Download Lesson 2

Teacher Candidate: Sara George
Date: Dec. 8 2010
Unit Title: Rocks and Minerals
Subject: Earth Science Grade Level: 9
Essential Question(s): Why is it important to know how things are made?
Lesson
Title/Number
Lesson Question (s)
State Standards
and Performance
Indicators
Lesson Objectives
(Bloom’s Taxonomy)
---------------------Acceptable
Evidence
Chemical compositions and mineral uses
What constitutes a mineral?
Standard 4 Key Idea 3 Performance Indicator 3.1a: Minerals have
physical properties determined by their chemical composition and crystal
structure. Chemical composition and physical properties determine how
humans use mineral.
1. Students will be able to identify and describe ways in which humans
use mineral.
2. Student will be able to discuss that minerals are important to us
because of their availabilities and properties. They will be able to discuss
how minerals are used in their daily live and how the exploitation of
minerals has certain economic and environmental impacts and must be
used wisely. The students will be able to discuss an example of mineral
exploitation and its affects on humans in the area where it was mined.
3. Student will be able to demonstrate that that the arrangement of the
atoms in a mineral is responsible for the observable properties and that
different mineral have different atomic structures.
----------------------------------------------------------------------------------1. Students will be able to list 10 ways in which they or their
families use minerals in their day-to-day life. Students will be
given a sheet of examples of how minerals can be used.
(Formative)
2. Students will research one mineral used in their daily life and
write a short essay describing how they use it as well as the
economic and environmental impacts the mineral may impose on
humans and their environment. (Formative)
3. Students will be broken up into 6 small groups and asked to build
a crystal system. Then they will be able to describe which mineral
is placed in a given system. (Formative)
Prior knowledge: definition of a mineral, properties that mineral exhibit
Bell Ringer and
Prior Knowledge
Tap
_______________
Procedure
RBIS- present
material
nonlinguistically
(#2)
Bell Ringer: Is a mineral composed of ingredients? When baking a cake
for example you must add in particular ingredients to make a good cake.
When the earth “bakes” a mineral what “ingredients” do you think it
must use to make a “good” mineral? (Hint – think about our last class,
what are the building blocks of all rocks and minerals)
**Write down one thing that you think could determine the ingredients
________________________________________________________
1-) TTW review the bell ringer.
2-) TTW introduce the topic of chemical composition of rocks and
minerals. Students will watch a short discovery channel video about
rocks and mineral. The movie is an overview of what a mineral is and
how humans use them.
http://www.youtube.com/watch?v=1_fmgivwQKw
(Visual and auditory)
2-) TTW begin to talk about how chemical compositions of minerals
determine how minerals are grouped. Use power point to review that all
minerals are made of atoms. The bonds between the atoms determine the
minerals properties. The teacher will use graphite and carbon as an
example because they both are made up of the carbon atom but because
of bonding they have different properties. Power point will be used as an
aid to show pictures of how the atomic structure differs between the
minerals. (Visual)
3-) TTW discuss how chemical composition of minerals occurs. Minerals
form naturally and have two different kinds of chemical composition.
Minerals occur as just one element or as a composition. Composition is
when two or more elements combine chemically. TTW show example of
each. For example the mineral gold is composed entirely of one element,
Au. While the mineral halite is composed of two elements, NaCl.
4-) TTW Introduce mineral groups:
Silicates – combination of silicon and oxygen with other element,
most common mineral in earths crust
Ores – minerals containing a high percentage of metal
Carbonates – compounds of one carbon and one oxygen atom
Iron oxides – compounds of iron with oxygen
Sulfides – compounds of iron with sulfur
(Use PowerPoint and specimens to show what these groups look like)
TSW be taking notes
RBIT – setting
objectives and
providing feedback
(#4)
RBIT- cooperative
learning (#8)
Direct Instruction
(#8)
TTW provide examples of the chemical compositions of minerals on the
board and the students will have to decide which group these examples
belong to. TTW provide 10 examples for students to work on and at the
end of the exercise review the answers and provide clarification for
answers that were incorrect.
(Visual and auditory)
5-) TTW define structure. Structure is the arrangement of atoms in the
mineral. TTW talk about the structures commonly formed when earths
two most abundant elements, oxygen and silicon bond together. Discuss
the structure of a tetrahedron.
6-) TTW review the importance of minerals in our everyday life by
listing over a 100 ways in which we use them. The list will be provided
for each student. The students will be given a few minutes to write down
10 in which they use minerals in their daily life.
7-) TTW briefly introduce mining and the consequences of exploiting
minerals.
8-) TSW break up into groups and build a silica tetrahedera using
Styrofoam balls and toothpicks. The tetrahedron is the basic building
block of all silicate minerals. The teacher modeling the correct procedure
will guide students through each step. TSW then have time to
independently practice building their own tetrahedron (Kinesthetic)
**Steps for DI
*1-) Introduction: TTW get the students attention and explain that
today’s activity is going to consist of building the atomic structure of a
silica tetrahedera. It is important to understand the fundamentals of this
because it is the most common basic building block of mineral and rocks
on earth.
*2-) Development: TTW communicate and model how to build a
tetrahedera while the student swatch. TTW check for understanding by
having 3 students repeat back the steps required to build the atomic
structure correctly.
*3-) Guided Practice- TTW will form the students into small groups, with
approximately 3-4 students in each group. TSW gather all necessary
material from the front of the room and work together to build the unit.
TTW will walk around to each group and provide guidance and feedback
to the students.
*4-) Closure -TTW discusses the importance of the silica tetrehedera and
will demonstrate how the units bond together in different combination in
life. The combinations represent the atomic structure and different atomic
structures produce different properties and different minerals. TTW will
model the combination and then show specimens that exhibit that
particular atomic structure.
Checks for
Understanding
Label: directions,
procedures, routines,
and content
(formative)
Gestures-TTW check for understanding of the mineral groups by putting
example on the board and having the students decide which mineral
groups the example belongs to. A minimum of 10 examples will be
completed.
Then the TSW respond a thumbs up or thumbs down whether or not they
understood
Gestures -TTW check by a show of hand shows many students got the
example correct. Is necessary the teacher will stop and reteach or clarify.
Assessment
Type and purpose
Closure
Paraphrase-TTW walk around the classroom while the students are
building tetrahedrons and check to make sure they are built correctly and
will provide verbal feedback for those who have not built theirs correctly.
TTW have each student paraphrase why they think this is relevant and
important to the unit and they’re learning on a piece of paper that will be
handed in at the end of class.
1. Students will be able to list 10 ways in which they or their families
use minerals in their day-to-day life given a sheet of examples of how
minerals can be used in class (Formative)
2. Students will research one mineral used in their daily life and write a
short essay describing how they use it as well as the economic and
environmental impacts the mineral may impose on humans and their
environment as homework. The students will use computers and will be
given the opportunity to work in the computer lab. (Formative)
3. Students will work in small groups and build a crystal system.
Students will be able to describe the atomic structure of different mineral
groups. This will be completed in class. (Formative)
Review the main point of the lesson. Review includes atoms are the
building blocks of all matter. The arrangement of the elements and
composition determine what we observe. The properties of the mineral
determine how humans use mineral. Rocks and minerals are a valuable
resource and must be used wisely. STW be taking notes
n/a
Accommodations
Projector, PowerPoint, internet, toothpicks, Styrofoam balls
Materials
40 minutes
Duration