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
MONDAY:
Students will complete part 1 of their mineral identification lab. Students will begin the
process of testing mineral properties, including, streak, luster, hardness, cleavage vs.
fracture, color, magnetism, reactivity to acid, and fluorescence.
No HW
TUESDAY:
Students will complete their mineral properties identification lab by finishing their
remaining stations. Students will compare their results to a dichotomous key to identify
their minerals. Students should use as many properties they can compare as possible for
proper identification.
Homework:
Students will complete the 2.2 reading worksheet and 2.1 challenge guide given to them on
Friday of last week.
WEDNESDAY:
Students will be introduced to writing a CER for lab conclusions. Students will first make
a claim (name a mineral from the lab), then support their claim with matching evidence
from the lab that was measured by their group.
Students will start their mineral properties foldable. Students will show several properties
that can be tested and how they are, including examples of minerals within their foldables.
NO HOMEWORK
THURSDAY:
Students will complete their mineral properties foldable discussed and started on
Wednesday. This will be due on Friday. See foldable instructions link under lesson plans.
Homework: Finish foldable if not done. Review sections 1 and 2, from chapter 2 (pages 4357 in the text) for tomorrow’s quiz
FRIDAY:
1- Quiz: Chapter 2, sections 1 and 2: Mineral Properties
2- Chapter 2. Section 3 Reading Worksheet. Students will be introduced to minerals as
resources, their uses in industry and as valuable gem stones.