Temperament+Style+Lesson

INDICATORS || CYSCESP.1.4.06 Use observation methods and keys to identify common minerals. CYSCESP.1.5.03 Evaluate the use of common rocks and minerals as building materials and resources. CYSCESP.1.1.02 Develop appropriate scientific experiments by raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions. CYSCESP.1.1.03 Use process skills to make inferences and predictions using collected information and communicate by means of a lab report. || (3 per class block are recommended) || # TSW review their vocabulary with a peer by having the first partner hold up their vocabulary cards for the other to say the word and definition and place the cards into piles of words known and words unknown. At the end of 1 minute, the partner saying the words will count the total cards and correct cards and graph their results on their vocabulary graph. (SJ, SP, IT)- (Compare) Lab Report || (Reading, Writing or math) || Writing/Science Math Anchor- charting/graphing || TECHNOLOGY || Computers for Webquest || Administrative Use Below (teachers leave blank)
 * TEACHER NAME: Weisz SUBJECT/COURSE: Earth Science**
 * Week of: 10/24 UNIT OF STUDY: The study of the Minerals**
 * ESSENTIAL QUESTIONS, ELEMENTS OR
 * ACTIVITIES for ENGAGEMENT
 * 1) TSW switch places with their partner. (Compare and Contrast)
 * 2) TCW come back together after the vocabulary and receive a copy of the Mineral Webquest.
 * 3) TTW explain the webquest to the class- part 1 is definitions (should be a quick review), Part 2 is Mineral Identification at the lab tables and part 3 is online mineral characteristics. (IT, SJ) (Conceptualize)
 * 4) TSW work independently for Parts 1 and 3, but can have a partner for part 2. (IT, SJ, SP, IF) (Conceptualize)
 * 5) TTW bring the class together at the end of the class for part 4- there will be 6 minerals around the room that the students need to Identify without talking to others about (SP, IT SJ, IF) (Comprehend)
 * 6) TCW debrief at the end of the period in regards to the lab. (SJ, IF) (Combine) ||
 * ASSESSMENT of STUDENT LEARNING || Flash card review
 * ANCHOR FOCUS
 * MATERIALS/

Link to Webquest - [| Mineral Webquest Identification]

Sample Webquest Lab Report Mineral Identification Webquest Name: Partners Name (s): Due Date:

Part 1 1. Terms you should know:
 * Mineral ||  ||
 * Silicate minerals ||  ||
 * Nonsilicate minerals ||  ||
 * Crystal ||  ||
 * Silicon – oxygen tetrahedron ||  ||
 * Streak ||  ||
 * Luster ||  ||
 * Cleavage ||  ||
 * Fracture ||  ||
 * Mohs hardness scale ||  ||
 * Density ||  ||

Part 2 2. Color: A. B.  C.

3. Streak: 3B. Sample 1 color: Sample 2 color:

4. Hardness: A. B  C.

5. Luster: A. B.

6. Cleavage/Fracture: A. B.

7. Other Characteristic observations:

Part 3

8. Mineral Identification Chart (orthoclase ||  ||   ||   ||   ||   ||   ||
 * Mineral Name || Color || Streak || Hardness || Luster || Cleavage or Fracture || Other Features ||
 * Biotite ||  ||   ||   ||   ||   ||   ||
 * Calcite ||  ||   ||   ||   ||   ||   ||
 * Feldspar
 * Florite ||  ||   ||   ||   ||   ||   ||
 * Galena ||  ||   ||   ||   ||   ||   ||
 * Gypsum: satin spar ||  ||   ||   ||   ||   ||   ||
 * Halite ||  ||   ||   ||   ||   ||   ||
 * Hematite ||  ||   ||   ||   ||   ||   ||
 * Hornblende ||  ||   ||   ||   ||   ||   ||
 * Magnetite ||  ||   ||   ||   ||   ||   ||
 * Mica ||  ||   ||   ||   ||   ||   ||


 * Mineral Name || Color || Streak || Hardness || Luster || Cleavage or Fracture || Other Features ||
 * Olivine ||  ||   ||   ||   ||   ||   ||
 * Pyrite ||  ||   ||   ||   ||   ||   ||
 * Quartz ||  ||   ||   ||   ||   ||   ||
 * Sulfur ||  ||   ||   ||   ||   ||   ||
 * Talc ||  ||   ||   ||   ||   ||   ||

Define any terms used on the chart you may not be familiar with here!

Part 4

9. Practice Box Number: Specimen number 1

Specimen number 2

Specimen number 3

Specimen number 4

Specimen number 5

Specimen number 6

Student Needs

This lesson is applicable for all students. The opening vocabulary activity can be completed by all students. One group of students may show their partner the definition to identify the word while others may show the word to give the definition. This can be based on preference or skill level for students. For the graphing of the words, the students may have a graph on the computers for ease of motor skills versus writing on graph paper. The lab may be structured so that students work together for the entire lab rather than just the identification part. Students may also be partnered by the teacher rather than just allowed to choose a partner. The students may also receive a more structured lab for success that is fill in the blank or has additional "hints" or directions. At the end of the period, the teacher may ask the students specific questions, rather than just allowing the students to share.