Professional Documents
Culture Documents
Name:CarlyAtkinson
MentorTeacher:SarahFelsing
Classandgradelevel:8thgrade,Earth
Science
School:HayesMiddleSchool
Date:10/27/14
PartI:InformationabouttheLessonandUnit
Topic:Minerals/Rocks
Abstract
ThisactivitysequencewillfeatureaTOPEinquirysequenceonthetopicofmineralsand
rocks.Thetechniquesthatstudentswillbelearningarethetoolusedformineralidentification
(hardness,color,cleavage,etc.).Studentswillmakeobservationsofmineralsamples,andusing
thetechniques,observethepatternofnamesoftheminerals.Studentswillusethesepatternsto
explainhowdifferentcompositionsandformationconditionsaffectdifferentproperties.This
explanationwilloccurwhenwetransitionfrommineralsintorocksandtherockcycle.
PartII:ClarifyingYourGoalsfortheTopic
A.BigIdeas
Mineralsarethebuildingblocksofrocks;theycanbepresentinvaryingamountsand
differentcompositions.Whencombined,mineralsstillretaintheircharacteristics,andtherefore,
themineralswithinarockcanbeidentified.Mineralscanbeidentifiedbymanydifferent
characteristics,includinghardness,color,cleavage,luster,andstreak.Havingtheabilityto
identifymineralshelpstothenidentifyrocksandhowtheyformed.Eachmineralhasavery
specificsetofconditionsunderwhichitforms.Knowingthisinformation,andbeingableto
identifymineralswithinrocks,youcanthenunderstandhowandwherethatrockformed.
Mineralsareidentifiersofpastgeologicandenvironmentalconditions.(HSCEE3.p2)
Mineralsarearesourceofeconomicimportance;humansusemineralsformanythings,
rangingfromhalite(salt)tobauxiteforaluminum.Havingtheabilitytoidentifyminerals,know
howandwheretheform,canaidinpredictingthelocatingofthesemineralsforeconomicaluse.
Itisimportanttoconservetheseresourcesduetothetimescaleoftheirformation,mineralsarea
nonrenewableresource,andmorewillnotbeformedwithinourlifetimes.(HSCEE2.4,NGSS
HSESS31)Mineralsarealsoanimportantfactorindetermininggeologicage.Usingthe
isotopesofcertainatoms,locatedinthechemicalstructuresofminerals,radioactivedatingcan
beusedtodeterminetheageoftherock,whichcontainsthemineral.(HSCEE5.3x,NGSSHS
ESS16)
B.StudentPractices
1.Namingkeypractices
Studentswillbeusingthepracticesassociatedwithinquiry,todevelopascientific
understanding.Studentswillaskquestionsinordertoidentifyminerals;theywillusethe
techniques(hardness,color,etc.)tofindtheanswerstothesequestions.Oncetheycanidentify
minerals,theywillapplythecorrectmineralnames(pattern)totheobservations.Studentswill
usetheirknowledgeofmineralstoidentifyrocks,anddevelopamodelofwhere/howthose
rocks/mineralsformed.Studentswillusethismodeltoconstructanexplanationforwhycertain
mineralsarelocatedwheretheyare.
C.PerformanceExpectationsforStudentLearning
PerformanceExpectation
Associated
NGSSPractice
NGSSPerformanceExpectation(s)
1.MSESS31.Constructascientificexplanationbasedonevidenceforhowtheuneven
distributionofEarthsminerals,energyandgroundwaterresourcesaretheresultofpast
andcurrentgeoscienceprocesses.
Constructing
explanations
SpecificLessonObjective(s)
1.Identifydifferentmineralsbasedondistinctphysicalproperties.
2.Discriminatebetweendifferentmineralsamplesusingcolor,streak,hardness,luster,and
cleavage.
3.Identifymineralswithinrocksandapplyknowledgeofmineralcrystalsize,rocktexture,
etc.toidentifywhattypeofrockandwhereitformed.
Askingquestions
Analyzingand
InterpretingData
Constructing
explanations
PartIII:ExampleActivitySequence
A.StorylinefortheActivitySequenceinContext
Stage
RoleinStoryline
Lessonsbefore
Mass,volume,densitywillallbecoveredinpreviouslessons;willbehelpfulwhenidentifying
yoursequence
certainmineralcharacteristics.Labsafetywillalsobecovered,andhelpfulwhenthe
mineralIDlabsarecompletedwithinthissequence.
Lesson1
Therewillbetwopartstothislesson,andthiswillserveasthetechniquesportionofmyTOPE
activitysequence.First,studentswillbetakingCornellnotesonthedifferentcharacteristics
ofminerals(hardness,color,etc.).
Lesson2
Studentswillbeparticipatinginamineralidentificationlab,wheretheywillhavetoobserve5
minerals,completeachartwitheachmineralshardness,color,etc.Oncetheyhavemadeall
oftheirobservations,theywillthenneedtouseamineralchartanddeterminethenameof
themineral,basedontheobservations(pattern).
Lessonsin
between
sequence
Wewillmoveontorocktypes,therockcycleandrockidentification.Thestudentswillneed
thisinformationinordertomoveontotheexplanationportionoftheinquirysequence.
Lesson3
Studentswillbeprovidedwithrocks,andtheywillidentifymineralswithinthoserocks,and,
usingthatinformationandtheirknowledgeofmineralsandhowtheyform,theywill
interpretwhattypeofrockitis/whereintherockcycleitwasformed(metamorphic,
igneous,sedimentary).
Lessonsafter
sequence
Therewillbeonemorerockcycleactivity,rockcycledicegame,whichwillwrapuptherocks
unit.Therewillbearocksandmineralstest,beforemovingontoEarthstructureandthen
relativeandabsolutedating.
B.ActivitySequenceDetails
FocusObjective
Objective
3.Identifymineralswithinrocksandapplyknowledgeofmineralcrystalsize,rock
texture,etc.toidentifywhattypeofrockandwhereitformed.
NGSSPractice
Constructing
explanations
3.TOPEInquirySequence
StagesinYourTOPESequence
Stage
Techniques
Observations
Patterns
Explanations
TeachingActivities
Mineralidentificationtools(color,streak,hardness,luster,cleavage)
Observingmineralspecimens
Findingmineralnames,usingtheobservationsobtainedthroughusingthe
techniques
Explainwhattypeofrock,andunderwhatconditionsitformed,usingminerals
identifiedinthatspecimen
C.LessonPlans
Lesson1Materials
Pagesintextbook:Book:EarthScience,HoltMcDougalPages:117122
Notebookpaper
Lesson1Introduction(10minutes)
Welcome,takeattendance
Recaplastweek,Lastweekwelearnedthatthereare4questionsthatweasktodetermine
ifsomethingisamineral.Whatarethose4questions?Isitsolidwithacrystalshape?Is
itinorganic?Isitformednaturally?Doesithaveaspecificchemicalcomposition?We
alsotalkedabouthowwecanclassifymineralsinto2categories,silicateandnonsilicate.
SilicatemineralscontainBOTHSiandO,whilenonslilicatescancontainEITHERSiOR
O,butnotboth.Wealreadyknowthatmineralscanbeputinto2categories,buthowcan
wegoevenfurtherandidentifyindividualminerals?
Lesson1MainTeachingActivities(35minutes)
Introducedaysactivity,Cornellnotetakingonmineralidentificationtechniques,they
willturntopage117,andbegintakingCornellnotes,notesshouldcoverpages117122
Thiswillbedoneindividually,andquietly
Cornellnotesareanotetakingstrategythatisbeingimplementedbytheentireschool,
thislinkexplainsCornellnotes,ifyouareunfamiliar
(http://coe.jmu.edu/learningtoolbox/cornellnotes.html)
Lesson1Conclusion(10minutes)
Iwillreviewwhatkeypoints/mainideasthatthestudentshouldhaveincludedintheir
Cornellnotesbeforetheyleave,tomakesurethattheyareintherightpathbeforethey
leave
Iwillprepthemforthenextdaysactivities,andtellthemthatitwillbeimportanttohave
thenotesfinishedbecausetheywillbeputtingthemtouseinthenextactivity
Lesson2Materials
Mineralspecimens(5mineralsper
group,8groups,40mineralstotal)
MineralIdentificationchart
(attached)
MineralIdentificationlabsheet
(attached)
Cornellnotes
Nail
MineralIdentificationlab
instructions(attached)
Porcelaintile
Penny
Glass
Lesson2Introduction(10minutes)
Welcome,attendance
Reviewfrompreviousday,Iwillgothroughwhattheyshouldhaveincludedintheir
Cornellnotes,ex.Streak,canbeobservedbyscratchingaporcelaintilewiththemineral
specimen.Iwilltellthemwhatallthemainideasshouldhavebeen,andIwill
demonstratehowtouseeachtechnique.
Lesson2MainTeachingActivities(45minutes)
Studentswillbesplitintogroupsof4(ish)andeachgroupwillbegiven5mineralsto
observeandeventuallyidentify.Theywillneedtofillineachboxinthechart,before
lookingatthelistofmineralnames.Thelistofnameswillbepassedoutduringthe
activity,notbefore,topreventthemfromlookingahead.
Lesson2Conclusion(10minutes)
Whenstudentsstarttofinishup,Iwillinstructthemtopleaseputmineralsbackintothe
propercase,intheproperspace.
Iwillgothroughwhateachmineralwas,includingthecorrectname,andanysignature
characteristicsthattheyshouldhaveobserved.Theywillturnintheiridentification
sheet.
Iwillgivethemapreviewofthefollowingday,whichwillbeginrocks,whichare
composedofminerals!
InbetweenLessons:Studentswillbeusingtheirknowledgeofminerals,andapplyitto
mineralresources,includingmining.Rockswillbecoverednext,includingrockcycle,
processesinvolvedintherockcycle,rocktypes,androckidentification.
Lesson3Materials
Largerocksamples(2pergroup,8
groups,16total)
Identificationlabsheet(attached)
Magnifyingglass
Previousnotes/assignmentson
mineralandrockID,RockBook
Lesson3Introduction(15minutes)
Welcome,attendance
Reviewpast2weeks,minerals,mineralidentification,rocktypes,rockidentification,and
rockcycle.
Lesson3MainTeachingActivities(30minutes)
Studentswillbeparticipatinginacapstonerocksandmineralslab.Eachgroupwillbe
giventworocksamples,theirtaskwillbetoidentifyatleast3mineralswithinthatrock,
identifywhatrocktype,andtherockname.Theywillalsobeaskedtomakeaprediction
aboutwhereontheEarththatrockmayhaveformed.Therewillbesomefollowup
questionsaftertheyhavecompletedtheidentification.
Lesson3Conclusion(5minutes)
Studentswillbeaskedtopleasereturntheirsamplestothecorrectplace,andtocleanup
theirworkstations.
Iftheyarefinishedwiththefollowupquestions,Iwillcollectthem,ifnotitwillbe
assignedashomework.
Iwillgivethemapreviewofthefollowingday,whichwillbewatchingJourneytothe
centeroftheEarth(Thanksgivingtreat!)
PartIV:AssessmentofFocusStudents
A.FocusObjective
Identifymineralswithinrocksandapplyknowledgeofmineralcrystalsize,rocktexture,etc.
toidentifywhattypeofrockandwhereitformed.
B.DevelopingAssessmentTasks
Myassessmenttask:TellthestoryofagrainofsandonaLakeMichiganbeach.Itwasonce
silicondioxide(quartz)inmoltenmagmafarunderneaththeEarthssurface.Howdidit
moveandwhathappenedtoitonthewaytowhereitisnow?)
Mentorsassessmenttask:Ifyoufoundarockthathadreallybigmineralcrystalsinit,what
mightyouassumeaboutthetimethosemineralcrystalstooktoform?Why?
Instructors assessment task: 1.Ageologistlooksatarocksampleandsays:Ithinkthatthis
rockformedwhenmagmacooledslowlydeepunderground.
a. Whatdoyouthinkthegeologistnoticedabouttherockthatcausedhertosaythis?
b. Whatkindofrockmightthegeologisthavebeenlookingat?
c. Whatmineralsmightshehavenoticedinthatrock?
PartV:AftertheUnitReport
A.DescriptionofChangesinYourPlans
Basedonfeedbackfromtheinstructor,Ihaveaddedinformationaboutthelessonsthat
willtakeplaceaftermyactivitysequence.Ihavealsoincludedmoreinformationaboutthe
lessonsandactivitiesthatwilltakeplaceinbetweenthestagesofmyactivitysequence.Ihave
alsochangedmyassessmenttask,andaddedassessmenttasksfromtheinstructorandthe
mentor.
B.StoryofWhatHappened
Lesson1:ThislessonwastaughtonaMonday,studentsweretiredandlethargic.This
wasalessonthatwasverylowkey,sothatturnedouttobeagoodthing.Studentsweretotake
Cornellstylenotesonachapterinthebook.Thisisaschoolwidenotetakingstrategy;somost
studentshaveencountereditinmostoftheirclasses.Itisusedwidely,howeveritisnotwidely
likedbystudents.Iwasmetwithalittleresistanceatthebeginningonthelesson,lotsof
moaningandgroaning.Ireadthefirstparagraphaloudandmodeledthenotetakingstrategyon
theboard.Studentsweregiventheremainderoftheclassperiodtocompletethenotes,being
homeworkiftheydidnotfinish.Ittookstudentsabout5minutestosettledown,stop
complaining,andgettowork.Oncetheywereworking,itwasaquiethour,withlotsof
productivity.Moststudentswereabletofinishthenotesinclass.Ihadplannedtofinishthe
notesthatday,butIhadtoextendtheactivityintothenextday.
Lesson2:Ibeganthislessonbycontinuinglesson1.Ipassedouthighlighterstothe
students,andinstructedthemtohighlighttheirnotes,asIwentthroughaPowerPointofthe
material.Aftertheirnoteswerehighlighted,Igavethemtimeinclass(10minutes)towritea
summaryofthenotes.
Oncethenoteswerecompleted,wecouldmoveontothenextactivity,amineral
identificationlab.Studentswereingroupsof45,eachgroupwasequippedwith5mineral
samples,astreakplate,glassscratchplate,nail,magnet,penny,mineralidentificationlabsheet
(attached),minerallabinstructions(attached),andamineralidentificationchart(attached).
Studentsspentthenext2daysidentifyingphysicalpropertiesoftheminerals,recordingthedata,
andusingtheidentificationcharttodeterminethemineralnames.Whengroupswerefinished,
theyweretoraisetheirhandsandIwouldcomearoundandchecktheiranswers.Ioffered2
pointsofextracreditonthelabifanygroupscouldidentifyall5mineralscorrectlyontheirfirst
try.Thiswasaveryfrustratingactivityforsomestudents,Iheardthingslike,Thisistoohard!
Icantdothis!Iwalkedaroundandansweredanypossiblequestions;Imodeledthetechnique
tofindhardness,fracture,etc.Somestudents,includingmyfocusstudentDavis,reallyenjoyed
thelab,theyfeltlikeitwasascavengerhunt,findingcluesandthentryingtofindthemineral
name.However,somestudents,includingGlennandNick,feltdefeatedbytheactivityand
didntwanttoparticipateintheirgroup.Allgroupsdideventuallycompletetheidentifying
process,over2days.Onceallofthemineralswereidentified,therewerelabquestionsthat
studentswereresponsiblefor,individually.
Lesson3:Thislessonoccurredaboutaweekafterthemineralidentificationlesson,in
betweentopicsincludedtherockcycle,rocktypes,andarockidentificationactivity.Forthis
activity,eachgroupofstudentswasgiven2rocks.Theirtaskwastodeterminetherocktype,
identify3mineralsthatarepotentiallyapartofthatrock,andgivetherockname.Thiswasa
secondrockidentificationexperienceforstudents,addinginthemineralelement.Studentshad
noproblemidentifyingtherocktypeandname,butstruggledwhenitcametotheminerals.In
obviousexamples(micaschist)studentswereabletoatleastidentifyonemineral,butinmore
difficultcases(obsidian)theyhadnoidea.Iallowedthemtouseanyresourcesthattheyhad,
makingitalittlelessdifficult,buttheystillstruggled.Mostgroupswereabletoidentify12
mineralsperrock,butonlyonegroupofstudents,whichincludedDavis,wereabletoidentify3
mineralsineachrock.
C.MakingSenseofFocusStudentsResponses
1.Descriptionsoffocusstudents
Pseudonym
Academic
Standing
PersonalDescription
Davis
93%,A
Whitemale,13yearsold,basketballteam,chatty
Glenn
79%,C+
Whitemale,13yearsold
Nick
65%,D
Whitemale,13yearsold
2.ExcellentResponseorRubric
Myassessmenttask:TellthestoryofagrainofsandonaLakeMichiganbeach.Itwasonce
silicondioxide(quartz)inmoltenmagmafarunderneaththeEarthssurface.Howdidit
moveandwhathappenedtoitonthewaytowhereitisnow?)
Moltenmagmacouldcoolunderthesurface,forminganintrusiveigneousrock.Thatrock
couldbeupliftedtothesurface,undergoweatheringanderosion,becomingasediment(grain
ofsand).Thisgrainofsandwastransportedbyarivertothebeachandisnowsandona
beach.
Mentorsassessmenttask:Ifyoufoundarockthathadreallybigmineralcrystalsinit,what
mightyouassumeaboutthetimethosemineralcrystalstooktoform?Why?
Reallybigmineralcrystalsindicatethatittookalongtimetocool.Ifmagmacoolsquickly,
thereisnttimetoformlargecrystals;soslowcoolinggivestimeforcrystalstogrowvery
large.
Instructors assessment task: 1.Ageologistlooksatarocksampleandsays:Ithinkthatthis
rockformedwhenmagmacooledslowlydeepunderground.
a. Whatdoyouthinkthegeologistnoticedabouttherockthatcausedhertosaythis?
b. Whatkindofrockmightthegeologisthavebeenlookingat?
c. Whatmineralsmightshehavenoticedinthatrock?
a.Thegeologistprobablynoticedthattherewerelargemineralcrystals(coarsegrained
texture)
b.Granite,becauseitisacoarsegrainedigneousrock,thatformsunderground
c.Feldspar,mica,quartz
3.FindingandExplainingPatternsinStudentResponses
Davis:Thisfocusstudenthasgoodbackgroundknowledgetodrawonwhennewtopics
areintroduced.Heisveryoutspokenanditiseasytogaugehisunderstandingbasedonthe
thingshesays.Thefirstassessmentquestioncamefrommymentor,andwasaboutthe
relationshipbetweenmineralcrystalsizeandthecoolingrateofmagma/lavainanigneous
rock.Myfocusstudentseemstoknowtherelationship,butdoesnotdescribewhy.This
indicatestomethathehaslearnedtheconcept,butprobablywouldhaveahardtime
applyingittoanothersituation,becausehedoesntunderstandthelogicbehindthe
relationship.Inrelationtothefocusobjective,thisstudentwouldbeabletoidentifythe
relationshipbetweencrystalsizeandtexture,butnotwhereitformed.
Myassessmentwasdoneelectronically;studentssubmittedtheiranswerstoadropbox.
Magmacancoolunderneaththesurface,orcomeoutofavolcanoaslavaandformabove
thesurface.Ithinkthismagmacameoutofavolcanoandformedanigneousrockonthe
surface.Thisrockwasthenwornawayintosediments,andtransportedbyariver,and
depositedonthebeach.Thisstudentshowsanunderstandingofthebasicrockcycle,rocks
canbechangedintodifferenttypesofrocks,byprocessesthataredrivenbyenergy.Hehas
usedafewbuzzwords(igneous,sediments,transport,deposit),whichindicatessome
knowledgeofthevocabularyassociatedwiththerockcycle.Hehasntmadeanyerrorsin
hisreasoning,butalsodidntuseallofthecorrect,scientificlanguagethatwastaughtin
class.Ifgivenanotherscenario(startingatadifferentpointintherockcycle),Ithinkhe
coulddevelopalogicalstoryline.
Thethirdassessmentwasgivenaspartofashortanswersectionontheunittest.a.
Largecrystalsb.Igneousrock,maybegranitebecausegraniteformsinsidetheEarthc.Mica
becauseitisshiny,andquartzbecausequartzisineverythingThisstudenthasprovidedall
correctanswers,justwithoutthedepththatwouldsignifythathehasacomplete
understanding.Hehasconnectedthatifitcooledslowlyunderground,itwouldhavelarge
crystals,butdidnotfurtherconnectthattothevocabularyoftexture,coarsegrained.Hehas
identifiedithasanigneousrock,formedfromcoolingmagma,andhasprovideda
completelyplausiblerock,duetohisknowledgeofwhererocksform.Hehascorrectly
identifiedminerals,butwithsomesketchylogic.Micaisshiny,butisalsoacommon
mineralfoundingranite,asisquartz,asasilicatearemuchmorecommonthannonsilicate
minerals.Thisstudenthasusedthequestiontocorrectlyidentifythecrystalsize(without
mentioningtexture),andcorrectlyidentifiedarocktypeusingthatcrystalsize,andthegiven
information(whereitformed).
Glenn:Thisstudentstartedouttheyearstrongly,buthasrecentlygottenintoafunk,not
turninginassignments,andnotpayingattention.Thisfirstassessmentshowsthatheisable
torelatetheconceptsfromclasstoanewscenario,withsomedifficulties.Hecorrectly
identifiedthatittookalongtimeforlargecrystalstoform;howeverusingthecomparison
fromclassisnotthemostaccurate.Largecrystalsinanigneousrockcouldtake100s,
1000s,etc.yearstoform,using2weeksasacomparisonshowsalackofunderstandingof
thelargerpicture.
Thisfocusstudentdidnotsubmitaresponseforthesecondassessment.
a.Bigcrystalsb.igneousc.quartz,itiscommonThisstudentwasabletoidentifythat
arockthatcooledslowlyundergroundwouldhavelargecrystals,butdidnotconnectthatto
atypeoftexture.Hewasabletoidentifytherocktype,butnospecificrockname.Hehas
identifiedamineral,whichiscommon,butwasunabletoexplainwhythatmineralwouldbe
apartoftherock.Inregardstotheobjective,thisstudentcouldnotconnectthecrystalsize
towhereitformed(giveninquestion),butcouldnotextendthatknowledgetoaspecificrock
name.Hewasalsounabletolinkmineraltypestotherocktype,basedonwhereandhow
theyform.
Nick:Thisfocusstudentisastudentwhogenerallyturnsinwork,justwithalackof
quality,whichisprobablyareflectionofthequalityofhisunderstanding.Thefirst
assessmentwasansweredwithacorrectresponse,butlackingintheexplanation.He
correctlyidentifiedthatitwouldtakealongtime,butprovidedageneralexplanationtowhy,
indicatingthathedoesnothaveanunderstandingofthesciencebehindtherelationship.
Agrainofsandprobablycamefromasandstone,becausesandstoneismadeofsand.It
brokeandnowthesandisatthebeach.Thisstudentexhibitsnoknowledgeoftherock
cycle,hepassedovertheinformationaboutmagmaandjustwentstraighttosomethingthat
soundedfamiliar.Thisstudentseessandstoneastheonlyplacesandwouldbeinvolvedin
therockcycle,hedoesntunderstandthecycleaspect,thatallmatterintherockcyclehas
beenchanged,inadifferentplace,etc.Thestudentonlyusedonerelevantword(sandstone)
anddidnotuseitinthecorrectapplication.
a.Bigcrystalsb.sedimentaryc.IdontknowThisstudentisabletoidentifythatifa
rockcoolsslowlythattheirwillbelargecrystals,howeverhecannotmaketheconnection
thatarockformedbycoolingisanigneousrock.Basedonhisanswers,Ithinkheis
attemptingtoapplyhisknowledgeofchemicalsedimentaryrocks(formfromevaporationof
mineralrichwater)andtheideathatevaporationrateaffectscrystalsizeinthesameway
coolingdoes.Hecannotidentifyanyminerals,indicatingtomethathedoesnotunderstand
howmineralsandrocksareconnected(rocksaremadeofminerals).
D.ImprovementsPartsIIV
ThefirstthingthatIwouldchangewouldbetheobjective.Itendedupbeingtoobroad
ofanobjective,andmoststudentsstruggledtoachieveit.Itinvolvedalotofdifferentconcepts
alltiedintooneobjective,ifstudentdidntunderstandoneofthoseconcepts,theywouldbe
unabletomeetthewholeobjective.IfIweretodothissequenceoveragain,Iwouldalterthe
objectivetobelesscomprehensive,andmoresequenceoriented.Thiswouldhavebeenagood
unitgoal,buttoomuchcontentforjustoneactivitysequence.
ThesecondthingthatIwouldchangewouldbetheamountoftimespentin
betweenlessons.Thewaythissequencewassetup,mineralswerecoveredfirst,andthenrocks.
ThisleftaboutaweekinbetweenthestepsofmyTOPE.IthinkthatifIwerebetterableto
incorporatebothtopics(rocks/minerals)intocohesivelessons,studentswouldhavebeenbetter
preparedtoconquertheexplanationoftheinquirysequence.Thematerialswerepresentedina
ratherdisjointedfashion,soattheendwhenitwasallsupposedtotietogether,somestudents
wereunabletoseetheconnections.
Thethird,andfinal,thingIwouldchangewouldbethemethodofassessment.Iusedan
onlinedropboxtypemethodforoneoftheassessmentsusedintheunit.Studentsweregivenan
assignmentonlineandsubmittedtheiranswerselectronically.Ithinkthisdrasticallyreducedthe
amountoftimetheyspentthinkingaboutandansweringthequestion.Idontbelievethatmy
studentstakeusingtechnologyasseriouslyasamorecommonassignment.Theythinkof
technologyasanextraandthereforegenerallydontputinasmuchworkwhenusingit.I
wouldliketochangethemodeoftheassessment,andgiveitasawrittenquestion.Withwriting,
studentsmaytakemoretimeandputmorethoughtintoansweringthequestion.Thiswould
hopefullyleadtoadeeperthoughtprocess,andeventuallyabetterunderstandingoftheconcept
(a.k.a.betteranswer).
E.ImprovementsinYourUnderstandingofScienceTeaching
ThemostimportantthingthatIlearnedaboutteachingscienceduringthissequenceis
thatallconceptsmustbewoventogethertocreateanunderstandingofthetopic.Inthis
example,theconceptsrelatedtomineralidentificationwerecarriedoverintothestudyofrocks.
Mineralpropertiesandcharacteristicswereusedinidentifyingrocktypesandenvironmentsin
whichtheyformed.Ifstudentswentintotherockunitwithoutasolidunderstandingofminerals,
theywouldnothavehadagoodplatformtobuildtheirunderstandingon.Teachingthis
sequencereallyexhibitedtometheimportanceofscienceconceptsbuildingononeanother,
whichisanidea,whichIbelievetobetrueinallsciences,notjustEarthscience.
AnotherimportantthingthatIlearnedwasthatstudentswillpickupdifferentconceptsat
differentrates,andtheamountoftimespentonthingswillchange,basedonhowwellornot
wellstudentsunderstand.Mystudentsendedupreallygettingtheconceptofcoolingrate
affectingcrystalsize.Ihadawholeotheractivityplanned,thatIneverimplementedbecause
theyreallyunderstoodtheconceptandwerereadytomoveontoapplyingtheknowledge.Inthe
sameway,therewillbetimeswhenstudentsdontgrasptheconceptsandmoretimewillneedto
bespent.
Attachments
Lesson2:MineralIdentificationLabinstructions
3.5
4.5
5.5
8.0
Fingernail
Penny
Iron nail
Glass
Quartz
Lesson2:MineralIdentificationLabsheet
Mineral
Classification
Worksheet
#
Colo Luster
Strea Fractur Hardness
r
(metallic/non k
e or
(Mohs
metallic)
cleava Number)
ge
Mineral name
1
2
3
4
5
Lesson2:MineralIdentificationChart
METALLIC TO SUBMETALLIC MINERALS
FRACT
URE
CLEAV
AGE
STREAK
COLOR
yellow
yellow,
or
brown
brown,
black
HARDN
ESS
FRACTUR
E
LUSTER
DIAPHAN
EITY
CLEAVAGE
one
5 - 5.5
direction
indistinct
submetalli
c
transluce
nt
OTHER
PROPERT
IES
silky,
fibrous
appearanc
SPECI
FIC
GRAVI
TY
3.3
-4.3
MINERAL
NAME
GOETHITE
e
white,
yellow,
or brown
CLEAV
AGE
colorless
black
white,
red
yellow,
brown,
green,
black
dark
green,
dark
brown,
perfect
3.5 - 4
cleavage in
transluce
nt
6 directions
tough,
2.8 3.2
BIOTITE
flexible
marks
paper,
soils
fingers,
2.23
GRAPHITE
5.02
PYRITE
5.56
HEMATITE
black,
cleavage
metallic
sometimes
or
submetalli
c
opaque
metallic
opaque
indistinct
conchoidal
black
brassy
yellow
6 - 6.5
fracture
reddish
red
-brown,
black,
5 - 6.5
fracture
silver
black
SPHALERI
TE
transluce
nt
or black
1-2
3.9 4.1
thin flakes,
submetalli
c
cleavage in
one
direction
silver,
2.5 - 3
looks like
resin
perfect
or gray
black
brittle,
submetalli
c
slippery
sometimes
metallic
or
submetalli
c
metallic
opaque
in crystal
shapes
sometimes
oolitic or
magnetic
strongly
fracture
or
submetalli
c
opaque
magnetic
5.18
MAGNETIT
E
brownish
fracture
metallic
opaque
weakly
magnetic
4.58 4.65
PYRRHOTI
TE
brassy
yellow
3.5 - 4
fracture
metallic
opaque
brittle
4.1 4.3
CHALCOP
YRITE
5.0
-5.1
BORNITE
or
silver
FRACT
URE
black
greenish
black
brassy
with
black
iridescent
colors
indistinct
3
cleavage
iridescent
metallic
opaque
peacock
colors
NONMETALLIC MINERALS
HARDNESS (7 - 4)
STREAK
COLOR
HARDN
ESS
FRACTUR
E
LUSTER
DIAPHAN
EITY
vitreous dull
transpare
nt,
translusc
ent
vitreous
transpare
nt,
translusc
ent
CLEAVAGE
white
or
colorless
white
or
colorless
white
green
to
black
white,
gray,
pink,
clear,
green,
yellow
white,
gray
one
6-7
direction
indistinct
two
6 - 6.5
directions
at 90
degrees
two
OTHER
PROPERT
IES
MINERAL
NAME
typically
pistachio
green
3.35
-3.4
EPIDOTE
2.5 2.6
ORTHOCL
ASE
few if
any
striations
transpare
nt,
SPECI
FIC
GRAVI
TY
striations
or
clear,
blue
colorless
green
white
colorless,
or
colorless
gray,
white
green,
gray
5.5 - 6
brown,
black
5 - 5.5
greenish
CLEAV
AGE
colorless
brown,
dark
green,
yellow
black
yellow,
or
brown
white
white
to
gray
white,
yellow,
or brown
white
brown,
or black
green,
brown
yellow,
pink
violet,
etc.
greenish,
yellowish
,
black
white,
red
yellow,
brown
green,
black
pink,
white
gray,
and
others
5-6
5 - 5.5
directions
at 90
degrees
greasy -
direction
indistinct
two
directions
intersects
at
90 degrees
two
directions
intersects
at
56 & 124
degrees
one
vitreous
3-5
3.5 - 4
cleavage in
one
direction
3.5 - 4
PLAGIOCL
ASE
2.6 2.65
NEPHELIN
E
3.2 3.6
AUGITE
3.0 3.4
HORNBLE
NDE
3.3 4.3
GOETHITE
3.1 3.2
APATITE
2.3
SERPENTI
NE
3.9 4.1
SPHALERI
TE
2.85
DOLOMITE
softer than
quartz,
cleavage
translusc
ent
brittle
appears
translusc
ent
vitreous
fibrous
or silky
appears
dull to
admantin
e
translusc
ent
vitreous
transpare
nt,
translusc
ent
fibrous
or silky
brittle,
fractured
masses
greasy
direction
indistinct
to
waxy
perfect
resinous
6 directions
transpare
nt,
translusc
ent
to
dull
one
cleavage in
2.6
-2.8
vitreous
poor
5
on
cleavage
faces
one
direction
indistinct
translusc
ent
vitreous
transpare
nt,
translusc
ent
vitreous
rhombic
pearly
sometimes
fibrous
brittle,
translusc
ent
to
adamanti
ne
3 direction,
varigated,
looks like
resin
transpare
nt,
translusc
ent
indistinct
HCl fizz
only with
powder
NONMETALLIC MINERALS
HARDNESS (4 - 1)
STREAK
COLOR
HARDN
ESS
FRACTUR
E
LUSTER
DIAPHAN
EITY
vitreous
transpare
nt,
translusc
ent
vitreouspearly
transpare
nt,
translusc
ent
CLEAVAGE
white
white
any color
clear,
yellow
purple,
blue
white,
gray
red,
brown
clear, etc.
white,
gray
perfect
4
four
OTHER
PROPERT
IES
SPECI
FIC
GRAVI
TY
MINERAL
NAME
sometimes
fluorescent
3.18
FLUORITE
4.3 4.6
BARITE
directions
perfect
3 - 3.5
3 directions
small faces
perfect
transpare
nt,
very heavy
for
a
nonmetallic
mineral
breaks
rhombic
white
green,
yellow
colorless
clear, etc.
dark
green
dark
brown
3
directions,
vitreouspearly
translusc
ent
nonmetalli
c
translusc
ent
transpare
nt
"rhombic"
perfect
or black
colorless
yellow to
perfect
vitreous
to
brown in
thin
sheets
in
one
direction
to
gray
greenish,
to
gray,
green
black
clear,
white
yellowish
,
silvery,
etc.
colorless
2.5 - 3
2.5 - 3
2 - 2.5
white
perfect
2 - 2.5
white
white
gray,
yellowish
white,
gray
2 - 2.5
blue, red
2 - 2.5
clear
white,
gray
brown,
red
clear &
others
green,
gray
white,
silver
& other
colors
pearly
1.5 - 2
cleavage in
one
direction
one
direction
but usually
indistinct
2.71
CALCITE
tough,
2.8 3.2
BIOTITE
flexible
frequently
a
copper like
2.68
PHLOGOPI
TE
vitreous
dull pearly
2.6 3.3
CHLORITE
2.7 3.0
MUSCOVIT
E
2.6
KAOLINITE
2.16
HALITE
2.3 2.4
GYPSUM
2.7 2.8
TALC
luster
transpare
nt,
translusc
ent
indistinct
white,
white
perfect in
one
direction
HCl
reaction
double
refraction
thin flakes,
cleavage in
one
direction
white
CLEAV
AGE
vitreous
to
dull,
earthy
vitreous
3 directions
at 90
degrees
to
scaly
appearanc
e
splits
transpare
nt
pearly
perfect
foliated or
translusc
ent
transpare
nt,
translusc
ent
into thin
sheets
plastic
when wet
crumbly
when
dry
water
soluble,
tastes salty
pearly
transpare
nt,
translusc
ent
perfect in
one
direction
vitreous
2 indistinct
one
direction
pearly
pearly
translusc
ent,
but usually
to
opaque
indistinct
greasy
to
sometimes
as
fibrous
masses
feels
greasy,
tiny flakes
upon
rubbing
NONMETALLIC MINERALS
HARDNESS (9 - 1)
STREAK
COLOR
HARDN
ESS
FRACTUR
E
LUSTER
DIAPHAN
EITY
CLEAVAGE
brown,
colorless
pink, blue
colorless
& others
black,
green
brown,
fracture,
vitreous
sometimes
to
adamanti
ne
with parting
7 - 7.5
fracture
vitreous
transpare
nt,
translusc
ent
OTHER
PROPERT
IES
sometimes
has
hexagonal
SPECI
FIC
GRAVI
TY
MINERAL
NAME
4.02
CORUNDU
M
3.02 -
TOURMALI
crystals
transpare
nt,
to
sometimes
striations
colorless
colorless
pink
yellow
usually
red,
green,
black
or any
color
any color
6.5 - 7.5
fracture
conchoidal
fracture
FRACT
URE
colorless
green,
brown
red brown,
silver,
or black
reddish
5 - 6.5
fracture
fracture
white
brown,
or black
white,
gray
yellow,
red
brown
3.5 4.3
GARNET
opaque
transpare
nt
to
translusc
ent
transpare
nt
crystals
sometimes
has
hexagonal
2.65
QUARTZ
to
translusc
ent
as granular
3.27 4.27
OLIVINE
5.26
HEMATITE
2.7 4.3
LIMONITE
2.00 2.55
BAUXITE
to
to
resinous
vitreous
to
vitreous
dull
opaque
translusc
ent,
yellow,
yellowishbrown
isometric
sometimes
conchoidal
6.5 - 7
NE
vitreous
greasy
olive,
3.2
opaque
transpare
nt,
4 - 5.5
fracture
dull
opaque
crystals
frequently
masses
sometimes
oolitic or
magnetic
earthy
color and
appearanc
e
translusc
ent,
1-3
fracture
dull earthy
opaque
pisolitic
Lesson3:IdentificationLabSheet
Rock#
1.
2.
Mineral#1
Mineral#2
Mineral#3
RockType
(Igneous,
Sedimentary,
Metamorphic)
RockName
Questions
1. Usingyourobservations,whereonEarthmightrock#1haveformed?Underwhattypeof
conditionscouldthistypeofrockform?Howcanyoudeterminethis?
________________________________________________________________________
______________________________________________________________________
2. WhereonEarthmightrock#2haveformed?Underwhattypeofconditionscouldthis
typeofrockform?
________________________________________________________________________
______________________________________________________________________
3. Whatmineralsarecommonlyfoundinigneousrocks?Sedimentary?Metamorphic?
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
4.Ageologistlooksatarocksampleandsays:Ithinkthatthisrockformedwhen
magmacooledslowlydeepunderground.
a) Whatdoyouthinkthegeologistnoticedabouttherockthatcausedhertosaythis?
b) Whatkindofrockmightthegeologisthavebeenlookingat?
c) Whatmineralsmightshehavenoticedinthatrock?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
1. GradingRubric
SummaryComments
Commentsonspecificsections.Criteriaforgradingarethebulletedlistsineachsection.
I:Abstract
IIA:Bigideas
IIB:Practices
IIC:Performance
expectations
IIIA:Storyline
IIIB:Stepsinactivity
sequence
IIIC:Lessonmaterialsand
activities
IV:Assessmenttasks
VA:Storyofwhat
happened
VB:Analysisoffocus
studentresponses
VC:Improvementsfor
nexttime
VD:Improvementsin
yourunderstanding
FinalGrade=