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WGU 5E Lesson Plan Template - Task 1 & 2

Elementary Science Methods (Western Governors University)

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Elementary Science Methods – LBM1- Task 1: Part One: Lesson Plan

A.
5E Lesson Plan Template

General Information
Lesson Title: Properties of Minerals

Subject(s): Science

Grade/Level/Setting: 6th

Prerequisite Skills/Prior Knowledge:

Students will need to know what a characteristic is, how to participate in a station rotation, have
basic computer skills, and understand that minerals have a different degree of hardness and that
hardness is an important identifying feature.

Standards and Objectives

State/National Academic Standard(s):

6.ESS.1: Minerals have specific, quantifiable properties (Ohio’s Learning Standards, 2018).

Link: http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-Learning-
Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

Learning Objective(s):

1. Hands on: Provided with different station activities (condition), students will explore the
main characteristics of minerals, participate in different mineral tests to understand and
explain the characteristics of minerals (behavior) with 100% accuracy (criterion).
2. Summative Assessment: At the end of this lesson, students will be given a mineral
identification flow chart and a Mohs hardness chart (condition), where they will be able to
identify which mineral is in accordance with the varying characteristics (behavior), with
90% accuracy.

Materials Technology
 Mineral Identification Cards – The technology that I will use in this lesson is a
Introduction to Mineral Tests Chart for website from Oxford University Museum of
students to record observations Natural History. This is a website called
 Station Cards and Station Labels for Refresh Your Memory, where students will be
setting up stations able to click on different commonly known
 Mohs Hardness Scale Handout items and understand which minerals are used

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 Unglazed porcelain tiles to make them (Refresh your memory ..., n.d.).
 Flashlight This technology will be used before instruction
 Penny and glass plate and the activity to make students aware of what
 Toysmith Mineral Science Kit well-known items and materials are made using
 Classroom Chromebooks minerals. Incorporating this technology will
 Science Journal help students understand that the minerals they
will learn about in class are used in items they
see and use every day.

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in
learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function:

Each station has Mineral Identification cards to guide students in their observations as they go
around the room completing each station. Students will write brief observations about each
specimen (color, luster, shape, fell, streak test, transparency, etc.), ask any questions if need be,
and then describe their observations in their science journals.

Vocabulary:

Academic Vocabulary:
 Mohs Hardness Scale, streak test, luster test (crystal form, habit and cleavage, and
fracture), transparency test (opaque, translucent, and transparent), and hardness test.
 Analyze, observe, and compare

Discourse and/or Syntax:

Students will conduct a series of investigations through participating in stations throughout the
classroom. Students will be broken into groups and as they go through each station, they will
work within their groups to discuss the characteristics of each specimen. After the students have
worked together and filled out their mineral identification cards, they will go back to their desks
to explain what they have observed, draw an illustration of the specimen and describe their
findings in their science journals.

Planned Language Supports:

Each student will be given different mineral identification cards in which they will use at each of
the four stations. On these identification cards will be scientific language supports that will help

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the students to actively use the proper terms and language for this task. Students will take these
mineral ID cards and glue them into categorized stations in their science journals (for example, if
students are exploring minerals such as Quartz, Fluorite, and Talc at Station 4: Hardness Test;
they will use a separate mineral ID for each 3 minerals, fill them out, and then glue them into the
Station 4: Hardness Test section of their science journals). Students will then be able to use their
mineral identification cards to assist them in using the correct academic vocabulary in their
science journals. Also, students will be participating in the stations with their group. So, students
will be encouraged to use the correct language within their group, and I will be walking around
the room assisting groups at each station and encouraging them to use the proper language by
using it myself. Additionally, I will put up a Science Word wall with a picture of discussed
academic vocabulary and a brief description of each, to encourage students to use the scientific
language and use it correctly.

Instructional Strategies and Learning Tasks

Activity Description/Teacher Student Actions

Engage:  Have students as a group  Students will participate in the class

think of common items, they discussion, thinking of common
think are made using items that might include minerals.
minerals.  Students will engage in the use of
 As students name items, I computers to further their
will list them on the knowledge of common items
classroom whiteboard. containing minerals.
 I will then refer students to
their Chromebooks and have
them navigate to the Oxford
University website, Refresh
your memory…
(https://www.oum.ox.ac.uk/th
ezone/minerals/usage/games/
memory.htm), to give them
more ideas of what is
commonly made with
minerals and which minerals
are being utilized.
Explore:  Organize students into  Station 1: Color and Streak Test
groups of 5. Students will learn to find the color
 Remind students that of a mineral in its pure form, to do
mineralogists keep notes this they will need to use a process

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about their findings, which called its streak. Students will take
is what they will do with minerals and rub them firmly across
their mineral identification an unglazed porcelain tile, where
cards. the mineral will leave behind a
 Walk-through each station powder. This is the minerals true
with the students, describing color whether it has impurities or
what they will be not. Students will record their
participating in and findings on their mineral
descriptive terms they will identification cards.
be using, and explain the  Station 2: Luster Test
mineral identification cards. Students will learn that luster is the
 Ensure the students know way a mineral reflects light. Here
there are classroom rules will be eleven mineral specimens
that they still need to follow and cards that have types of
and the expectations for metallic and non-metallic luster
each station. listed on 11 different cards (vitreous
or glassy, dull or earthy, pearly,
waxy, greasy, etc.) The students will
observe the minerals and place them
on the corresponding cards (I will
walk over and check for correct
answers). Students will them flip
the cards over to get the correct
mineral name and record these
findings on their mineral
identification cards.
 Station 3: Transparency Test
Here students will check to see the
transparency, or the ability for light
to pass through a mineral. Students
will hold a flashlight under the
mineral and observe how much
light is filtered through. Minerals
will be either opaque, translucent,
or transparent. Then, they will
record their findings on the mineral
identification card.
 Station 4: Hardness Test
In this test students will be
determining the hardness of a
mineral by scratching on another
substance and comparing minerals
to one another using the Mohs

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Hardness scale. Students will

scratch each mineral against glass, a
penny, and with their fingernail.
Students will observe, if the
minerals scratched the glass or the
penny, they will be hard and if they
did not, they would be described as
soft. Students will use the mineral
that did not scratch the penny and
attempt to scratch it with their
fingernail. They will observe that
this mineral is the softest and record
other findings on the mineral ID
card.
Explain:  After the activities, I will  Students will have discussed within
ask the students to report their groups their findings, shared
their findings in their them with one another, and
science journals. After a few recorded their observations in their
minutes of reflection, I will science journals.
ask the students to share  Students will share their group
what they observed, and I findings with the class and as class
will paraphrase it onto the group discussion continues, they
whiteboard in front of the will be able to add any notes or
class. details that they might have left out.
Elaborate:  I will elaborate that minerals  Students will be able to come up to
can be used in other the whiteboard and add any items or
subjects, such as math. I will materials they have learned that
use one of the minerals to contain or use minerals to be made
provide insights into math or work effectively, to the list
and encourage students to already created.
explore topics such as
symmetry.
 I will also review that
common household items
are made up of minerals
(and even add more items to
the list created at the
beginning of the lesson) and
encourage students to look
for tin cans, paints, film, etc.
around their houses that

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contain minerals.
Evaluate:  Check for student  Students will participate in group
understanding by looking at and whole class discussion.
their mineral ID cards.  Students will complete the
 Summative: Check for summative assessment of the
student understanding by mineral identification flow chart
evaluating a mineral ID with 90% accuracy.
flow chart and Mohs  Students will participate in filling
hardness chart, in which out the mineral ID cards, gluing
students will identify which them into their science journals,
mineral is in accordance explaining their findings, and taking
with the varying any additional notes in their science
characteristics with 90% journals for evaluation.
accuracy.
 Collect science journals for
review/evaluation.

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented:

Have additional minerals for gifted and talented students so they are challenged to do more
research and gather more data about differing minerals than the rest of the class. They will still
follow the same rules and procedures, but they will be able to further research a more abundant
amount of minerals, seeing as they typically more at a more advanced pace. It should be noted,
that this will not be a requirement for these gifted students, however, I will have it available
should they choose to further their learning.
ELL:

I will provide additional support and administer flashcards to students containing images and
brief definitions of scientific academic vocabulary pertaining to the lesson.
Students with Other Special Needs:

Lower Level:

I will provide flashcards with images and a brief definition of the term. I will ensure students who
need additional support are grouped with those willing to assist with that support, in addition to
myself. I will also make sure all curriculum and materials are accessible to any need a student
may have.

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Assessment
Formative

 Walk around the room to answer any questions and support students throughout the
activities and make sure students are on topic and comprehending the material in their
group discussions.
 I will review the students’ science journals and provide encouragement, feedback, and
answers to any question’s students might have.

Summative

 View the completed mineral identification flow chart that was provided to the students,
and ensure they are meeting the following goal:

Given a mineral identification flow chart and Mohs hardness chart, students will be able
to identify which mineral is in accordance with the varying characteristics, with 90%
accuracy.

*Adapted from: file:///Users/meganduty/Downloads/introduction_to_rocks_and_minerals_-

_family_license.pdf

Resources:

Ferrell, B. (n.d.). Rocks & Minerals. Half-a-hundred Acre Wood. Retrieved July 13, 2020, from
file:///Users/meganduty/Downloads/introduction_to_rocks_and_minerals_-
_family_license.pdf

Ohio Department of Education. (2018). Ohio’s Learning Standards, Science, Grade 6. Retrieved
from http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-
Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

Refresh your memory ... (n.d.). Retrieved July 13, 2020, from
https://www.oum.ox.ac.uk/thezone/minerals/usage/games/memory.htm

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Elementary Science Methods – LBM1- Task 1: Part Two: Reflection

B. During the exploration portion of the lesson, students were instructed to
participate in a variety of stations as the hands-on section of this activity. Students were
able to participate in four different sections guiding them on their exploration of the
different characteristics of minerals, including; a color and streak test, a luster test, a
transparency test, and a hardness test. This aligns with the hands-on learning objective by
providing students with physical and tangible materials they are able to observe, discover,
and manipulate, thus, achieving the state standard of understanding that minerals have
specific, quantifiable properties (Ohio’s Learning Standards, 2018). This hands-on
investigation supports student engagement and learning by enhancing their long-term
retention and aids the students in conceptualizing the lesson topic of mineral
characteristics. This allows students to grow their understanding by students being able to
hear a concept like characterizing minerals, and now they will be able to form a list of
attributes/characteristics of minerals that were observed in the activity.

C. During the explanation section of the lesson, the students participated in a group
discussion about their findings within the stations and during the exploration section,
students participated in recording their observations and questions in their science
journals as the formative assessments. This formative assessment aligns with the hands-
on learning objective by allowing students to participate in group discussion with the
hands-on activity and this allows me to walk around the classroom observing student
interaction and discussion. By observing their science journals, I am better able to
observe that each individual student is comprehending the information and what they
observed at each station. Observing these formative assessments enables me to then make
adjustments to my instruction. I can make these adjustments by noticing if students are
using correct vocabulary in their group discussion and in their science journals and/or if
they are having any misconceptions on certain concepts. I will then be able to take these
observations or notes and adjust my curriculum or delivery. I might have to review proper
usage of scientific vocabulary or review certain descriptive terms that students might
have misunderstood. If after the formative assessment, student comprehension is
extremely low, I would potentially walk through each station with the entire class, to
ensure each student is grasping the concepts. Sometimes hearing the information from the
teacher or in a different way will assist students in grasping concepts more effectively.

D. At the end of the lesson, students were instructed to complete a mineral

identification flow chart, with a Mohs hardness chart, in which they would be able to
identify which mineral is in accordance with the varying characteristics, with 90%
accuracy, as their summative assessment. This summative assessment aligns with the
summative learning objective that was, students will be able to understand that minerals

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have specific, quantifiable properties, by giving students the opportunity to show they
comprehend and know certain attributes and characteristics align with certain minerals
(Ohio’s Learning Standards, 2018). I will be able to use the results from this assessment
to determine if the students understand the materials presented or if I will need to hold off
on moving onto new material to review misunderstood concepts. I will also be able to use
this information to determine which concepts were not understood; if students didn’t
understand the particular characteristics of a certain mineral, if they misunderstood how
to use a Mohs hardness chart, or if they didn’t understand the concept of a Mohs hardness
chart. From there, I will be able to review certain group(s) of material or view student
comprehension and move onto the next topic.

E.
Resources:

Ohio Department of Education. (2018). Ohio’s Learning Standards, Science, Grade 6. Retrieved
from http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-
Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

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