angles; Ex. pyrite, garnet, fluorite, diamond
 Tetragonal: One unequal axis, all right angles; Ex. zircon, chalcopyrite
 Triclinic: All uneven axes and angles; Ex. labradorite, kyanite, turquoise
 Orthorhombic: All unequal axes, all right angles; Ex. andalusite, enstatite, topaz
 Hexagonal: Equal on three axes with one unequal axis, one right angle, and three 60 degree angles; Ex. beryl,
 Monoclinic: All unequal axes, two right angles, and one unequal angle; Ex. muscovite, gypsum, staurolite,
serpentinite
 Rhombohedral (Trigonal): All equal axes and all unequal angles; Ex. calcite, quartz, hematite, tourmaline
Handouts
List the items that need to be printed out for the lesson.
Properties graphic organizer
Link to Google Drive database emailed to students
Mineral Detectives Lab Checklist
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboards will benefit from the graphic organizers which will provide clearly defined objectives in this lab
and will organize the recording and submitting of their data.
Microscope: Microscopes will be able to make detailed observations in this lab and also submit further questions of
interest to them. They may research answers to these questions themselves or learn from answers submitted by their
peers and instructor.
Puppy: Puppies will benefit from being able to work in low-stress small groups and reviewing their data with other
students before submitting it. Students who may be shy about asking questions in class will be given the opportunity to
submit their questions to the database in writing for feedback.
Beach Ball: Beach balls will be able to learn the vocabulary in an interactive group setting and will be given the
opportunity to work collaboratively with different groups to discuss content and ask questions.
Rationale:
All learning styles will be accommodated in this lesson because students will be given the opportunity to work collaboratively,
use structured forms for data collection, and propose further investigations into the topic. The format of class will be varied to
allow students to move and interact with each other while they work.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on
growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Check-in with students during the lab; peer assessment during the rotation portion of the lab
Summative: Data posted to Google Drive
Rationale: Students will develop the knowledge and skills needed to classify minerals based on seven properties during
this lab and the hook. The data submitted to Google Drive will demonstrate and understanding of how to apply the
terminology and classification to samples.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Content Knowledge:
See content notes.
MLR or CCSS:
Maine Learning Results
Content Area: Science and Technology
Standard Label: D - The Physical Setting
Standard: D2 - The Earth
Grade: 6-8 - Earth Systems
Students will understand Earth Systems and their impact on natural resource supplies.
Performance Indicators: b,d
Facet: Empathy
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
MI Strategies:
Verbal: The hook activity will present the necessary vocabulary for the lab aurally.
Logical: Students will use analytical skills to determine how to classify each sample.
Visual: Visual and spatial observation skills will be needed to determine the color, cleavage, luster, and streak of the mineral.
Kinesthetic: The hook will allow students to learn the vocabulary through movement, they will also be moving to different
stations throughout the lab to make observations of the samples.
Intrapersonal: Students will have a reflection and revision period after the lab to re-examine their work before posting in the
Google Doc.
Interpersonal: Students will work with partners in the lab and discuss their observations.
Naturalist: The focus of the lab will be to make detailed observations about natural objects.
Type II Technology: Google Drive Database
Rationale: Students will contribute to an online database by adding their data to a class document in Google Drive. This
online database will be accessible to all students for reference later in the unit and can serve as a resource for other
classes.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching
and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking,
planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face
and virtual environments
Rationale: Students will work collaboratively in pairs and between pairs to check their data. Individual data will be uploaded
to an online database to serve as a resource for the whole class or other students in the future.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate
authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content
learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and
creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and
become active participants in setting their own educational goals, managing their own learning, and assessing their own
progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities
using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
Rationale: Students are required to ask questions about the mineral samples and submit these to the class database. Students
who finish ahead of time are challenged to propose answers to these questions and do online research to find answers.