Jessica Beaver ELED 3221-003 10/30/13 INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT Rocks and Minerals

Elementary Science _____________________________________________________________________________ Big Idea: Minerals have different physical properties that affect their hardness, luster, cleavage, and streak. Grade Level: 4th Grade Rationale: Students must understand that rocks and minerals have different properties based on their different compositions. Understanding this knowledge allows students to understand that some materials are not suitable for certain purposes depending on their properties and compositions, such as a building that is supported from granite is more stable than one supported with mica. NC Essential Standard(s): 4.P.2.2 Explain how minerals are identified using tests for the physical properties of hardness, color, luster, cleavage and streak. Next Generation Science Standard(s): 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.] Instructional Objective: After performing scratch tests on four mineral samples, students will be able to correctly identify which minerals are the hardest according to the results of their scratch test. To master this objective, students will predict the order of the minerals from softest to hardest before investigation on the worksheet provided. After investigation, they will then order the minerals from softest to hardest as well as include the materials used to scratch the mineral or were scratched by the mineral also on the worksheet provided. After students have seen the correct order of the minerals, they will specify whether their results match, and why or why not they match on the worksheet. Prerequisite knowledge and skills: Students: Minerals are used to create rocks, minerals contain different properties: hardness,

color, luster, cleavage, streak and magnetism, and that these properties can be used to identify the materials. Teacher: Mohs hardness scale, why hardness is important, the different way to classify/identify minerals, rock cycle, minerals are chemical element or compound found in the earth, they occur naturally, are inorganic, and have definite chemical composition Materials/Resources: 6 sets of the four mineral samples (Gypsum, Calcite, Fluorite, Quartz) 6 magnifying glasses, 6 paperclips, 6 copper coins, 6 glass jars Teacher will provide copies of worksheet (22); Students will record data from experiments in their science journals http://www.minsocam.org/msa/collectors_corner/article/mohs.htm Mohs Hardness Scale 1. Talc 6. Feldspar 2. Gypsum 7.Quartz 3. Calcite 8.Topaz 4. Fluorite 9.Corundum 5. Apatite 10.Diamond

Source of your lesson: Illinois State Museum Geology Online website at: http://geologyonline.museum.state.il Estimated Time: The lesson could be broken into two class periods, but needs to last 45mins or less Accommodation for Special Needs/different learning styles: ESL students will be given a demonstration of how to scratch the minerals and fill in their charts. Students that learn best kinesthetically will be able to use the materials and test the hardness of the minerals on their own; the lesson is hands on. Safety considerations: Students will be instructed not to throw the mineral samples, to only scratch the minerals once or twice to see results, as well as to not throw any of the tools used to scratch the minerals or scratch or poke classmates with the materials either. Students will be instructed not to eat, taste or lick the minerals. Students will keep all the materials in the center of the table until instructed, as well as keeping all materials on the table.

Jessica Beaver ELED 3221-003 10/30/13 ______________________________________________________________________________ Content and Strategies (Procedure) Engage: Begin with reviewing with the students what they have been learning in science. What have we been going over in science? (Rocks and minerals; that rocks are made from minerals, any independent reading the students have been reading on the topics of rocks and minerals.) Get students thinking about what they will be covering; identifying minerals by using Mohs hardness scale. How can we identify different minerals? (Hardness, luster, streak test, cleavage, magnetism) Define the terms above for how students can use these techniques to identify rocks and minerals. Hardness refers to how hard the mineral is, we can test this by seeing what materials or tools will scratch the surface of the mineral. Luster is how shiny or glassy the mineral looks. Streak tests allow mineralogists to see the color and compositions of these minerals. Cleavage refers to the break in the mineral, whether when the mineral was split if the break was smooth and even or rough. Lastly, magnetism refers to if the mineral is magnetic. We will be focusing on hardness today by using Mohs hardness scratch test. Mohs scratch test uses different materials to scratch the surface of the minerals or what the minerals will scratch. Show students the Mohs hardness scale on the SmartBoard, omitting the minerals what will be used for the experiment. We will be testing these missing minerals to be able to identify where they belong in the chart. Explore: Hand out the materials to the groups, students will be grouped based on the tables they sit at, two groups of six students and two groups of five students. Each table will get one Mason jar, one sample of each of the following minerals: calcite, fluorite, gypsum, and quartz; as well as paper clips, and pennies. The students will also be handed a worksheet to record their data. Before we begin experimenting, I want everyone to just look, and feel the mineral samples, make predictions about the minerals from softest to hardest without testing. You have been given three tools to test the hardness of these minerals; a penny, paper clip, and glass Mason jar. You also have one more tool, your fingernail. You will use the tools to test the hardness with Mohs hardness scratch test. Allow students to decide which of these tools are harder to scratch the minerals with and if a mineral being scratched means that it is soft or hard. Allow students to work with the materials to explore with the minerals. As the students are exploring hardness of the minerals, circulate the room and ask focus questions. What do you think is the hardest material to scratch with or be scratched by the minerals? (The mineral scratching the glass in the hardest, and the softest is the mineral scratched by a fingernail). Explanation: After students have all had a chance to experiment with the minerals and decide where they think the minerals need to be places on the Mohs hardness scale, call their attention to the board. Each table will share what order the minerals should be in on the scale. After all students have shared, reveal the correct order of the minerals. Ask the students if any are surprised with the results and why. Ask they how their predictions lined up with their results and

then with the actual scale. Explain that Friedrich Mohs created this test in 1812 to help identify the hardness of the ten most common minerals and their ability to scratched by objects. The mineral that is not scratched by the other objects or scratches all other objects is the hardest. The diamond is the hardest on Mohs scale; this is because a diamond is the only thing that will scratch a diamond. Talc is the softest on the scale because it is often found in powder form it is so soft. Elaborate: After finding out the hardness of the minerals, students can research uses of these minerals. After finding uses they can compare why they would not want a softer, or harder mineral in the place of the mineral being used. Such as talc power, they would not want to use a diamond to substitute because it would be too hard. Students can also use the other forms of identification to identify the minerals available. This would be ideal for the next science lab. Evaluate: Formative Assessment: Did the students identify the minerals and place them in the chart with logical reasoning. After the correct order is revealed, did the students write out if they were correct in their prediction why or why not? If the student has all the elements above present, then they have formally met the assessment. Summative Assessment: Did the students write in explain why or why not they were correct in the prediction of what order the minerals will appear in on chart. Did the student include what materials scratched or were scratched by the materials? Did the students predict the order of the minerals before exploring? If all three of the elements above are present, the students have summative met the assessment. Closure: Have students verbally share what they have learned by raising their hands to share with the class. Tell them they can go home and ask their parents would they rather have a calcite floor or quartz floor? This will allow the students to explain how quartz is harder than calcite and would be harder to scratch. They can interview their parents or siblings on their knowledge on the hardness of minerals.