L5+Christensen,+Melaine

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

** LESSON PLAN FORMAT **

Teacher’s Name: Mel Christensen Lesson #: 5 Grade Level: 9 Facet: Interpret Topic: Mineral uses in daily life Numbers of Days: 2

PART I:

Objectives Students will understand that humans rely on Earth cycles, processes, and resources.

Students will know uses of mineral resources and where mineral resources are found.

Students will be able to do evaluate the role minerals play in our daily lives.

Product: Prezi

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 addresses human interaction with and dependence on natural resources.

Assessments

Pre-Assessment: Raised hands for familiarity with PowerPoint, Keynote, and Prezi.

Formative (Assessment for Learning) Section I – checking for understanding during instruction During the hook students will demonstrate their understanding of mineral properties and application by labeling items in the picture with post-it notes. Students will need to write their Prezi topic on the board before beginning their Prezi. If students seem scattered thumbs up thumbs down can be used to recall attention and address any confusion or questions.

Section II – timely feedback for products (self, peer, teacher) Students will self assess themselves using a checklist. Teacher feedback will be given using a rubric.

Summative (Assessment of Learning): Students will create a Prezi about one way they used or interacted with a mineral during the day. The Prezi should explain where the mineral came from, what properties make the mineral suitable for this use, and how it benefitted the student.

Integration Technology: Students will demonstrate their understanding by creating a digital multimedia presentation that can be shared with others online.

Content Areas: Social Studies: Students will incorporate geography (where the mineral may have been mined) and sociology (how humans use the mineral and why).

Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction After looking at the USGS poster of minerals in the home students will try to fill out the clock graphic organizer with situations in which they used minerals at each hour. Students will do a carousel brainstorm to complete the graphic organizer and share ideas. Students will travel around the room for the carousel brainstorm in pairs and at each station will have one minute to fill out ideas for three hours.

Section II – Groups and Roles for Product Students will create their Prezis in the same pairs they were in for the carousel brainstorm.

Differentiated Instruction

MI Strategies

Verbal: Students will brainstorm ideas together and record thoughts on the graphic organizer. Logical: Students may need to think critically about how objects or tools they use everyday work and what they are made of. Visual: The hook poster, graphic organizer, and Prezi all incorporate visualizations of the subject material. Kinesthetic: The hook activity will require students to go up to the board and place labels on the poster. Musical: Students may incorporate music into their Prezi or write a song about their mineral encounter to feature in their Prezi. Intrapersonal: Students will think about their habits and lifestyle and evaluate themselves as consumers. Interpersonal: Students will work as a team during the hook and will work collaboratively with smaller groups to brainstorm and create their Prezi. Naturalist: Students will think about human consumption and use of natural resources.

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 can do a matching activity independently with the USGS poster and use the poster as a reference for filling in their graphic organizer. The “Learn” (http://prezi.com/learn/) section of the Prezi website can provide students with a tutorial of how to use the presentation tool before they complete their own Prezi.

Extensions

Type II technology: Students will demonstrate their understanding by creating a digital multimedia presentation that can be shared with others online.

Gifted Students: The scientist challenge for this assignment is to find media (videos, diagrams, pictures, etc) that can be included in the Prezi which add more depth to the three examples in the Prezi. Media could explain the benefit or detriment of the use of the mineral or explain how it is processed into the form in which we use it.

Materials, Resources and Technology List all the items you need for the lesson. Laptop / Dongle USGS poster file Post-it Notes List of minerals with properties and number of appearances on poster Graphic Organizer: Mineral Uses Paper/whiteboard set up for brainstorm

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

USGS Poster: geopubs.wr.usgs.gov/open-file/of00-144/of00-144.pdf This poster will be projected on the board for the hook activity. For the hook, the file shown will have the keys on the sides covered over.

Mineral Information Institute: https://www.mii.org/commonminerals.html This website has brief descriptions of a range of minerals and their uses.

40 Common Minerals and Their Uses: http://www.gold-traders.co.uk/gold-information/40-common-minerals.html This site contains a list of common minerals, uses, and links to external sources for more information.

Minerals and Health: http://www.nlm.nih.gov/medlineplus/minerals.html This website contains links to resources about minerals and health.

Prezi Tutorial: http://prezi.com/learn/ Prezi Home: http://prezi.com/ Prezi Example: http://prezi.com/your/

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: Technology Preassessment, Handouts, Explanation, Etc. (5 minutes) Hook (5 minutes) Review labels and discussion (10 minutes) Graphic organizer and brainstorm (15 minutes) Prezi assignment (5 minutes) Introduction to Prezi, set up accounts (15 minutes) Prezi works session; write topics on the board (35 minutes) Day 2: Finish Prezis (20 minutes) Share Prezis (60 minutes)

For the first part of this lesson students will be moving around the room. When working on their Prezis the desks should be arranges so that they can work in small groups and also be able to see the front of the room easily for instruction and presentations. Day 1: Students will understand that humans rely on Earth cycles, processes, and resources. Students will understand Earth Systems and their impact on natural resource supplies. Mineral resources affect human health and are also necessary for technology, construction, and fuel. Each student will receive a list of common minerals, some of their properties, and the number of times the minerals appears on the USGS Minerals in Our Environment poster. The class will be divided into two teams (by a categories written on their handouts) and each team will have to try to label as many of the items on the poster (which will be projected on the whiteboard) with their mineral components. Only one student from each team may go up to the board at a time and may only place one label per turn. All students should be encouraged to place at least one label on the board. The teams can confer about where labels should go before a designated student places it on the board. The class will have 5 minutes to get as many correct labels as possible. Afterward, the class will discuss how many items were labeled accurately and talk about any items that may have been surprising. Some possible questions that could be discussed are: What did you learn from this activity? Did it surprise you to find out that a certain mineral was in ______? Which items were more challenging? Which items were easier? What properties suit this minerals to this use? How did you know this mineral was used in _____? What other minerals could be used for ______? Why might this mineral not make sense in this application? Where, Why, What, Hook Tailors: kinesthetic, interpersonal, intrapersonal, verbal, logical, visual, naturalist

Students will know uses of mineral resources and where mineral resources are found in their daily lives. Students will do a carousel brainstorm to reflect on how our society uses mineral resources. Students will be assigned groups (by categories written on their handout) based on an item containing minerals and will rotate around to three stations in the classroom. Each station will have a different idea for students to consider and will have a white board for students to write their ideas. The first station will be "how would your life be different without the minerals in your item?” the second will be "What is the difference between a renewable and non-renewable resource? How would you classify the minerals or materials made from minerals in your item? If they are nonrenewable, could renewable materials be substituted?", and the third station will be "consider ways that the materials in your item could be reduced, reused, or recycled." Two minutes of brainstorming will be allotted for each station. Each group will end at the station they began at and will report out to the group about what ideas have been recorded. Graphic organizers should be finished after this report out is completed. Equip, Explore, Rethink, Tailors: Visual, intrapersonal, interpersonal, verbal, naturalist

Students will be asked to work in pairs to create a Prezi that explains one of the ways minerals are useful to them during an average day. Students will be given the assignment and introduced to Prezi. They will need to set up an account and spend about 5 minutes watching the tutorial video or experimenting with the program. Before each team begins they should write their topic on the board to avoid duplication between groups and to check for understanding. The topic could be something discussed during the hook, brainstorm, or a new idea. This Prezi should be short and direct. Students may need to do a little bit of additional research in order to explain how and why they use these minerals during a particular activity or in a specific item and possibly where the mineral is from and if it is valuable. Students interested in an extra challenge can incorporate media (videos, diagrams, pictures, music, etc) which adds more depth to the topic of the Prezi. Media could explain the benefit or detriment of the use of the mineral or explain how it is processed into the form in which we use it. During work time the teacher will check in with each group to make sure they are on track, understand the assignment and material, and can use the technology. Explore, Rethink, Tailors: Visual, interpersonal, intrapersonal, verbal, logical, naturalist, musical

Day 2: Students will have some time at the beginning of class to finish up their projects. The last hour of the class will be devoted to sharing the Prezis with the class. Students will evaluate each others’ work based on a checklist. The teacher will evaluate the presentations further and provide more detailed feedback on the same checklist. This lesson will set the foundation for a discussion in the next lesson about the depletion and use of mineral resources. Explore, Rethink, Revise, Tailors: Visual, interpersonal, intrapersonal, verbal, logical, naturalist, musical

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

Minerals are fundamental to human health and quality of life. Certain minerals in the native element group such as iron, zinc, sulfur and elements commonly found in crustal minerals such as sodium, calcium, phosphorous, and potassium are important in to human health. Other minerals such as asbestos and uraninite can have serious negative effects on health. Beyond their important influence on health, minerals are very important resources which are integral to construction, manufacturing, technology, and fuel. Depending on the properties of the minerals and the accessible supply, some minerals are very valuable economically. Some valuable minerals include gemstones such as diamonds, fuel minerals such as coal, and metals such as gold. Other minerals such as quartz and feldspar are more abundant and accessible and therefore less valuable. Mineral supplies are huge assets to countries with the ability to mine and export them. China for instance mines and exports large quantities of mineral resources and has monopolies on many valuable resources.

See common minerals handout.

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

Graphic Organizers List of Common Minerals Prezi Checklists

Maine 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 be provided with clear verbal guidelines, time limits, graphic organizers, and tutorial videos during this lesson to provide structure and clarity.

Microscope: Microscopes will be able to break down the hook activity into smaller more in depth units during the carousel brainstorm activity. They will also have the chance to investigate one example of mineral use in detail during the Prezi assignment.

Puppy: Puppies will be able to work in small groups and share their ideas informally before presenting to the class.

Beach Ball: Beach balls will be able to work with different people during the lesson, use a range of resources, and show their understanding in different ways.

Rationale: All learning styles will have accommodations built into the lesson to ensure that they are in a supportive learning environment. Additional support can be given to students who still do not feel that their learning needs are being met.

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: Topics written on board, checklist, peer review

Summative: Prezis will be assessed by the teacher using a checklist after their presentation in class.

Rationale: Students will be asked to make connections between what they know about minerals and how minerals are useful throughout the lesson. They will be given many examples and will be asked to come up with their own examples before choosing one to explain in more depth in their Prezi.

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 and Common Minerals handout.

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: Interpret: Students will need to evaluate and deconstruct their habits and surroundings for the presence of minerals. They will need to interpret the function of minerals in these applications and systems.

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 brainstorm ideas together and record thoughts on the graphic organizer. Logical: Students may need to think critically about how objects or tools they use everyday work and what they are made of. Visual: The hook poster, graphic organizer, and Prezi all incorporate visualizations of the subject material. Kinesthetic: The hook activity will require students to go up to the board and place labels on the poster. Musical: Students may incorporate music into their Prezi or write a song about their mineral encounter to feature in their Prezi. Intrapersonal: Students will think about their habits and lifestyle and evaluate themselves as consumers. Interpersonal: Students will work as a team during the hook and will work collaboratively with smaller groups to brainstorm and create their Prezi. Naturalist: Students will think about human consumption and use of natural resources.

Type II Technology: Prezi

Rationale: Prezi will allow the students to learn a new technology and create richer and more dynamic presentations than they could create with PowerPoint or Keynote. They will be able to demonstrate their knowledge of the content in a more creative and versatile format and have the ability to integrate more sophisticated media into the presentation.

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: 1c: Students will reflect on what they learned in the lesson as well as their own habits and surroundings. They will use digital tools to creatively demonstrate their knowledge and share information with their peers.

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: 2b: Students will choose a topic of interest to them and create a product that meets their level of challenge with the technology. They will self assess the final product and be assessed by their peers and teacher. ||  ||   || 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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