EDU 5170 EDUCATIONAL TECHNOLOGY I Lesson Plan Integrating Technology & Pedagogy Directions and Outline Name: Jessica

La Barge Date: March 25, 2012

Standards: New York State P-12 Common Core Learning Standards for Earth Science: Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Observation and classification have helped us understand the great variety and complexity of Earth materials. Minerals are the naturally occurring inorganic solid elements, compounds, and mixtures from which rocks are made. We classify minerals on the basis of their chemical composition and observable properties. Rocks are generally classified by their origin (igneous, metamorphic, and sedimentary), texture, and mineral content. Rocks and minerals help us understand Earths historical development and its dynamics. They are important to us because of their availability and properties. The use and distribution of mineral resources and fossil fuels have important economic and environmental impacts. As limited resources, they must be used wisely. Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. Major Understandings: 3.1a Minerals have physical properties determined by their chemical composition and crystal structure Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid. Chemical composition and physical properties determine how minerals are used by humans. 3.1b Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions These include; o cooling and solidification of magma o precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes o rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure 3.1c Rocks are usually composed of one or more minerals. Rocks are classified by their origin, mineral content and texture. Conditions that existed when a rock formed can be inferred from the rocks mineral content and texture. The properties of rocks determine how they are used and also influence land usage by humans.

ISTE NETS for Student Standards: 1. Demonstrate creativity and innovation 2. Communicate and collaborate 3. Conduct research and use information 4. Think critically, solve problems, and make decisions 5. Use technology effectively and productively (Seeks to meet all standards) Lesson Objective(s): A. First, the teacher has already explained to the students the physical properties of minerals and has shown them how to identify minerals. After weeks of discussion on how to figure out which minerals are which, the teacher then can focus on specific minerals. The teacher then can pass around a mineral identification worksheet tailored to the mineral which the class will be studying. B. For this lesson the teacher is going to be focusing on the mineral magnetite. C. The teacher is going to introduce a sample of magnetite as well as a sample of sand which was taken from the Ausable Beach located in Peru, NY. The sand is mostly composed of magnetite and garnet. D. The students will then go to the computers and go to Google Earth. There they will be directed to search Ausable Beach, Peru, NY. They will then be able to explore the region and location of where the sand was taken from. The teacher can go around and help students. The teacher can then probe the students with questions such as; how do you think the magnetite was deposited onto the shore and how do you think magnetite got into the sand? E. The teacher will then direct them back to their seats. Next the teacher can pass around samples of magnetite along with kits which will include materials composed of a streak plate, glass plate, a magnet and a penny. The students can use this kit to test for the minerals properties. F. After looking at the sample of magnetite, the teacher then can pass around the sand. The students can pick up the sand and really look at the grains. The teacher can ask them questions about what they see and if there are any physical properties that they can use to distinguish the magnetite within the sand. G. Lastly after talking about the sand and answering any questions, all of the students can go back to the computers. At the computers they can find a cross-word puzzle which they can complete on the computer or print out and complete. H. The point of the lesson is engage in active learning through the use of samples of a specific mineral. This process can be done with multiple minerals to allow for the students to explore the many different physical properties of many different minerals. Introduce the Learning Activity: A. At the beginning of the lesson, I am going to remind the students that we have been learning about all of the different properties used to correctly identify minerals. I will then explain to them that for this lesson we will be focusing on primarily magnetite. The only other mineral we may discuss briefly is garnet, due to its presence within the sand.

B. The teacher must provide a mineral identification worksheet where the students can answer some questions as the sample is being passed around. The worksheet will include questions such as What is magnetites luster? They then will be able to circle the answer on the sheet. C. Before the students go to the computers, the teacher must explain what they need to do while using the computer. They will need to go to the teachers website and then go to class projects. Under the class projects tab there will be a link for Google Earth and for the cross word puzzle. For now they just need to focus on Google Earth and after the lesson plan they can follow the same instructions and access the cross word puzzle. D. While the students are individually looking up where the location of the beach is, the teacher can walk around to the computers and ask if any of the students have any questions. By walking around and communicating to the students, it ensures to the teacher that the students are working and following directions. E. The students will then be asked to return to their seats where a facilitated discussion can occur. The students can ask questions, continue looking at the samples or analyze the sand in hand specimen. The students should also be able to connect magnetism to magnetite, and should use magnets with the sand. F. The teacher then needs explain to the students why the sand ended up onto the beach; due to the high flooding which occurred last spring, the water levels rose significantly. The rising of the water contributed to the deposits of the magnetite filled berms which occurred along the shore line. The water has retreated and now there are mounds of new sand which was deposited along the Ausable Beach. Provide Information: A. I have personally collected the sand from the Ausable Beach. I have done research on the sand and know what it is composed of. I am going to distribute sheets which will contain the information that the students will need to know pertaining to the physical properties of this mineral. I will also bring in the magnetite samples and the mineral identification kits. B. The teacher may explain the information regarding the sand either before or after the students use Google Earth. I think it would be more beneficial if the students search the location and then create questions pertaining to the lesson. After students research the location they will be able to see that the location is a beach located off of Lake Champlain. The teacher can then probe the questions such as; how do you think the sand was transported onto the beach and why do you think the sand is composed of magnetite. C. After discussing all of the properties of magnetite, students should then have enough knowledge to begin and complete the cross word puzzle. Provide Knowledge of Results: A. During the lesson, the teacher must walk around the room in order to make themselves accessible for as many students as they can. a. The students who are staying on task and following the directions may be praised for completing the goals.

b. For the students who may not be on task, the teacher must take time to help them understand what they should be doing and get them back on track. B. On the worksheet which will be handed out at the beginning of the class, the teacher must make sure that the students are filling it out pertaining to the minerals physical properties. It is important that they understand the importance of the sheet and of the material. a. For the students who are answering the questions and completing their work, the teacher can praise them for their good efforts. b. For students who may not be answering the questions, as previously stated, the teacher will need to commit more time and effort to those students and try to help them get back on track. C. After the students go back to the computers to print out the word search, and then complete the word searches, the teacher can collect the paper from them. Along with that paper the teacher can also collect the mineral properties worksheet. a. For students who completed all of their work, the teacher will provide a positive feedback on the paper. b. For students who have some discrepancies, the teacher can simply write the correct answer and explain why theirs was not correct. c. For students who did not complete the assignment, they must stay after or schedule a time to meet with the teacher, to speak to the teacher about why they did not do the assignments. Review the Activity: A. Before the end of class, the teacher must devote at least five minutes for discussion. It is important for the teacher to summarize his or her thoughts as well as the students summarizing their thoughts. During this time, they will be able to ask any questions that they still might have. a. The teacher can ask the students what the most important properties of magnetite are and how you can distinguish it from other minerals. b. The teacher can also ask the students if they enjoyed seeing the sand sample and if they understand how it got onto the Ausable Beach shore lines. c. The teacher can also ask the students what they most enjoyed from the lesson. This will allow them to provide the teacher with feedback, helping the teacher by using the feedback to facilitate the next lesson plan. Method of Assessment: A. After discussing various minerals and the identifying characteristics of minerals, there will be a test distributed during class time. This test will be composed of multiple choice questions and short answer questions. The test will be composed of questions pertaining to mineral properties and methods to identifying minerals. a. The test will be graded on a A-F scale. i. A; if a student receives an A, it will imply that the student had full understanding of the material with complete answers.

ii. B; the student had a good understanding of the material, with some difficulty expressing their answers. iii. C; Students receiving a C will imply that they had some understanding of the material with frequent answers which were incorrect. iv. D; the student showed little understanding of the material with many incorrect answers or incomplete short answer questions. The student may need more help in the future. v. F; the test was not completed. Many answers were left blank or were incorrect. The student showed no understanding and will need to see the teacher for help in the future.