KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Caroline Bruder_________________________________ Cooperating Teacher: _________________________________________________ Group Size: 24__________________ Allotted Time: 45 minutes________ Subject or Topic: Properties of Rocks and Minerals______________ Date: September 26th, 2014 Coop. Initials: ________________ Grade Level: 3rd grade_________________ Section: _____________________

STANDARD:
A. 3.2.3.A1. Differentiate between properties of objects such as size, shape, and weight and properties of materials that make up the objects such as color, texture, and hardness. Differentiate between the three states of matter, classifying a substance as a solid, liquid, or gas. B. 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties. I. Performance Objectives A. The third grade students will be able to choose between shiny or dull when describing the luster of a mineral by completing game in the PowerPoint. B. The third grade students will be able to place a mineral on Moh's Scale of Hardness by performing the Scratch Test inquiry in the Earth Materials Notebook. II. Instructional Materials A. Earth Materials Notebook B. For each group of 4: a. 2 paper clips b. 2 pennies c. 4 sample rocks (preferably basalt, limestone, marble, and sandstone) C. Luster and Hardness PowerPoint D. Smartboard (if available) E. Die (optional) (8) F. Die Review Game with Answer Key (optional) G. Computers or iPads (for Testmoz quiz) H. Testmoz quiz (link: https://testmoz.com/201942/) printed or on electronic device III. Subject Matter/ Content A. Prerequisite Skills 1. Rock: made up of minerals that have formed as part of the earth's surface 2. Mineral: a solid that occurs naturally from non-living things 3. Rock cycle: the way in which rocks are formed 4. Igneous rocks: rock that forms from cooled magma 5. Magma: rock that has melted inside the earth 6. Lava: magma that reaches the earth's surface 7. Sedimentary rock: rock that forms when layers of sediment build up and get cemented together over time 8. Metamorphic rock: rock that has been changed into a new rock by heat and pressure 9. Weathering: process where rock Larry is dissolved, worn away or broken down into smaller and smaller pieces.

10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Erosion: when rocks and soil are carried away by water, wind, ice, or other natural forces Deposit: a natural layer of rock or other material Depositing: to put something in a new place or location Dissolve: when some substances mix with water, they break down into smaller pieces (it looks like theyve disappeared into the water) Geology: the study of the materials that make up planet Earth Geologist: scientists who study planet Earth Diameter: the distance across circular objects Circumference: distance around a circular object Depth: how tick an object is Pick: a tool used to take apart rocks found

B. Key Vocabulary 1. Luster: describes how an object looks under light 2. Hardness: quality of being hard 3. Moh's scale of hardness: a scale for classifying minerals based on relative hardness, determined by the ability of harder minerals to scratch softer ones C. Big Idea 1. Properties of Rock and Minerals: Luster and Hardness IV. Implementation A. A. Introduction 1. 2. 3. 4. 5. Collect the Mock Rock Response Sheet. Have the "getters" from the day before go and get the vials from the inquiry the day before. Students should draw and complete the "Rocks in Water" (Mock Rocks 4) page that says "after settling". If there is enough time, put their Earth Materials Notebooks away and play the die review game. Directions: a. Split students into groups of 3. b. One student rolls the die and whatever number they roll, thats the question they answer orally. The other students agree or disagree and they all write down an answer they agree upon. c. Each student does this until each student has gone twice and all the questions are answered. d. If a student rolls a number of a question that has already been answered, they roll again until they roll the number of a question that hasnt been answered.

B. Development 1. Review different properties of rocks. They can look back in their Earth Materials Notebook or the content chart to jump-start the discussion. 2. "Color and texture were two things we discussed yesterday." 3. Introduce two more ways to describe the properties of rock: luster and hardness. 4. Open the PowerPoint (see attachment). 5. "Luster" SLIDE: Define luster (see attatchment). "Who can tell me the difference between shiny and dull?" 6. "Try it" SLIDE: "Let's play a quick game! If you think a rock is shiny, stand up. But if you think a rock is dull, stay seated and pat your head!" 7. Slides 2-7 are all part of the "Try It" review game. 8. "Hardness" SLIDE: Read the slide. The teacher will ask the students, "What do you think the hardest mineral on Moh's Scale of Hardness is?Why?" 9. "Hardness Continued" SLIDE: Read the slide. "Have any of you heard of any of these materials?" 10. "Try it" SLIDE: Have the students take out their Earth Materials Notebook and flip to page 4. 11. Follow the directions on the last slide (see attachment). 12. After the PowerPoint, have the students complete the "Scratch Test 1 Properties" using the properties they know to describe the four minerals. 13. Discuss each mineral with the class. Are there any disagreements? If so, talk to the students

about what is true about each mineral and what is not true. 14. Tell them to flip to the next page (Foss Earth Materials Module, Minerals Properties). 15. On their own, have them do tasks 1-3. Skip task 4. Give them about 6 minutes to complete. 16. Have a timer on the Smartboard (if available) to help students keep track of how much time they have left. 17. Have students check their answers with a partner. If there are any disagreements, have the students raise their hand and the teacher can either address the problem directly with the pair or discuss it with the whole class. 18. The students being back in their groups of four, have the "getter" go and get 2 paper clips, 2 pennies, and the four sample minerals from before. 19. In pairs, they can test each mineral with the tools listed on the "Scratch Test 2, Hardness" page of their Earth Materials Notebook. 20. On the Smartboard, pull up the chart they have (or one that looks like it) along with four lines to list the order from softest to hardest. 21. Using a randomized method (sticks with names on it), pull a name and have that student fill in the information for mineral 1 and have them put it on the list below. 22. Do this for the other three minerals. 23. Pull up the slide on Moh's Scale of Hardness from the PowerPoint with the chart. 24. Have the students "self-check" and if they got any wrong, see if they can explain why. 25. Have them complete the "Response Sheet Scratch Test" page of the Earth Materials Notebook. 26. The students should hand in the Earth Materials Notebook when they are done. C. Closure 1. Using the iPads, computers, or a printed versions, have the students complete the Testmoz quiz and hand it in as an exit pass. 2. If using electronics, have them write either a (I really understand this), (I have a few questions, but I can say I understand), or (I do not understand at all) on a separate piece of paper (summarizing their understanding of the information they learned that day). 3. If using the printed version of the quiz, they can write it after the last question or on the back of the paper.

D. Accommodations / Differentiation 1. Jane Doe has autism. 2. All directions are written and given verbally clearly with no figurative language so that everything is direct and understandable. 3. The lesson was taught using a variety of methods to reach many types of learning: visual, kinesthetic, and auditory. 4. All windows and doors were shut so there were no outside distractions during the lecture portion of the lesson. Assessment/Evaluation plan 1. Formative i. Observation from Die Review Game ii. Observation from the "Luster" game during PP iii. Earth Materials Packet 2. Summative i. Testmoz quiz results (exit pass) V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection 1. How could this lesson be improved? 2. Did the students understand the difference between shiny and dull? 3. Were the students engaged enough during the PowerPoint and inquiry? VI. Resources A. FOSS Earth Materials Book B. Testmoz.com(link: https://testmoz.com/201942/) E.