Beruflich Dokumente
Kultur Dokumente
Commentary:
Teacher will bring in a variety of rocks and minerals for students to observe/feel. Teacher will pass these
around and ask students to hypothesize the resources name and use. Students will record their observations in
their notebooks before teacher reveals the information.
Instructional Procedures: (This will be one of the most detailed sections of this assignment).
Day 1:
1. Introductory Set (10 minutes): Students record observations and hypothesis of teacher provided
rocks/minerals and record finding ideas in notebooks. Teacher provides information and students check to
see who was correct.
2. Teacher will reveal standards and objectives for upcoming rock/minerals project. Standards/objectives will
Pre-Assessment:
Student prior knowledge on the rocks/minerals will be assessed through the introductory set where students are
making hypothesis on the teacher provided rocks/minerals. Teacher will use the checks from students and
the information in their notebooks to determine prior knowledge of rocks/minerals and their uses.
Scoring Guidelines:
Teacher created rubric for Google Slides Presentation (created from RubiStar). Students will receive a grade
for completion of the graphic organizer notes on their peers presentations.
Post-Assessment:
Students will complete the graphic organizer notes on peers presentations. Students will be assessed on
content standards on a later date through a summative assessment (unit test).
Scoring Guidelines:
Students will receive a completion grade for the graphic organizer notes. Students will be graded on the
summative assessment (unit test) using the District mastery grading scale.
Differentiated Instructional Support
At-risk/struggling students: reduction in number of Slides in presentation; teacher provides website for student
research; small group/1:1 re-teaching of using Google Slides if necessary;
Extension: Students will research chemical composition of chosen rock/mineral; for those already familiar
with Google Slides, students can incorporate transitions and other effects on the presentation; make a map or
3-D model of Ohio that shows location of rock/mineral;
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
Small group and/or 1:1 discussion and review:
USGS Resources: http://geomaps.wr.usgs.gov/parks/rxmin/mineral.html
Poster Review: http://pubs.usgs.gov/of/2000/0144/pdf/of00-144.pdf
Poster Review: http://pubs.usgs.gov/of/2001/0360/pdf/of01-360.pdf
Extension
Map the School Yard: http://education.usgs.gov/lessons/schoolyard/MapFindTheRocks.html
Students will use the USGS website to create a map of the rocks/minerals found on school grounds. They will
create a geological map. This extends the standards for interpreting and communicating science information
and standards.
Interdisciplinary Connections
Mathematics: Create 3-D map of Ohio rocks/minerals;
Art: Create a poster/visual that represents the rock/minerals physical characteristics, uses, and
availability/location.
For teachers
Model Google Slides Presentation (Calcite); graphic organizer for notes to create
Presentation; graphic organizer for notes on peers presentation; projector;
For students
1:1 computer access (Chromebooks); graphic organizer for notes to create Presentation;
graphic organizer for notes on peers presentation
Key Vocabulary
Content specific vocabulary: rock, mineral, physical characteristics, hypothesis
Additional Notes
Students in this district/class are very familiar with the use of Google Chromebooks as an introductory course
is required/taught at each elementary, middle school, and high school.