KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Megan Middlebrook

Date: 11/15/2016

Cooperating Teacher:

Coop. Initials

Group Size:

22

Subject or Topic:

Allotted Time 1 hour

Science

Grade Level 3rd

Section

STANDARD: 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 (Learning Outcomes):
A. Students will identify properties of minerals and use the scratch-test to determine the
different physical properties.
II. Instructional Materials
1. Brain-Pop Video: Mineral Identification
a.MineralIdentificationBrainPOP.RetrievedOctober15,2016,from
https://www.brainpop.com/science/earthsystem/mineralidentification/
2. 5MineralSetswithvarioustypesofminerals
3. Postitnotes
4. 22hardwarenails
5. 22pennies
6. Mineralscratchplates(studentcanshare)
7. PhysicalpropertiesPowerPoint(seeattached)
8. 22guidednotepackets(seeattached)
9. 22mineralidentificationsheets(seeattached)
10. 321exitslip(seeattached)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
a. Basic understanding of rocks and the rock cycle
b. Basic understanding of a physical property
B. Key Vocabulary
a. Minerals- natural material that forms from non-living matter
b. Physical properties of minerals- how to identify and classify
minerals
c. Luster- the way a surface reflects light

d. Hardness- how easily a rock can be scratched

e. Mohs Scale of Hardness- Special chart to test a minerals hardness
f. Streak- color of powder that a mineral leaves when scratched on a
special plate
g. Crystal faces- planar surfaces of minerals
C. Big Idea
1. Mineral identification and classification
D. Content
1. Physical properties of minerals
a. Color
b. Luster
c. Hardness
d. Streak
e. Shape
IV. Implementation
A. Introduction
1. Have the students get into groups of 4 or 5 and give each group a mineral
kit.
2. Explain to the students, While working in your groups, I want you to sort
these rocks and put them into different groups
3. Give each group a few post-it notes, so they can write a word or two about
how their minerals are classified
4. After about 5 minutes, come back together as a class to discuss the
activities.
5. Ask each group to identify how they classified their rocks, while giving a
brief description to the rest of the class.
6. As they are describing their methods of classification, go to the board to
make a web chart to show the different types of classification.
7. Ask each group what they did and add it to the web chart.
8. Once all groups have discussed their method of classifying, explain to the
students that they used the physical properties of minerals to break them
into smaller groups.
9. Pass out guided note packets and explain that we will go over the physical
properties in detail with the PowerPoint.
B. Development
1. Display the PowerPoint on the first slide. (see attached)
2. Explain to students to pay attention and fill in the blanks on their notes as
we discuss the lesson (see attached)
3. As each slide is discussed, make sure all students have the correct
information from each slide.
a. Give me a thumbs up if you have all of the information filled in
b. Put your pencil down if you are ready to move on
c. Give me an okay sign if you are finished with this slide
d. Information students need to fill in is in red

4. On slide 3, make sure students understand the concept of a physical

property. Relate this to physical traits of a person and explain that its what
you can see on the outside (tall, brown hair, etc.)
5. After talking about slide 4, ask the students to turn to a partner to do a pair
share to discuss why relying only on color is not an accurate way to
identify a mineral
6. On slide 5, explain that luster is a better indication that also goes hand-inhand with color. Explain that not all minerals are shiny even though thats
what we commonly think of.
7. On slide 7 explain that the different minerals have different shapes, because
it has to do with the atoms and particles that are in each mineral and how
they bond together
8. On slides 10-11, explain the Mohs Hardness Scale and how it can be used
with other minerals to determine what a different mineral is.
a. For example: If you know you had a quartz mineral you could
use that and see if it will scratch other minerals
9. On slide 12, explain that streak is different than the actual color of the
mineral, but that the streak will always be the same color. (some minerals
come in more than one color)
10. Ask students if they need clarification on anything from the PowerPoint.
11. Do a quick walk around and make sure students have all of the blanks filled
in.
12. Show the Brain Pop mineral identification video as a wrap-up and
clarification of the lesson.
13. Have each student pick out a mineral from the mineral identification kit.
14. Pass out a penny and a steel nail to each student.
15. Pass out the streak plates, students will have to share with a partner or a
couple of students.
16. Pass out the mineral identification sheet.
17. Tell the students to use their knowledge from the lesson and the video to
look at their rock and identify the physical properties of the mineral.
C. Closure
1. Students put their mineral kits and other supplies back on the table and pick
up an exit ticket to complete.
2. Students will quietly work on their exit ticket for the last few minutes of
class. This will also be a time for them to raise their hand and quietly ask
for clarification on the lesson or any questions they may have.
D. Accommodations/Differentiation
1. Sally has a visual impairment, but still has some working vision with the
use of her glasses and magnification devices. Note handouts and
worksheets will be given to her in a larger font with high contrast.
2. Sally will also have preferential seating in the front of the classroom, so
she is able to see the board in order to take notes and watch the Brain Pop
video.
3. Throughout the lesson, students will have multiple learning experiences so
all students and learning styles benefit from this unit. Oral notes will be

given and the students can add any additional notes to their packet.
Students also have to fill in the notes and process the visual information of
the lesson. Doing the mineral identification allows the students to use the
new knowledge and apply it to a hands- on activity.
E. Assessment/Evaluation Plan
1. Formative
a. Observations during group discussions.
b. Pair-share with a partner during lesson.
c. Mineral identification sheet will be checked for completion and
given participation points. This will be an overview to see if
students were able to use the scratch test and other physical
properties to identify their mineral.
d. 3-2-1 exit ticket will be collected for participation points and
checked to see if students had a clear understanding of the
lesson.
2. Summative
a. No summative assessment will be given until the unit test.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)

Remediation Plan

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught)
1. Was I able to answer students questions and go into detail about the
different properties?
2. Was I able to determine when students needed more clarification?
VI. Resources (in APA format)
1. Foresman,S.(2006).Science:Seelearninginawholenewlight(Vol.1).
PearsonEducation.
2. Mineralogy4Kids.RetrievedOctober16,2016,from
http://www.mineralogy4kids.org/