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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

LESSON PLAN FORMAT

Teacher Candidate: ________Taylor Shupp____________________________ Date: ____October 6th, 2016______

Cooperating Teacher: _Dr. Varano________________________________ Coop. Initials: ________________

Group Size: _______30______________ Allotted Time: __60 minutes___ Grade Level: _____4th grade____________

Subject or Topic: The Earth's Surface: Minerals and Crystals___ Section: __EEU 205-010___________________

STANDARD: (PA Common Core):

• 3.3.4.A2.

Identify basic properties and uses of Earth's materials including rocks, soils, water, and gases of the atmosphere.

• 2.6.4.B.

Organize and display data using tables, pictures, tallies, bar graphs, line graphs, or pictographs

• 9.1.3.E

Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

I. Performance Objectives (Learning Outcomes)

A. The 4th grade students will identify various types of minerals by completing a series of mineral identification tests and recording the collected data.

B. The 4th grade students will examine how a crystal is formed by creating a crystal of their own.

II. Instructional Materials

• Smartboard

• Mineral Identification video from

• Crystal PowerPoint

• Several minerals and/or crystals

• 6 Mineral Identification Sheets(one for each group)

• 6 Mineral Identification Guides

• 6 Mineral Illustration sheets

• 30 Crystals Guided Notes sheets

• Materials needed for Mineral Test

o Several samples of unknown minerals (at least 30; 5 minerals for each group of 5 students)

o 6 magnifying glasses (One for each group)

o 6 pennies

o 6 lamps

o 6 steel nails

o 6 black or white bathroom tiles

o 6 glass plates (like one from a picture frame)

o 6 copies of the mineral test sheet

• Materials needed for crystal making

o Cups

o Food coloring (as many colors as possible!)

o Hot tap water

o Alum (Approximately 38 ounces or 5 cups; 2.5 tablespoons per student)

o Spoons

o Paper or coffee filters

o Trays or plates to put the crystals on

• Materials needed for "Fizzy Fun" experiment

o Vinegar

o 6 glasses or clear plastic cups (one per group)

o Small chunks of limestone (one or two per group)

o Several other rocks and minerals (at least 30; 5 for each group)

III. Subject Matter/ Content

A. Prerequisite skills

1. Students must have a basic understanding of rocks and what they contain (Covered in first lesson)

B. Key Vocabulary

1. Rock- A natural, solid, nonliving material made of one or more minerals. (Review from last lesson)

2. Mineral- A natural material that forms from nonliving material (Review from last lesson)

3. Crystal-Groups of molecules arranged in a certain way

4. Luster-The way light reflects off the surface of a material

5. Streak-The line of powder the mineral leaves behind when rubbed across a flat surface.

6. Molecule-A group of two or more atoms linked together

7. Atom-The smallest piece or component of any element

C. Big idea: What are minerals and how can they be identified, and how are crystals formed?

IV. Implementation

A. Introduction

1. The teacher will begin by passing around several minerals and crystals. The students will be allowed to look at them for 2 or 3 minutes.

2. The teacher will then ask the students what they just got to look at.

a. The children might say "Crystals," which is correct, but the teacher should ask if they know what else the items were.

3. The teacher will explain that the things the students were holding were minerals. Ask the students if they remember what a mineral is from the previous lesson. If not, explain the definition of a mineral.

4. The teacher will explain that for the past 3 days, the students had been learning about rocks, and rocks are actually made up of many smaller particles; they are made up of minerals and crystals.

a. Explain that when we learn more about what rocks are made of, we can discover more about rocks themselves, which can help us to learn more about Earth's surface.

b. Tell the students that today they are going to learn more about minerals and crystals!

B. Development

1. The teacher will explain that there are many different types of minerals and that each mineral has several characteristics that set it apart from other minerals.

2. The teacher will tell the students that there are tests that one must do on a mineral in order for one to identify what mineral one has.

3. The teacher will show the Mineral Identification video.

4. The teacher will then ask the students if they have any questions about the video.

5. The teacher will use the Mineral Identification PowerPoint to explain each of the tests used to identify minerals, and the students will refer to the "Mineral Identification Guide" as the teacher explains each test.

a. The first thing that you should look at in a mineral is its color. Different minerals have different colors.

b. The second thing you should look at in a mineral is its luster.

i. The luster of a mineral can be categorized as shiny, metallic, dull, glassy, resinous, pearly, oily, or silky.

1. Resinous means that it looks like tree sap, and pearly means that it looks like a pearl. Other definitions/explanations for the children can be found on the Identification Guide.

c. The third thing you check is hardness. The Moh's Hardness Scale rates the hardness of minerals.

i. You can check the hardness by scratching the mineral with different objects.

d. The streak is the fourth thing you check when identifying a mineral. This can be done by rubbing the mineral across a flat, black or white surface.

e. The last test is the specific gravity test. This is somewhat complicated and involves weighing the mineral and then weighing the water that the mineral pushes out of a cup of liquid.

6. The teacher will then tell the students that they are going to do their own mineral identification!

7. The teacher will divide the students into 6 groups of 5 students, making sure that the students' abilities vary in order to promote scaffolding.

8. The teacher will then give each group the materials necessary for the Mineral Identification.

9. The teacher will explain that the students are to work together to identify the 5 minerals at their table. The teacher will then explain that there are 5 jobs necessary to identify the minerals.

a. One student will be the secretary or record-keeper

b. One student will examine the luster of the mineral.

c. One student will perform the scratch test.

d. One student will test the streak

e. One student will illustrate the mineral on the illustration page.

f. Note: The teacher can decide how these "identification jobs" work; the students can pick or be assigned one job for the whole experiment or the students can switch jobs for each mineral. This can be determined based on students' abilities, need for accommodations, and the teacher's preference.

10. The teacher will explain that the students will not be performing the specific gravity test because it is very complicated, so they will be identifying the minerals based off of the other tests assigned.

11. The students will then perform the tests and fill out their Mineral Identification Sheet and Illustration Sheet, using the Guide for help.

a. The directions for the activity are on the Guide.

b. The students will test each mineral, fill out the identification sheet, and draw each mineral on the illustration sheet.

12. After the students are finished, they will be asked to share their identified minerals with the class. They will explain how they identified the minerals.

13. The students will turn their Identification Sheet and Illustration Sheet into the teacher after they share their minerals.

14. After all the groups have shared, the teacher will explain that the students now know how to identify minerals!

15. The teacher will tell the students that rocks contain many of these minerals, and that when they can identify the minerals, that helps them to know more about the rocks.

16. Tell the students that one example of identifying minerals in rocks can be seen in limestone.

a. Limestone contains calcite, which is the only mineral that reacts in a specific way to acid.

b. One way you can tell if a rock is a rock that contains calcite (like limestone) is by performing the vinegar test.

17. The teacher will divide the students back into their groups of 5.

18. The teacher will then hand out the materials needed for the "Fizzy Fun" experiment.

19. The teacher should make sure that each group of students receives at least one limestone chunk as well as 5 or 6 other rocks (can be random rocks that may or may not contain calcite), but do not let the students know which rock is the limestone.

20. The students will then drop each rock into a cup full of vinegar, one at a time. If the rock fizzes, it contains calcite!

21. After the students are finished, the teacher will explain that this activity showed that when we know some of the unique characteristics of minerals, we are able to find out more about a rock that contains those minerals.

a. Two common rocks that contain calcite are marble and limestone, so this test can help students to determine if their rocks could possibly be either of those types of rocks!

22. The teacher will then explain that many minerals are actually crystals!

23. The teacher will hand out the Crystals guided notes sheet to each student and tell the students to fill it in as the Crystal PowerPoint is shown.

24. The teacher will then show the Crystal PowerPoint and explain the relationship between minerals and crystals.

a. Crystals are actually just an arrangement of materials.

b. Minerals are materials that are often arranged in a crystalline structure.

c. This means that minerals often appear in crystal form, so if we learn more about how crystals form, then we can learn more about minerals.

25. The teacher will then use the PowerPoint to explain how crystals are formed.

a. Crystals are formed when molecules in a liquid grow together. Temperature changes are typically what make the molecules grow together.

i. One example of this could be snowflakes or ice crystals. These crystals form when water molecules grow together and then freeze!

b. Many times, crystals form when lava comes out of a volcano. When this lava reaches air temperature, the crystals form.

i. This lava hardening forms igneous rocks!!!

c. Other times, mineral solutions in a rock change temperature and form crystals.

26. The teacher will tell the students that they get to see just how crystals form!

27. Tell the students that they each will get to grow their own crystal. The teacher will go to each desk and give the students what they need to grow the crystal.

28. Each student will receive 1/2 cup of hot tap water (the teacher may need to help them so they do not get burned!) They will also receive 2.5 tablespoons of the alum.

29. The students will stir the alum into their cup of water. They will then get to put food coloring in the water if desired.

30. After the students are finished, the teacher will place each cup somewhere safe with a small piece of paper or a coffee filter on the top of the cup.

31. The crystals should grow on the bottom of the cup within a few hours, but the teacher will tell the students that they will get to look at the crystals the next day.

32. The teacher will explain that the students got to put the molecules (alum) and the liquid (water) together, and when the water cools down, a temperature change will occur and crystals will form.

C. Closure

1. The teacher will ask the students to raise their hands and list things that they learned throughout the lesson.

2. The students will take turns coming up and adding what they learned to the class concept map.

3. Review the concept map as a class.

4. Tell the students that we have now learned about some materials that rocks are made up of; minerals and crystals. Tell them that we can now better understand rocks, which means that we can understand even more about Earth's surface. Tell the students that we will get to examine our crystals tomorrow and that then we will get to learn about another part of Earth's surface that often happens to contain a lot of minerals: Soil!

D. Accommodations/Differentiation: I would accommodate for a student with dyslexia or another learning disability by ensuring that they do not get put in the position of "Record-Keeper" in the mineral identification activity, as there are several other positions that do not require reading or writing. That activity is able to accommodate many different types of needs, as there are 5 different jobs, and all of them require different skills and abilities. The jobs could be assigned as necessary if students need accommodations.

E. Assessment/Evaluation plan

1. Formative:

a. Class concept map

b. Mineral identification chart

c. Mineral illustration sheet

2. Summative: There is no summative assessment in this lesson.

V. Reflective Response

A. Report of Students’ Performance in Terms of Objectives

Remediation:

B. Personal Reflection

1. How could this lesson be improved?

2. Was the opening "hook" engaging enough?

3. Did there need to be more assessments?

VI. Resources

BrainPOP | Science | Learn about Mineral Identification. (n.d.). BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts . Retrieved October 5, 2013, from

Helmenstine, A. M., & Ph.D.. (n.d.). Easy Crystals to Grow - Easy Alum Crystals Project. Chemistry - Chemistry Projects, Homework Help, Periodic Table. Retrieved October 5, 2013, from

How To Identify Minerals: Hardness. (n.d.). theNAT :: San Diego Natural History Museum :: Your Nature Connection in Balboa Park :: Home. Retrieved October 5, 2013, from

Identification of Minerals. (n.d.). Rocks For Kids. Retrieved October 5, 2013, from

Identifying Rocks and Minerals for Kids | . (n.d.). | An Education & Child Development Site for Parents | Parenting & Educational Resource. Retrieved October 5, 2013, from

Rock On: Fizzy Fun -- National Geographic Kids. (n.d.). Kids' Games, Animals, Photos, Stories, and More -- National Geographic Kids. Retrieved October 5, 2013, from

What is a Mineral?. (n.d.). ThinkQuest : Library. Retrieved October 5, 2013, from

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