USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider

Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

Lesson Content
What Standards (national
or state) relate to this
lesson? Standard: SC. 4. E. 6. 2. Identify the physical properties of common Earth-
(You should include ALL forming materials, including hardness, color, luster, cleavage, and streak color,
applicable standards. Rarely and recognize the role of minerals in the formation of rocks.
do teachers use just one:
theyd never get through
them all.)

Essential Understanding How can you use physical properties to identify minerals?
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include Students by the end of this lesson will be able to :
the ABCDs of objectives: Identify color as a physical property of minerals
action, behavior, condition,
Identify streak color as a physical property of minerals
and degree of mastery, i.e.,
"C: Given a sentence written Identify luster as a physical property of minerals
in the past or present tense, Collect data and compare results with other scientist
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

A: the student B: will be able

to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following I am teaching this lesson because not only is it the students LDC, but also to allow
questions: students to identify the different physical properties that are used to identify
Why are you teaching this minerals and rocks. This will allow them to differentiate between the two and help
objective? them discover all the different types of minerals and rocks that there are.
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will Formative:

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
The students will be filling out a mineral data collection chart which will allow
them to investigate the different properties and allow them to practice vocabulary
terms. I will be walking around to make sure they are filling these out correctly
and to catch misconceptions they have about testing the properties.
Summative:
The summative assessment would be the students foldable that they make at the
end of the lesson that determines if students can describe how physical
properties can be used to identify minerals.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

during this lesson or in

upcoming lessons?

What Content Knowledge

is necessary for a teacher
to teach this material? The content knowledge that is necessary for the teacher to know and understand
is the vocabulary terms of the physical properties and how to test these
properties correctly so that they can demonstrate it for the students.

What background Students need to know how to conduct an experiment, the vocabulary terms,
knowledge is necessary for what the vocabulary terms mean, and how to test these vocabulary terms.
a student to successfully
meet these objectives?

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

this content? Some misconceptions the students might have are:

How to test the minerals
Confuse minerals and rocks
How to test cleavage without breaking it, just by looking at it.
That a streak color doesnt exist because it shows up white on a white
streak plate

Lesson Implementation
Teaching Methods
(What teaching method(s) will The teaching method that I am using for this lesson is a guided release. I am
you use during this lesson? going to model how to conduct the experiment with two of the minerals and then
Examples include guided allow the students to break off into groups to complete the rest of the experiment
release, 5 Es, direct with the other 6 minerals.
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to

USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Science
4 Size:
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: Caitlin Snider
Group Date of Lesson: 1/25/17
Whole
Group
Student Materials:
Data Collection Chart
Foldable
Set of rocks
Hand Lenses
Streak Plate
Crayons/Colored Pencils
Step-By- Step:
1. Watch the rocks and minerals song to engage students in
the mineral observation activity.
2. Hand out and review the data collection chart of physical
properties.
3.Ask the students how scientist could use physical properties
to identify minerals.
4. Ask the students based off their chart how we are going to
test the physical properties of minerals.
5. Come up with the class some ideas based off the video and
readings in ELA how we would test these physical properties.
6. Test two of the minerals with the students and have them
answer/record the data in their chart.
7. Break the students up into a group of 4 and had out
materials.
8. Give the students 30 mins to test out the rest of their
minerals and walk around to catch misconceptions.
9. Tell the students to return to their seats
10. In a large chart hung in front of the classroom have the
students (using nonverbal cues) share and vote on their
answers for each category.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

11. Ask the students How could these physical properties

help identify mystery minerals
12. Ask students which of these properties is the best or
identifying samples.
13.Ask students are their any patterns in the data.
14. Have students take out their properties on minerals
foldable
15. Have students fold and cut the foldable (color, streak,
luster, hardness, cleavage)
16. Have students label the foldable
17. Have students fill out the foldable based on what they
learned during the experiment. (how did they test it, how they
would define it, how it is used)

What will you do if a student struggles with the content?

Have these students be in a group together and work with them in a small group
throughout the experiment.

What will you do if a student masters the content quickly?

Have them help the other members of the group test their experiment and make
sure that everyone remains on task in their group. Be the group leader. Also
have these students test for magnetism on each mineral and see if any of them
are magnetic report back to their group.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
Students are conducting experiments that allow them to identify different types of
minerals and rocks found around Earth. This connects to their background not
only because students are constantly conducting experiments in real life and
testing ideas.

If applicable, how does this lesson connect to/reflect the local community?

This lesson connects to the local community by students going out and
investigating the world. Students are always going to find new information by
hypothesizing, investigating, and experimenting with new things. This allows
them to apply their science investigation with the real world.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

There are other ways to test different rocks and minerals to determine what
makes them different from one another. Some of the alternative ways to test
these minerals is to use an ultra violate light and a magnet. For students who
finish quickly I will have them use these alternative tests on their minerals and
report back to their group.
USF Elementary Education Lesson Plan Template (S 2014) Name: Caitlin Snider
Grade Level Being Taught: Subject/Content: Science Group Date of Lesson: 1/25/17
4 Size:
Whole
Group

How will you differentiate instruction for students who need additional
language support?

There is a video with subtitles and putting them into small group where I
demonstrate and model how to do the experiment.

Accommodations (If T and K both have extra time to complete assignments if needed
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Video
Why did you choose these Internet
materials? Include any
resources you used. This can Computer
also include people!) Rocks
Hand lens
Projector
Paper clips
Pennies