Grade Level/Subject:    4^th/Science                     Topic:  Minerals

NCSCOS Standard

Instructional Objective(s)

After viewing various minerals in class and reading about them on approved websites, students will generate categories to differentiate minerals and, in a group, list at least 4 properties within these categories of 5 given minerals.

Objective Rationale

Students must know what minerals are before learning that rocks are composed of minerals.  Identifying properties of minerals prepares students to list properties of rocks.  An understanding of what minerals are is necessary to identify uses of and locations of different minerals and rocks.

Prerequisite Knowledge and Skills/Key Terms and Vocabulary

Skills:  categorizing, navigating websites

Vocabulary:  element, inorganic, chemicals, properties, streak color, luster, magnetism, gravity

Materials

Rocks and Minerals Kit from library (samples of various minerals and rocks)

Computers and Internet

Resources

http://stucker28128.tripod.com/

Content and Strategies

Focus/Review

Lay out mineral samples on front table for everyone to view from their seats.  Explain that they are samples of minerals.  Initiate discussion on what a mineral is.  Discuss how to categorize something and new vocabulary (properties, streak color, luster, magnetism).

Objective (as stated for students)

Today we will learn what minerals are.  We will visit some pages on the Internet that will help us to learn more about how minerals are made and how to tell them apart from one another.  Then we are going to look at the samples I have here and decide what makes them similar and different from one another.  After that, you will get into your study groups to look at some minerals I give you and decide what properties they have.

Lesson Opening

 After discussing what a mineral is, begin a K-W-L chart with things the class KNOWS about minerals.  Then complete the 2^nd column of the chart with what the class WONDERS about minerals.  Pass around samples while filling out chart.

Guided Practice

With the list of things the class WONDERS about minerals, journey to the computer lab to explore two websites on how minerals are formed and how to identify minerals.  Students will bring paper and pencil to take notes.  While monitoring students, ask each child a question about what is on their screen and what they have just learned about minerals.  Guide them in what to look for.  (Backup plan: websites saved to project on board, copy printed off onto transparency and paper).  After returning to the classroom, complete the K-W-L chart with the things they have LEARNED about minerals.  Discuss how to categorize minerals into different groups (hardness, streak color, luster, magnetism).  As students name a property of minerals, model on a sample and label the specific property on the board.  Sample will remain available to students under the list of properties.

Independent Practice

Break into study groups.  Give each group 5 different minerals.  Have students list at least 4 properties of each mineral.  Teacher will circulate room to ensure that groups are remaining on task and understanding directions. Groups will report their findings to the teacher who will input the data into a spreadsheet to share with the class. If needed, extra practice will be given for each individual student to identify four properties of his or her own mineral after another demonstration by teacher.

Lesson Closing

Print spreadsheet on transparency to share with class.  Compare and contrast the various minerals in a group discussion.  Review what a mineral is.  Speculate on how minerals might be used and where they might be found.  Inform students that later in the week they will learn more about the purpose and location of minerals.

Assessment

Group and individual lists will be evaluated for four correct properties for each mineral. 

Plans for Individual Differences

Webpage content may be magnified if needed.  Teacher may read content aloud if needed.  Group work during independent practice allows for assistance from fellow classmates.  Students will hear information on minerals.  On the K-W-L chart, the computer, and board students will see information on minerals.  During class discussion and in independent practice, students will physically hold and manipulate minerals.  Every student will be provided with equal opportunities for learning and assistance.

Justification/purpose for use of technology

The websites provide a chance for students to discover how minerals are formed and how they are identified.  They further explain the properties of minerals and appropriate words to use when describing these properties.