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Grade:
Grade
Teacher: Mrs. Beverly
Goals & Objectives
Students will be able to analyze and classify minerals based on properties including color,
relative hardness, cleavage, streak and magnetism.
Next Generation Science Standard Practices:
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Engaging in Argument from Evidence
Obtaining, Evaluating and Communicating Information
5-PS1-3. Make observations to identify materials based on their properties. [Clarification
Statement: Examples of materials to be identified could include baking soda and other
powders, metals, minerals, and liquids. Examples of properties could include color,
hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic
forces, and solubility; density is not intended as an identifiable property.]
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
Materials
Station Directions
Geologist Observation Chart Graphic Organizer
Paper bags
3 Penlights
3 Hand lens
3 White Streak Plates
3 Steel Nails
3 Pennies
Magnets
6 Labeled Minerals (I, G, F, B, D, L)
6 Clipboards
Notebook paper
Post-Its
Index Cards
Blank Chart Paper
Talk Moves Anchor Chart
Mineral Identification Flow Chart
Highlighter
Investigation Stations & Geology Conference Presentation Rubric
Assessment Tracker: Geologist Observations Table
Plan
Launch: 5 min.
Hello geologists!
QUESTION: What do you predict is in this bag? [Pass around paper bags with the
minerals inside. As students pass around the bag, they can feel inside the bag, but
they cannot see the minerals, yet.]
I have some mystery minerals from all across the world in these bags. Your
challenge today is to try to figure out what type of minerals are in these bags.
Remember, scientists investigate and collaborate all the time so today we are
going to investigate and work together to solve this challenge.
QUESTION: Before we begin, we must think about what we already know about
minerals. So, geologists, what do we already know about minerals? [Record
answers on chart paper.]
QUESTION: What categories can we, as geologists, use to describe minerals? What
properties might we look at in order to categorize these minerals?
As you work on todays challenge, you will visit five Investigation Stations. Each
Investigation Station will give you a clue to help you to better understand the
properties of your mineral and will take you one step closer to figuring out the
name of your material.
[Give an overview of the directions and materials at each Investigation Station.]
As you visit each Investigation Station, you will record your observations in your
Geologist Observation Chart. [Pass out the clipboard and graphic organizers.]
You will have 10 min. to complete this first round of investigations.
QUESTION: Who can put the directions into their own words and restate the
directions for the group?
After 10 min. we will come back together as a group for a geology conference
to share our findings with one another. [Share with the students a copy of the
rubric so that they can see the areas I will be focusing on during their
investigations.]
[Dramatically, give each student a paper bag. On each bag are the words Top
Secret and inside each bag is a mineral and a label where the mineral is from.]
Investigation Stations: 10 min.
Teacher will partner students into mixed ability partner groups.
Each pair of students will start at a different Investigation Station and rotate
through all five stations.
As students analyze the different mineral properties, they will record their
observations on their Geologist Observation Chart.
Note: Directions are at each Investigation Station as a reminder for the students.
As students work, I will circulate around the room to first clarify the directions and
any questions the students have about the task itself.
Then, as I circulate around the room a second time, I will look at the students
observations and ask follow up questions. As I rotate around to each student, I will
be looking to see what observations each student is making and I will ask them
why and how they made that observation.
Plan (Continued)
Potential questions:
o What are the directions asking you to do? Put the directions into your own
words. (If students need more guidance to start the task.)
o What observation did you make at this station? Why?
o What details led you to this observation? What patterns are you noticing
and why?
o What is important about the observation you are making?
o What is this called in geology? (If students are not using vocabulary such as
streak, cleavage, etc.
Geology Conference: 10 min.
[After 10 min. have passed, the students and I will meet together again as a group
for a Geology Conference.]
Now, we are going to continue with our work as geologists.
Geologists from around the world gather together every year to share their
findings with other geologists. Geologists learn from one another!
[Explain how my sister is a geologist and has traveled around the world collecting
mineral samples from Kenya, Madagascar and Armenia and presents her findings
at conferences.]
[Explain how each student will stand up for 1 min. and share out their findings with
the group while all the other geologists record their findings on their Geologist
Observation Chart.]
[As students share, record their observations on chart paper so that students have
a chance to understand the information on both an auditory and visual level.]
SELF REFLECTION: Give each student a copy of the Investigation Stations &
Geology Conference Presentation Rubric and have them give themselves
feedback, highlighting each area of the rubric.
Classification: 10 min.
[After our Geology Conference, I will then have the students work in partners
again. They will analyze their findings and work together to classify each mineral
by using the Mineral Identification Flow Chart.]
Wrap Up Discussion: 10 min.
[Before opening up the conversation, I will review our Talk Moves anchor chart
with the students and encourage them to use these sentence starters during our
discussion.]
o So youre saying? Can you repeat what ____ just said in your own words?
o Do you agree or disagree and why? How did you reach that conclusion?
o Who would like to add on?
o Does anyone have the same answer but a different way to explain it?
o Do you see a pattern?
o Can you think of a counterexample?
o What would happen if . . .?
Plan (Continued)
Potential questions:
o What observations did you use to make this classification? What
properties did you use to make your classification?
o After observing at each station, which property was most helpful in
helping you make a final classification? Which station helped you the
most in your classification? Why?
o How has our thinking about minerals changed from when we started to
now?
o What is one question you still have about minerals?
After this discussion, I will ask each student to reveal their mineral prediction and
why. Here, it will be very important for the students to explain to the group how
they arrived at that answer.
Then, the students will build off each others ideas by agreeing or disagreeing. The
students will have the opportunity to revise their thinking as they listen to each
other.
Students will then be asked to complete an exit ticket writing reflection.
Anticipating Students Responses
1. What strategies and skills are students are likely to use?
Students will likely use the materials at each station to classify each mineral.
Students will likely make predictions and revise their answers as they spend time at
each station. Also, students are likely to make their observations more specific the
longer they observe their mineral at a given station.
Students will need to use speaking and listening skills during the Geology
Conference.
2. What students are likely to be confused by or find difficult?
Students are likely to find the cleavage investigation station difficult because it
may be a new concept for the students.
3. What aspects of the lesson might present particular managerial challenges?
It may be challenging to keep each student highly engaged in the investigation
stations because students may work at different speeds as go through each
station. As a result, students may finish at different times.
Assessment
See below for copies of my assessment trackers:
Classifying Minerals Assessment Tracker
The purpose of the Classifying Minerals Assessment Tracker is to help organize my
notes as I observe each students working at the investigation Stations.
As I walk around listening to the students at each investigation station, I plan to use
this tracker to take notes on the students understandings.
Investigation Stations & Geology Conference Presentation Rubric
The purpose of the Investigation Stations & Geology Conference Presentation
Rubric is to allow the students the opportunity to pause and reflect on their
investigation and presentation midway through the process.
Accommodations
Too Challenging?
Change the length of the process: ask the students to rotate to a fewer number to
stations
Provide a word bank: give the students a word bank for each station to help guide
their observations and give them choices on how to describe their mineral
Give the students a partner: allow two students to use the same mineral so that
they can discuss their findings at each station and work collaboratively
Too Easy?
If students finish early, give them the opportunity to observe the properties of
another mineral.
If students finish early, give them the opportunity to be a geologist expert and
help the students at the cleavage investigation station. (I anticipate this station will
be the most challenging.)
Date: ______________
from
Brazil
Mineral
from
Canada
Mineral
from
China
Mineral
from
India
Mineral
from
New
Zealand
Mineral
from
France
Color
Magnetism
Relative
Hardness
Streak
Color
Cleavage
Mineral Prediction
(Leave Blank until
after Geology
Conference)
Please note: The following instructions will be posted at each Investigation Station.
Cooper-red
Colorless
Clear
Milky White
Metallic Silver
Brassy yellow
1.
2.
3.
4.
5.
6.
What assumptions
and/or
background
knowledge does
the student have
about minerals?
What is the
student
noticing at
the color
and luster
station?
What is the
student
noticing at the
relative
hardness and
streak station?
What is the
student
noticing at
the cleavage
station?
What questions
do the students
have?
Category
Developing
Proficient
Advanced
Preparedness:
Come to group
discussion prepared with
complete observation
notes.
Observations
notes are
complete for
1 to 2 stations.
(1 point)
Observations
notes are
complete for
3 to 4 stations.
(2 points)
Observations
notes are
complete for
all 5 stations.
(3 points)
Thinking and
Investigation:
Used critical thinking
during investigations. Can
explain why they have
made each observation
with supporting
evidence.
Observation Accuracy:
Correctly identifies
mineral properties
Uses critical
thinking when
at 1 to 2
stations.
(1 point)
Uses critical
thinking when
at 3 to 4
stations.
(2 points)
Uses critical
thinking when
at all 5
stations.
(3 points)
Correctly
identifies
properties in
1 to 2 stations.
(2 point)
Correctly
identifies
properties in
3 to 4 stations.
(4 points)
Correctly
identifies
properties in
all 5 stations.
(6 points)
Precise Vocabulary:
Uses geology vocabulary
and terminology when
presenting findings.
Uses
appropriate
vocabulary
when
describing
1 to 2 stations.
(1 point)
Uses
appropriate
vocabulary/
when
describing
3 to 4 stations.
(2 points)
Uses
appropriate
vocabulary
when
describing
all 5 stations.
(3 points)
Clear Communication:
Explains observations in a
clear and concise
manner so that everyone
can hear their findings.
Student's voice
is low and
audience
members have
difficulty
hearing
student speak.
(1 point)
Student's voice
is clear and
most audience
members can
hear student.
(2 points)
Student uses a
clear voice
and all
audience
members can
hear student.
(3 points)
Color
Magnetism
Relative
Hardness
Streak
Cleavage
Mineral
clear, white,
gray
no
colorless
(harder
than the
streak
plate)
none
white,
colorless, gray,
red, green,
blue, yellow,
brown, orange
no
white
three
directions
iron-black to
steel-gray,
metallic
no
1-2
black
One direction
no
5 to 6 1/2
red to
reddish
brown
none
dark gray to
black
yes
5.5 - 6.5
black
none
white, beige,
gray, yellow,
brown, pink,
purple, blue,
green, greasy,
waxy, pearly
no
white
one direction
Quartz
Brazil
Mineral
Calcite
Canada
Mineral
Graphite
China
Mineral
Hematite
India
Mineral
Magnetite
New
Zealand
Mineral
Talc
France