L4+Christensen,+Melaine

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Melaine Christensen ** **__Lesson #:__ 4 __Facet:__ Perspective**
 * __ Grade Level __**** : 6-8 ** **__Numbers of Days:__ 2**
 * __ Topic: __** Mineral Properties and Uses


 * __ PART I: __**

Student will understand that natural resources are formed by Earth processes over time. Student will know the uses of mineral resources and how a mineral's properties influence how it is used. Student will be able to analyze a mineral and its uses.
 * __ Objectives __**


 * Product: ** Wordle


 * __ 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 it requires students to investigate a specific mineral resource and evaluate how it is used by humans and why it is suited for these uses. This is the basis for understanding the value of mineral resources.


 * __ Assessments __**

The instructor will check in with students during independent work time to ensure each student is on task and understands the objectives and content of the lesson. Before students leave the first class they will send a text with Pinger explaining why their mineral is applicable to one of its uses.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will receive a copy of the rubric that they will be graded with at the beginning of the lesson students will self assess themselves using this rubric and will be graded using the same criteria.
 * Section II – timely feedback for products (self, peer, teacher) **

Create a Wordle representing the uses of a mineral based on research. The scientist challenge for the Wordle is to scale the size of the words to the commonality of the use (if wiring is by far the largest application of copper, "wires" would be much bigger that other words). This assignment will be completed individually.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: **Create a Wordle representing the uses of a mineral based on research. The scientist challenge for the Wordle is to scale the size of the words to the commonality of the use (if wiring is by far the largest application of copper, "wires" would be much bigger that other words). This assignment will be completed individually.


 * Content Areas: English: ** Students will need to do research online, evaluate and keep track of their sources, and demonstrate an understanding of the material in their Wordle. **Social Studies:** Students will consider mineral resources from a sociological perspective and evalute how and why mineral resources are used.

Students will use a graphic organizer to document their research process and keep track of their sources and relevant information. Students will have a chance to discuss their research with their peers in an inside outside circle. In this exercise students can share what they have learned and any challenges they are having and get feedback from their peers.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work individually on their products but will have an opportunity to gather informal feedback and suggestions from peers during the inside-outside circle.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** Students will create a Wordle with the results of their research.
 * Logical:** Students will look for logical connections between the properties of resources and their uses.
 * Visual:** Wordles will give students a way to visualize the applications of their mineral.
 * Kinesthetic**: The inside/outside circle will give students the opportunity to share information and learn from their classmates while moving.
 * Intrapersonal:** Students will work independently on their research and Wordle and reflect on connections. Properties can be viewed like character traits that influence what a person does.
 * Interpersonal:** Students will share their findings with their peers and compare research and conclusions.
 * Naturalist:** Students will think about how observable properties of natural objects influence application.


 * __ 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 must complete research and a Wordle outside of class. The topic should be approved by the teacher before beginning the project. Resources and handouts will be available on the class wiki.


 * __ Extensions __**


 * Type II technology: ** Students will cr eate a Wordle representing the uses of a mineral based on research. Wordles appeals to the visual and verbal intelligences and can be easily shared online via blogs.


 * Gifted Students: **The scientist challenge for the Wordle is to scale the size of the words to the commonality of the use (if wiring is by far the largest application of copper, "wires" would be much bigger that other words).

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

Selection of commonly used items for hook Graphic Organizer Rubrics Laptop

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

Mineral Information Institute: [] This website has brief descriptions of a range of minerals and their uses.

40 Common Minerals and Their Uses: [] This site contains a list of common minerals, uses, and links to external sources for more information.

Minerals and Their Uses: [] List of minerals with short paragraph about applications.

Geology.com: [] Mineral uses and properties, articles on specialized characteristics.

Wordle: [] This site will be used to create students' Wordles.


 * __ 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: Discussion of properties and applications (15 minutes)
 * Assignment, handouts, questions, choose topics (10 minutes)
 * Research, one-on-one conversations with students (40 minutes)
 * Inside-outside circle (10 minutes)
 * Text exit cards (5 minutes)
 * Day 2 (80 minutes):**
 * Review progress (5 minutes)
 * Teach Wordle (10 minutes)
 * Finish Wordles, self assess, post to blog (35 minutes)
 * Project Wordles, present, explain one use and important properties (30 minutes)

The classroom will be set up in a U-shape around the edges of the classroom. This will give students work space for individual research and will leave an open space in the middle of the room for the inside-outside circle and conferencing with students while they work. **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 consider how a mineral's properties influence its uses in order to understand why minerals are so valuable and useful. At the beginning of class we will discuss the properties of everyday items and make connections between the properties and what makes them useful in their applications. This discussion will serve as an analogy for further investigation into the value of mineral resources. Some items that may be considered are: aluminum foil, bricks, paper, chalk, etc. Students will be asked to name as many descriptors of the item's properties as they can in several minutes before the class discusses the item. After students have considered the item's important properties they will be asked to explain why we use the item the way we do. Hopefully this discussion will result in a connection between how we use a material and how the material's properties suit it to that use. Students will each be asked to choose a mineral (from the lab or another) that they wish to research further. Students' names will be chosen out of a hat a random and at that time they may choose a mineral that no one else is researching. Students should refer to the online list of references to begin their research. If they are investigating a mineral from class they may use the database as a reference for mineral properties. Students need to be able to address three questions in reference to their mineral: During research students should try to address these questions and keep track of the sources they use using their research graphic organizers. They should use a graphic organizer for each source they plan to use information from. Each student must use 3 sources (and complete 3 graphic organizers) before assembling their Wordle.
 * 1) What are this mineral's distinctive properties?
 * 2) How is this mineral used?
 * 3) What suits this mineral to these uses?
 * Where, What, Why, Hook, Equip, Explore, Tailors:** **Interpersonal, intrapersonal, verbal, logical, visual, naturalist**

After students have had time to work independently and complete some of their research the class will take a break to share what they have learned. Half of the class will form a circle facing out, and the other half will make a circle facing in at the other students. The students will rotate and have short conversations with the person in front of them about what they have learned, what has worked well for them, and what they are struggling with. Students should offer constructive feedback to their peers and compare research and information. In the last five minutes of class every student should send a text or message in as an exit ticket which describes how their mineral is suited to one of its uses. This will demonstrate the productivity of their research and understanding of the objectives and content. Any concerns will be addressed at the beginning of the next class before students begin they summative assessment. If students are not done with their research it should be completed for homework. They should not begin their Wordle until the next class.
 * Explore, Rethink, Tailors: Logical, verbal, interpersonal, naturalist, kinesthetic**


 * Day 2:** At the beginning of class the teacher will check in with students regarding their progress with the research. The teacher will give a short tutorial on how to use Wordle before letting students begin their project. Students will have about 35 to complete their Wordle, self assess their project, and post it to their blog. Students must post three research graphic organizers and their Wordle to complete the assignment. For the remainder of class, students' names will be chosen out of a hat to project their Wordle for the class and briefly explain what they learned about the uses and properties of their mineral.
 * Explore, Rethink, Revise, Tailors:** Visual, interpersonal, intrapersonal, verbal, logical, naturalist

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

Mineral resources are found in almost everything. In this lesson students should bridge their basic knowledge of mineral characteristics and properties to higher level thinking about why we use minerals. This will be explored in more detail later on when students will be asked to start considering the value of mineral resources from multiple perspectives.

The properties examined in lesson 3 (see lesson 3 content notes) may be useful to students, but they should also consider unique properties that might add more value to their mineral resource. For instance, many minerals may be dark grey and submetallic, but only a few might be magnetic. The magnetic properties of these minerals give it greater value and suit it for different uses. Other properties that may be important to consider for metals are malleability, ductility, and conductivity. Conductivity could refer to the material's ability to transfer heat or electricity. Malleable materials can be reformed, molded, and thinned, whereas ductile materials can be drawn out into strings or wires.

Some minerals have unique optical properties, meaning that they interact with light in unique ways. Sometimes this can mean bending light in unique ways or creating a double image. Fluorescence is another unique property related to interaction with the electromagnetic spectrum. Minerals demonstrate fluorescence will glow in specific colors under ultraviolet lights. Other specialized properties include radioactivity and reaction to acids.

All of these unique characteristics can have important impacts on how minerals are used and their value.

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

Digital research graphic organizers to be emailed to the students Rubrics


 * __ 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 have the freedom to incorporate their own structure into their work process in this lesson. Graphic organizers will provide structure for the research process prior to creating the Wordle. A grading rubric of objectives will be given out at the beginning of the class.


 * // Microscope: //** Microscopes will have the opportunity to choose a topic of interest to them (possibly from an earlier class) and investigate it further independently.


 * // Puppy: //** Puppies will be able to share their findings with others and have one-on-one conversations with the instructor during work time.


 * // Beach Ball: //** Beach balls will have an opportunity to take a break from independent work to discuss what they have learned with their classmates and listen to others' ideas.


 * // Rationale: //** This lesson gives students a chance to complete a project independently and investigate a topic of interest to them. They will be given a grading rubric and graphic organizers to guide them and will have an opportunity to discuss their ideas and progress with their peers.


 * // 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: //** Exit tickets with Pinger, conversations with students


 * // Summative: //** Wordle


 * // Rationale: //** Students will develop a knowledge of mineral properties and characteristics in lesson three that they will apply to this lesson. Students will be guided through research that they will use to complete their Wordle.


 * // 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: //** Perspective


 * // 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:** Students will create a Wordle with the results of their research.
 * Logical:** Students will look for logical connections between the properties of resources and their uses.
 * Visual:** Wordles will give students a way to visualize the applications of their mineral.
 * Kinesthetic**: The inside/outside circle will give students the opportunity to share information and learn from their classmates while moving.
 * Intrapersonal:** Students will work independently on their research and Wordle and reflect on connections. Properties can be viewed like character traits that influence what a person does.
 * Interpersonal:** Students will share their findings with their peers and compare research and conclusions.
 * Naturalist:** Students will think about how observable properties of natural objects influence application.


 * // Type II Technology: //** Wordle


 * // Rationale: //** Wordle is a Web 2.0 tool that will allow students to create a visually appealing display of how their mineral is used. Wordles appeals to the visual and verbal intelligences and can be easily shared online via blogs.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 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.**

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 explore applications of minerals in their lives by using digital research tools and Web 2.0 resources to demonstrate their understanding.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 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.**

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

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 * //Rationale://** Students will choose a mineral of interest to them and create a product that demonstrates what they learned through research and discussion with peers. This project will be completed independently so that students may work at their own pace and incorporate challenges as needed. ||  ||   ||
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