LESSON PLAN



LESSON PLAN

|Subject Grade Level Date |

|Science 7 |

|AZ Common Core Standards |

|Cite several pieces of textual evidence to support |

|analysis of what the text says explicitly as well as |

|inferences drawn from the text. (7.RL.1) |

| |

|Write arguments to support claims with clear reasons |

|and relevant evidence. |

|a. Introduce claim(s), acknowledge alternate or |

|opposing claims, and organize the reasons and |

|evidence logically. |

|b. Support claim(s) with logical reasoning and |

|relevant evidence, using accurate, credible |

|sources and demonstrating an understanding of |

|the topic or text. |

|c. Use words, phrases, and clauses to create |

|cohesion and clarify the relationships among |

|claim(s), reasons, and evidence. |

|d. Establish and maintain a formal style. |

|e. Provide a concluding statement or section that |

|follows from and supports the argument |

|presented. (7.W.1) |

| |

|c. Pose questions that elicit elaboration and |

|respond to others’ questions and comments with |

|relevant observations and ideas that bring the |

|discussion back on topic as needed. |

|d. Acknowledge new information expressed by |

|others and, when warranted, modify their own |

|views. (7.SL.1) |

| |

|Learner Outcomes/Objectives |

|S1C1: PO 1. Formulate questions based on observations that lead to the development of a hypothesis. |

|PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs. |

|C4: |

|PO 2. Display data collected from a controlled investigation. |

| |

|PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. |

|PO 4. Write clear, step-by-step instructions for following procedures (without the use of personal pronouns). |

|PO 5. Communicate the results and conclusion of the investigation. |

|S2C2PO 3. Apply the following scientific processes to other problem solving or decision making situations: |

|• observing |

|• communicating |

|• comparing |

|• measuring |

|• classifying |

|• predicting |

|• organizing data |

|• inferring |

|• generating hypotheses |

|• identifying variables |

|S6C1PO 1. Classify rocks and minerals by the following observable properties: |

|• grain |

|• color |

|• texture |

|• hardness |

| |

|Introduction/Engagement/Invitation (Link to Prior Knowledge) |

|Monday: Students will examine several samples of minerals. Students will record any observations they can make within the 10-15 minute time |

|period, and cite any information that they might know about each mineral. |

|Tuesday: Students will repeat Monday’s introduction, but add any new understanding of the basics of mineral study, properties…. |

|Wednesday: Students will try to answer the questions: What are crystal structures and how do they affect minerals? They will start by |

|describing what they know from their readings. |

|Thursday: Students will take their understanding of crystal structures, and basic mineral groups to derive some ways to test mineral |

|properties. |

|Instructional Input, task steps, interaction (modeling/guided practice/independent practice) |

|*Please delineate selected instructional strategies with associated activities. |

| |

|Monday: |

|Students will examine several samples of minerals. Students will then make both qualitative and quantitative observations of these minerals to|

|describe as many characteristics of them as they can – 10 mins. |

|Students will then discuss within small and large groups what they have observed, measured…. to see what is known. 5-10 mins. |

|Mineral Notes: Part 1- basic mineral groups, what is a mineral….. 15-20 mins. |

|Assignment: Students will read chapter 2, section 1 from the text and answer the review questions at the end of the section. |

| |

|Homework: Finish 2.1 review questions. |

| |

|Tuesday: |

|Students will continue with their study of the unknown mineral samples. Students will take some of their new ideas and add them to their |

|initial observations in their notebooks. 5 mins. |

|Mineral Notes: Part 2- Mineral properties- 20-25 minutes |

|Reading for meaning activity: Article on minerals and what makes something a mineral. -10-15 minutes Discussion 5-10 minutes |

| |

|Homework: Chapter 2, section 2 Reading Guide B Worksheet- Due Wednesday |

| |

|Wednesday: |

|Students will describe what they can tell me about the hardness and scratchability of the given minerals at their tables. They will work |

|towards, “why” they behave in the fashion they do.- 5-10 mins. |

|Crystal Structure/ Bonding Lab: Students will look at several bonding patterns (geometric shapes) and their strengths/ weaknesses…. Through |

|various tests: 30-40 mins. |

| |

|Homework: Students will make a claim about the structures they created and their strengths. Students will then support their claim with |

|evidence from their labs. |

| |

|Thursday: |

|Students will try to relate some of the geometric shapes from their crystal structure lab to some of the minerals found at the tables. 5-10 |

|mins. |

|Students will take their Claim and Evidence from the night before and add some more information to their evidence from the lab. They will then|

|cite reasoning for their evidence- 10-15 mins. |

|Mineral Properties Lab Part 1: Students will begin to test specific properties of their unknown minerals : Remainder of class. |

| |

|Friday: |

|Bell Work: TBD |

|Students will continue their mineral properties identification lab for the 6-10 unknown minerals. Periods 2 and 6, advanced science will go a |

|little deeper by looking at a few more properties, such as fluorescence, density… 30-40 minutes. |

|Students will compare their mineral properties to a list of known minerals and their properties to try to identify the unknowns. |

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|Assessment/Evaluation/Informal Checks for Understanding (throughout lesson) |

| |

|Homework Sheets (Mineral reading, 2.2 Reading Guide) |

|CER written from crystal structure lab |

|Mineral property description worksheets, and mineral properties lab |

|Frequent questioning within small and large group settings |

|Closure |

|Monday: Ticket out the door: What is a mineral |

|Tuesday: Students will write 2 things in their notebooks describing how they can identify a mineral |

|Wednesday: Each table will construct a model of a geometric structure tested from their lab on the whiteboards that they feel will support the |

|greatest amount of stress, and be prepared to explain why. |

|Thursday: Students will mark at the front white board which 2 mineral properties they feel are most helpful in identifying an unknown mineral. |

|Friday: Students will either stand-by or change their thoughts, by remarking on the board, which properties are most helpful when identifying |

|an unknown mineral. |

| |

|Materials/Tools/Resources Needed |

|Several mineral samples |

|Lab equipment: Scratch plates, hardness scales and measuring tools, triple-beam balances, dilute HCl, safety goggles, fluorescent/ UV light, |

|flash lights, hand lenses, magnets, gum drops, tooth picks, lab guides, worksheets, textbook. |

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