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Lesson Plan Template

Physical Science Lesson Plan

Teacher: Date: District: School:

Sarah McMillon 11/27/17 Lewisville ISD University of

North Texas

Subject: Grade Level: Unit Title: Lesson Title:

Physical Science 6th Physical Properties of Minerals and

Minerals Their
Properties

Relevant TEKS
6.6 Matter and energy. The students knows matter has physical properties that can be used for
classification. The student is expected to:
(C) test the physical properties of minerals, including hardness, color, luster, and streak.

Science Content (Big Ideas: Definitions, Facts, Process/Integrated Skills, Explanations,

etc.)
Big Ideas:
Mineral - a naturally made solid particle that has a regular arrangement of particles.
Hardness - minerals resistance to scratching
Mohs Scale (rates minerals from 1 to 10)
- (1) Talc - softest mineral
- (10) Diamond - hardest mineral
Color - helpful with identification, most eye-catching feature of many minerals
- Opaque minerals - color tends to be more consistent
- Translucent to transparent minerals - have a varied degree of color
Luster - indicates how much the surface of a mineral reflects light
- Described in many ways: metallic, non-metallic, waxy, vitreous, pearly, silky, greasy,
resinous, and adamantine
Streak - color of the mineral in powdered form, shows true color of mineral
- Trace minerals can change color by reflecting light in a certain way.
- Metallic minerals streak appears dark
- Non-metallic streak appears lighter in color, almost white

Learning Objective(s):
1. The students will be able to test the physical properties of minerals.
2. The students will be able to make a mineral properties cut and paste foldable.
3. The students will be able to participate in small group and whole group discussion
about minerals and their physical properties.
4. The students will be able to make observations and take notes about physical properties
of minerals in their notebooks.
Relevant ELPS - Language Objective(s):
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Reading:
(4)(D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-
related vocabulary and other pre-reading activities to enhance comprehension of written text
(4)(G) demonstrate comprehension of increasingly complex English by participating in shared
reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs.
Writing:
(5)(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting
words to combine phrases, clauses, and sentences in increasingly accurate ways as more
English is acquired; and
(5)(G) narrate, describe, and explain with increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
Listening:
(2)(C) learn new language structures, expressions, and basic and academic vocabulary heard
during classroom instruction and interactions;
(2)(D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed.
(2) (I) demonstrate listening comprehension of increasingly complex spoken English by
following directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and grade-
level needs.
Speaking:
(3)(E) share information in cooperative learning interactions;
(3)(G) express opinions, ideas, and feelings ranging from communicating single words and
short phrases to participating in extended discussions on a variety of social and grade-
appropriate academic topics.

Relevant TX CCRS:
Writing (A) (2) Generate ideas and gather information relevant to the topic and purpose,
keeping careful records of outside sources.
Reading (B) (1) Identify new words and concepts acquired through study of their relationships
to other words and concepts.
Speaking (B) (2) Participate actively and effectively in group discussions.
Listening (B) (3) Listen actively and effectively in group discussions.

Assessments:
Diagnostic Assessment/s: The teacher will complete a diagnostic assessment through
discussion by asking students questions during the beginning phases of the lesson. This
discussion will be during small group and whole group time. The teacher can make a t-chart
for each student noting their strengths and weaknesses.
Formative Assessments: The student will show the teacher their notebook work and cut and
paste foldable as a formative assessment. The teacher can ask students specific questions about
their work (ex: Which mineral was the softest according to Mohs scale?). This will help the
teacher see what the student is understanding and struggling with the different minerals and
the lesson.
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Summative Assessment: Students will be completing a 10 question quiz over the physical
properties of minerals. This quiz will include questions about the minerals observed, tested
and used in the lesson. It will also include information from their mineral properties cut and
paste foldable, along with the whole group discussion with the teacher. A rubric for this
assessment is included in the Evaluate section.

5E Learning Cycle:
Engage - Students will go on a “mineral walk” around the room.
- Students will walk around different areas of the classroom
with their table (group of 4 or 5 students).
- Students will pick up each mineral they encounter on their
walk and observe them, looking at their different features.
The minerals on the walk will include: antimony, lead,
bismuth, lithium, carbon, iron, chromium, cadmium,
calcium, germanium, aluminum, carbon, nickel, silicon,
sulfur, copper, magnesium, tin, manganese, and zinc (this
is all of the minerals that are available, only 6 will be
chosen for the actual walk).
- The students will make a list of the physical appearances
of the minerals in their notebooks (example: grey in color,
bumpy, has black spots, etc.).
- Once students have finished the mineral walk, they will go
back to their table to discuss with their group the different
observations that were made.

The teacher will ask:

What observations did you make about each mineral?
Did you notice any similarities between the minerals?
Did you notice any differences between the minerals?

Safety: How to treat minerals

Students will be reminded to not throw or drop the minerals.
“These minerals are delicate and can break, remember to not
throw or drop them.”

Explore
- Once students have finished the mineral walk, we will
come back and work together as a class to discuss the
different observations that were made about each mineral.
- As we are discussing, we can write the different
observations on the board to group the minerals by similar
characteristics.
- Students can predict, observe and explain each mineral to
determine which is which depending on their physical
properties.
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- Students will make a data table in their science notebooks

including each mineral and their physical properties. The
mineral names will be written at the top of the table, with
the physical properties written down the left side of the
table.
- Students will put a check mark and description in the
boxes under each mineral name, depending on the
physical properties they have. Students will be making
educated guesses on which mineral has which physical
property. Changes will be made to their checklist once
students go through rotations during the elaborate phase
(as they are testing each mineral).
- Students will be put in groups to research on their iPad or
laptops one of the physical properties (making notes over
their research in their science notebooks).

Explain Student Explain:

- Once each group has looked up their assigned physical
property, they will share their findings with the class.
- Students can take the information given from each group
to help them with their chart in their science notebook
(students can go back and make changes if needed).

Teacher Explain:
(Lecture with PowerPoint slides) The teacher will begin by
defining the term mineral on the board.

- Mineral - a naturally made solid particle that has a regular

arrangement of particles.
The teacher will break down the meaning of the definition. The
teacher will say: “minerals are not man-made substances nor plant
or animal, meaning they have never been alive. Each mineral is a
mix of different chemicals and arranged in certain ways and
found in rocks and soil.”
The teacher will continue to explain: "Scientists identify minerals
by their physical properties, the way it looks, tastes, feels, or
smells.”
- The teacher will go over the physical properties of
minerals that are on the PowerPoint slides. These physical
properties include: hardness, color, luster, and streak.

Student Activity: (Summary with Lecture)

Students will be completing a cut and paste mineral properties
foldable over the information presented in the PowerPoint.
- Students will be given a handout that has each of the
physical properties descriptions on it. The students will
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cut out the information about each of the physical

properties to put into their foldable.
- Students will also be given a sheet of construction paper
to create the foldable. Students will fold the paper in half
and cut the top half of the foldable into 4 sections.
- When opened, the left side of each section is where the
students will glue the information/descriptions they cut
out. The right side of the foldable is where the students
will draw a picture, describing that physical property.
The teacher will observe and listen to students as they complete
the activity. The teacher will ask students questions/clarification
of different aspects within this part of the lesson (ex: what did you
draw on the right side of your foldable for hardness? What
information/description did you put on the left side of your
foldable for streak?).

Students will be rotating through stations with their notebooks,

using their physical properties foldable to apply what they have
learned by identifying different minerals. Students will also be
making changes to their data table/checklists as started in the
explore phase.
The teacher will explain to students: "This is what scientists do.
They come across unknown minerals, then use the properties to
identify different features and characteristics."

Safety: How to treat minerals (As listed in the Engage phase)

Students will be reminded to not throw or drop the minerals.
“These minerals are delicate and can break, remember to not
throw or drop them.”

Elaborate In their notebooks, students will:

- be describing the texture, using only a few words
- find the streak by dragging it across tile
- hold the mineral up to the light to figure out its luster
- describe its shape
- perform a scratch test using their fingernail, penny, piece
of glass, and nail. Students will use Mohs Scale (a print
out of the scale will be placed on each rotation table) to
determine the hardness (students will also record the
number based on the scale).
- describe the color, or colors that are on the mineral
Students will continue to rotate through stations, making
observations and recording the different aspects of each mineral.
As students are working, the teacher will be walking around,
checking in with each group to see what they are recording in
their notebooks.
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The teacher will remind students to be gentile with the minerals,

to not throw or play with them.

Guided instruction to make real world connections:

Once rotations are completed, students will return to their seats.
Once students have returned, the class will participate in a whole
group discussion.
The teacher will engage students in discussion through questions
to help them reflect and deepen their understanding of minerals.
The teacher will ask:
 How can we classify minerals?
 Why do you think it is important to classify minerals?
 What would life be like with no minerals?
 Describe things you know are made from minerals.

This is done so students can understand minerals and their

importance in our everyday life.

Evaluate Summative Assessment:

At the end of the lesson, the teacher will ask students
summarizing questions from the lesson:

-What did you learn about the physical properties of minerals?

- How can you find the hardness of a mineral?

*Answer: By seeing a minerals resistance to scratching.

- How is color helpful in identifying a mineral?

*Answer: Most eye catching feature, helps you determine the
difference between minerals.

- How can you find the luster of a mineral?

*Answer: By seeing how much the surface reflects light.

- How can you find the streak of a mineral?

*Answer: By looking at the color of a mineral in powdered form.
See if a minerals streak appears light or dark.

Students will complete a 10 question quiz over the lesson. This

will help the teacher see the areas students understand and the
areas students are struggling with. This quiz will ask different
questions about the minerals and their physical properties. The
teacher will use a rubric to assess students learning.
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Rubric for Summative Assessment:

Great Good Fair Poor

The student The student The student The student
answered 10 answered 8 answered 7 answered less
out of 10 out of 10 out of 10 than 7 out of
questions questions questions 10 questions
correct, correct, correct, correct,
showing great showing good showing showing little
understanding understanding some to no
of minerals of minerals understanding understanding
and their and their of minerals of minerals
physical physical and their and their
properties. properties. physical physical
properties. properties.

Language Modification(s):
- Students can work with their group when taking individual notes during each rotation.
- Students can use a dictionary when writing descriptive words about the physical
properties of the minerals.
- Students can work with a native English speaking classmate when completing the cut
and paste mineral properties foldable.

Diversity and Equity (Accommodations, Modifications, Adaptations)

- English Language Learners and/or Special Education students can have the summative
assessment read to them.

Materials and Resources:

- Construction paper
- Markers
- Colored pencils
- Minerals
- Scissors
- Glue sticks
- Pencils
- Notebooks
- Tile (streak)
- Penny, piece of glass, nail (scratch test - hardness)

Some ideas for this lesson plan are taken from:

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Citing: Boyden, Carrie. (2016). Minerals and Their Properties. Better Lesson. Retrieved
from: https://betterlesson.com/lesson/634318/minerals-and-their-properties

Technology:
- PowerPoint presentation (Students will be put in groups; each group will be assigned a
physical property to look up information on.)

ISTE Standards:
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences. Students:
c. use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
3. Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and
others. Students:
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or
other resources.
c. curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.