L2+Christensen,+Melaine

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mel Christensen **__Lesson #:__ 2 __Facet:__** Self-Knowledge
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2-3
 * __ Topic: __** Rocks and Minerals


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that **a variety of natural cycles and processes control Earth's environment.


 * Student will know **all five components of the definition of a mineral and be able to distinguish between a mineral and a rock.


 * Student will be able to ** recognize that minerals are the ingredients of rocks.


 * Product: ** Digital photo collage

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
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Rationale: This lesson will explain how minerals form crustal rocks. Understanding how minerals form rocks is integral to the understanding of how minerals resources are acquired.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

Before students begin on their project they will turn in a paper with a circle, triangle, and a square drawn on it. In the circle they will write something they learned that makes sense to them, in the square they will write something they are still confused about, and in the triangle they will write a question they have about the lesson.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess their product using a checklist before turning it in. The completed product will be assessed by the teacher using the same checklist.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will create a collage to represent a particular rock type by compiling pictures which represent its mineral components. Each collage must contain at least one picture of each mineral commonly found in the rock. The scientist challenge for this assignment is to scale the number of pictures of each mineral to the average amount of that mineral in the rock type. For example, if the rock is usually about half quartz, half of the pictures in the collage would be of quartz. Pictures can be of samples of minerals, or applications of the minerals. This assignment will be completed by teams of two.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Students will take pictures of samples in the classroom or find pictures online to use in their collage. Photovisi will be used to create collages online and share them with the class.

**Content Areas**: Math: Students who wish to challenge themselves and exceed the standard can use the given data regarding percentage by weight of each mineral in their rock type to determine how many pictures on each mineral to include in their collage in order to create an accurate representation of the composition.

__ Groupings __ Section I - Graphic Organizer & Cooperative Learning used during instruction Students will complete a graphic organizer outlining the five defining aspects of a mineral while they watch the geology kitchen video. Students will practice differentiating between rock and minerals and different rock types in larger groups and break down into smaller groups as they become more comfortable with the content.

Section II – Groups and Roles for Product Students will work in pairs on their final product and share their products with the class.

__ Differentiated Instruction __

__ MI Strategies __


 * Verbal:** The hook video will give students a verbal introduction to the topic and the definition of a mineral.
 * Logical:** Students will use analytical skills to determine how to classify each sample.
 * Visual:** Visual and spatial observation skills will be needed to make detailed observations about the samples. In the digital collage students will need to create of find illustrations of the mineral constituents of their assigned rock.
 * Kinesthetic:** Students will be physically moving and sorting samples into categories and piles; this will allow them to be physically engaged in the sorting process.
 * Interpersonal:** Students will work with teams 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 for this class will be expected to watch the video and complete the graphic organizer independently, as well as complete a collage. 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.

__ Extensions __

Type II technology: The digital collage enables students to take their own photographs or find them online and create a representation of their assigned rock type. The Photovisi tool makes compiling and editing the collage fast and simple and enables easy sharing between classmates when the product is completed.

Gifted Students: The scientist challenge for this assignment is to scale the number of pictures of each mineral to the average amount of that mineral in the rock type. For example, if the rock is usually about half quartz, half of the pictures in the collage would be of quartz.

__ Materials, Resources and Technology __ // List all the items you need for the lesson. //


 * Computer
 * Projector
 * Graphic organizers
 * Rock, mineral and other (glass, plastic, seeds, sea shells, bone/ tooth, ice, coral, coal, and oil) samples
 * Data sheet
 * Collage assignment and checklist
 * Rock sample/ modal analysis assignment cards

__ Source for Lesson Plan and Research __ // List all URL and describe. //

Mineral Gallery: [] This site outlines the mineral groups and differences between them.

Rocks for Kids: [|http://www.rocksforkids.com/RFK/identification.html#difference] This site explains the difference between a rock and a mineral and describes the characteristics of minerals.

Definition of a Mineral: [] Breaks down the definition of a mineral and explains each term.

Rocks and Minerals Background and Activities: [] Sorting activities and background information.

Geology Kitchen: [] Hook video, explains the definition of a mineral.

Photovisi: [] Students will use this site to create their collages.

Blogger: [] This is the link to Blogger where students will post their finished collage.

__ 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: Geology Kitchen video and graphic organizers (10 minutes)
 * Discussion and graphic organizer review (10 minutes)
 * Part 1: class sort, organic vs inorganic (10 minutes)
 * Part 2: team sort, rocks vs minerals (10 minutes)
 * Part 3: pair sort, subcategories of rocks or minerals (10 minutes)
 * Review parts 2 and 3 as a class (10 minutes)
 * Checking for understanding (2 minutes)
 * Assign collage and start group work (18 minutes)

Day 2 (80 minutes):
 * Introduction to Photovisi (10 minutes)
 * Work on collages (60 minutes)
 * Work with small groups on math component
 * Self assessment (10 minutes)
 * Finalize collages, download, and post on student blogs (10 minutes)

For this lesson tables will be arranged in a U shape around the classroom so that everyone can see the center easily. Students should be able to see the board so they can watch the video and see projections throughout the lesson. During the team sort in Part 2 students can stand around both sides of the tables and in Part 3 they may sit in pairs at the tables or elsewhere in the room. **​Day 1:** Students will understand that a variety of natural cycles and processes control Earth's environment (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). It is important to know where minerals are found and how to identify them in geologic context in order to determine their commercial value (**Why**). The hook video will introduce minerals and the definition of a mineral. Students will have a web graphic organizer to be taking notes in during the video. After the video is over the definition of a mineral will be examined more closely and students will make sure their graphic organizers are completed with the necessary information.
 * Where, Why, What, Hook, Tailors:** Kinesthetic, logical, interpersonal, verbal, visual, naturalist

Students will know all five components of the definition of a mineral and be able to distinguish between a mineral and a rock (see content notes). Part 1 of the lesson will require the class to work together to sort out the rocks and minerals in a collection of samples from organic materials. Items in the collection will include several samples of rocks and minerals as well as glass, plastic, seeds, sea shells, bone/ tooth, ice, coral, coal, and oil. The teacher will guide Part 1 and ask questions such as: Part 1 will require students to focus in particular on three important parts of the definition of a mineral: naturally occurring, inorganic, and solid. In Part 2 teams will work more independently and will need to look more closely at the samples to determine of they are rock or mineral. Students may use hand lenses or microscopes to examine the samples. Here students need to be considering the crystalline structure, homogeneity, and composition of each sample. These may be readily apparent in the samples, but they may be difficult to impossible to see. Some prompts that might help students in Part 2 are: In Part 3 teams will divide in half and take either the rock or minerals from their team. Part 3 challenges students to look for smaller distinctions between the rock samples and the mineral samples. Part 3 is a precursor to later examinations of mineral characteristics and classification and connects back to the lesson on the rock cycle and the three main rock types. Students starting with the mineral samples may sort into any subcategories they wish as will need to be able to justify their classification and describe their criteria. The groups starting with rock samples will try to sort the samples into igneous, metamorphic, and sedimentary rocks. After five minutes rock and mineral groups will switch samples. Some review questions for Part 3 could be: Before students begin on their project they will turn in a paper with a circle, triangle, and a square drawn on it. In the circle they will write something they learned that makes sense to them, in the square they will write something they are still confused about, and in the triangle they will write a question they have about the lesson.
 * Why did you classify this sample the way you did?
 * What do you notice about this sample that is different?
 * Where does this item come from? How is it made?
 * Do you see distinct grains in the sample? If so, do they look the same or different?
 * Do you see any distinct shapes, straight lines, or angles in the sample? Are they repeated in more than one place?
 * Does the sample look like it is all made of the same material?
 * What were your subcategories based on?
 * How did you determine where to place a sample?
 * Were there samples that did not fit your classification system?
 * Did you try sorting the samples multiple ways? What worked and what didn't work? Why?
 * What physical properties did you use to classify your samples?
 * What properties did samples within each rock type have in common?
 * Do you recognize any of the minerals in the rocks?
 * Equip, Rethink, Tailors:** Visual, logical, interpersonal, verbal, kinesthetic, naturalist

Students will receive the assignment for their project at the end of the first class if there is enough time. Students will choose their partners and may begin working on their collage at the end of class. Each group will be assigned a rock type and modal analysis to base their collage on. **Day 2:** Class will begin with a short introduction to how to use Photovisi for students who may need help learning the technology or have specific questions about how to use it. Students will work with their partners for an hour in class to complete their collage. In this time they must decide how many pictures of each mineral to include, take or find pictures, and assemble the collage. The instructor will check in with each group and work with small groups to go over the process of scaling the number of pictures to the modal analysis (see content notes). Students should use their checklist to ensure that the product meets the requirements before submitting their work. When the collages are complete, students will need to download them from the website, share them with their partners, and post the collages to their blogs to receive feedback.
 * Explore, Rethink, Revise, Tailors:** Visual, interpersonal, verbal, naturalist, logical

__ Content Notes __ Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

The core of this lesson is understanding the definition of a mineral. A substance must meet five requirements to be considered a mineral. A mineral is a (1) naturally occurring (2) homogeneous solid with a (3) composition fixed within defined limits and a (4) crystalline structure that is (5) formed by inorganic processes.

This means that for something to be considered a mineral it must be (1) formed in nature (5) through a process independent of living organisms. Substances such as bone or shells which may fit some of the requirements of being a mineral are formed organically by living things and are therefore not minerals. Minerals must also be (2) solid, which excludes water from being considered a mineral even though ice is an oxide mineral. More specifically, minerals must be (2) homogeneous solids which means they must be uniformly composed of the same components. This is the main difference between rocks and minerals. Minerals are pure substances; rocks are compound substances comprised on several minerals. An analogy that may help students make this distinction between rocks and minerals is that rocks are like a cookie which are formed from several pure ingredients (minerals) joined together with heat and pressure. Minerals have (3) fixed compositions, meaning that there is a set ratio of atoms, ions, or groups of atoms for each mineral. In some cases, certain elements may be substituted for others on a sliding scale. These are the "defined limits" of a mineral's composition. The plagioclase feldspars are one example of this compositional sliding scale known as a **solid solution series.** The plagioclase feldspars are six variations of the mineral feldspar with two end member compositions: albite (NaAlSi3O8 ) which contains sodium and anorthite (CaAl2Si2O8) which contains calcium. The other four compositional groups contain a mix of sodium and calcium. The final requirement for a substance to be considered a mineral is a (4) crystalline structure, or ordered atomic arrangement. Crystals are sometimes evident in hand samples, but often the crystalline structure exists strictly at the atomic level and cannot be seen macroscopically. The presence of large well defined crystals is usually indicative of slow uninterrupted cooling underground. Liquids are excluded from being considered minerals both because of their state and their lack of an ordered atomic arrangement. Glasses such as obsidian are not considered minerals either because they cool so rapidly that they do not develop an ordered atomic arrangement. This [|site] from University of Colorado provides more information.

Students will apply their knowledge of rocks and minerals in their summative assessment. Each team will be given a different rock which they must represent in their collage (Ex. basalt, granite, schist) and a corresponding modal analysis of the amount of each mineral in the rock. The modal analysis will be given in terms of percentages of each mineral component based on total weight. Students wishing to scale the number of pictures of each mineral to the percentage by weight given in the modal analysis will need to determine the total number of pictures in their collage and multiply by the decimal equivalent of each percentage. These numbers will probably not be whole numbers, in which case students should round to determine the number of pictures for each mineral to include.

__ Handouts __ // List the items that need to be printed out for the lesson. //

Graphic Organizer Classification Chart Collage 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: // This lesson is structured in distinct, focused parts that break down the content into sections with clear objectives. Students will have a checklist of expectations for the final project.

// Microscope: // The parts of this lesson move from big picture to fine detail. This will give microscopes a chance to explore the content in close detail and ask questions, but will structure their investigation so that they must spend time at each step before focusing in on minute details.

// Puppy: // The first part of the lesson will be guided by the teacher and will engage the whole class to familiarize students with the lesson and content before breaking them into student led groups. Puppies will have support from their classmates in teams as they break down the material and discuss content.

// Beach Ball: // Beach balls will get to work collaboratively in different groups during the lesson. This will ensure that they are able to discuss the content with different people. They will need to use their logical and visual skills to make distinctions and interact with the material in a hands on way.

// Rationale: // All learning styles will be accommodated and challenged in this lesson because the structure allows plenty of support for students while they learn and sets clear objectives in each part of the lesson and the project. Students

// 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: // Circle, triangle, square; checklist; results of parts 2 and 3

//Summative//: Digital collage posted on blog

// Rationale: // Students will develop the necessary knowledge to differentiate between rocks and minerals and will investigate fine distinctions between minerals and rock types. In their summative assessment they will investigate further how minerals assemble in different combinations to form different types of rocks.

// 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: // Self-knowledge

// 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 video will give students a verbal introduction to the topic and the definition of a mineral.
 * Logical:** Students will use analytical skills to determine how to classify each sample.
 * Visual:** Visual and spatial observation skills will be needed to make detailed observations about the samples. In the digital collage students will need to create of find illustrations of the mineral constituents of their assigned rock.
 * Kinesthetic:** Students will be physically moving and sorting samples into categories and piles; this will allow them to be physically engaged in the sorting process.
 * Interpersonal:** Students will work with teams 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: Photovisi collage posted on blog

// Rationale: // Photovisi will allow students to create a digital collage easily without needing expertise in graphic design. Students will be able to share the product easily by email and post it on their blogs.

__//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 exercise creativity with digital tools as they take or collect digital images and compile them into a collage on Photovisi.

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:// All students must work with a partner to complete a collage. Each team's collage may be slightly different in style based on method of obtaining pictures, types of pictures used (minerals or applied minerals), arrangement, and scaling based on modal analysis. Each team will have to complete a certain number of objectives from the checklist but may choose to adapt to the team's strength. ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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