Direct instruction

Teachers: Shannon Sipes Subject: Science/Earth and Space Science

Standards:

● S6C1PO1 Classify rocks and minerals by the following observable properties: grain, color, texture,
hardness
Objectives (Explicit):

● Students will be able to compare the hardness of two rocks in order to classify them.
Evidence of Mastery (Measurable):

A certain rock is able to scratch a fingernail but is unable to scratch a copper penny. What hardness range does this rock fall
in?

A) 1.5-2.5
B) 2.5-3.5
C) 3.5-5.5
D) 5.5-6.5

Sub-objectives, SWBAT (Sequenced from basic to complex):

● SWBAT define rock hardness to my partner to in order to define what rock hardness means
● SWBAT operate the Rock Classification Gizmo in order to demonstrate how to test using the Mohs scale
rock hardness and classify rock samples
Key vocabulary: Materials/Technology Resources to be Used:

● Rock Hardness: A measure of the ease with which a ● Rock examples

smooth surface of a mineral can be scratched or of its ● Notebooks
resistance to abrasion. ● Pencils
● Mohs Scale: A scale of hardness used in classifying ● Computers
minerals that runs from 1 to 10 using a series of reference ● Gizmo Application
minerals, and a position on the scale depends on the
ability to scratch minerals rated lower.
● Classify: Arrange a group of people or things in classes
or categories according to shared qualities or
characteristics.
● Sample: A small part or quantity intended to show what
the whole is like.
● Scratch: To score or mark the surface of something with
a sharp or pointed object.
● Compare: To estimate, measure, or note the similarity or
dissimilarity between.
● Property: An attribute, quality, or characteristic of
something

Opening (state objectives, connect to previous learning, and make relevant to real life)
Show the students several examples of rocks and pass the rocks around the classroom. Ask them to write down which rocks
they think are the hardest.

Ins Teacher Will: Student Will:

tru
cti 1. Ask the students to hold questions until the end of 1. Take notes.
on the powerpoint presentation covering rock 2. Echo the teacher when they are called on.
al hardness
In 2. Explain what rock hardness means, the Mohs
put Hardness Scale, and show them examples of how
to test rock hardness using the Mohs Hardness
Scale.

Co-Teaching Strategy/Differentiation

Gu Teacher Will: Student Will:

ide
d 1. Instruct the students to get the computers out or
Pr go to the​ ​computer lab and instruct them to follow
act along with the teacher on opening up the Gizmo
ice application.
2. Write the names of the rocks for Sample A, B, C,
and D (not in order) on the board and their
hardness.
3. Drag the Sample A rock along all of the hardness
testers on the Gizmo (fingernail, penny, etc.)
while instruct the students to look at Sample A
and complete the same dragging motion with her
4. Do a grouping strategy of “think-pair-share”
grouping strategy by asking the students to write
down what range they think the Sample A rock’s
hardness is and what rock name they think it is
(based on the names on the board and their
hardnesses).
5. Instruct the students to discuss their answers with
a partner next to them
6. Call on students randomly to answer the posed
question
7. Tell the students the correct answer
8. Do a check for understanding (signaling): Ask the
students to put a thumbs up under their chin if
they got the answer right and a thumbs down if
they got the answer wrong.
9. Do an additional check for understanding
(signaling): Tell them that they found a certain
rock and it is able to scratch a fingernail but is
unable to scratch a copper penny. Ask them to
answer what hardness range this rock fall in by
1. Follow instructions on how to access the
computers and the Gizmo application.
2. Take notes, specifically regarding how to use
the Gizmo application.
3. look at Sample A with the teacher and drag the
rock along all of the hardness testers
(fingernail, penny, etc.)
4. Think about the question the teacher has posed
about what the rock hardness is of Sample A
and write down their answers on their paper
5. Using the think-pair-share grouping strategy,
discuss what rock hardness they think Sample
A falls under with a partner.
6. Answer the teacher's question when she calls
on you regarding the rock hardness on sample
7. Write down the correct answer.
8. Show a thumbs up or a thumbs down if you
got the answer correct.
9. Answer the teachers check for understanding
regarding if they got the answer right and what
the hardness of the theoretical rock falls under
(a,b,c, or d) under the chin.
 displaying a,b,c,or d under their chin (the options
are:
a) 1.5-2.5
b) ​2.5-3.5
c) 3.5-5.5
d) 5.5-6.5)

Co-Teaching Strategy/Differentiation

In Teacher Will: Student Will:

de
pe 1. Tell students to classify and write down the rock 1. Follow the procedure of dragging each rock
nd hardness of Sample B, Sample C, and Sample D sample along the hardness testers on the
ent and find their name based on the names and Gizmo application
Pr hardnesses on the board. 2. Write down the range of the rocks hardness for
act 2. Ask the students if they have one question from each sample
ice the day’s lesson 3. Match the rock name with the sample letter
based on the known rock names and their
hardnesses

Co-Teaching Strategy/Differentiation

● Students who need modification will be expected to determine 2 of the 3 rocks they are classifying via the
hardness test.
● An aid or the teacher will help the student determine the 2 rocks that he/she need to be classified.
● Students with IEPs will be allowed to have additional time to classify the rocks in the Gizmo application
Closing/Student Reflection/Real-life connections:

Ask the students to summarize how they would tell their parents to test rock hardness and what rock hardness is.