This lesson plan is for an 8th-9th grade Earth Science class about common building stones in New York City. Students will identify samples of marble, granite, limestone, and sandstone through a rock identification activity. They will learn to distinguish between the different types of rocks and why certain stones make better building materials. As an assessment, students will observe and photograph a local building constructed of one of the stones, and identify the stone type and why builders chose it. The goal is for students to understand common rocks used in construction and their properties.
This lesson plan related to STEM education.
Learning Outcomes
• Define the term “mineral” in
your own words.
• Evaluate the usefulness of
various physical properties
for describing and identifying
different minerals.
• Explore how mineral crystals
are constructed and how the
external form of a crystal
reflects its ionic structure.
• Identify a variety of mineral
specimens according to their
physical properties
Concepts:
‣A. Minerals are homogeneous solid earth materials. ‣B. Minerals have distinct physical properties that enable them to be distinguished from one another. ‣C. For most common minerals, the most useful properties for hand sample identification include hardness, cleavage or fracture patterns, translucency, and color. ‣D. Metallic minerals are uncommon, but economically important. ‣E. For metallic minerals, the additional properties of streak and magnetism are useful for hand sample identification. ‣F. Completely unambiguous identification of minerals often requires sophisticated laboratory analysis
Lesson plan
Troneshia Toler
EDF 1005
Ms. Jackie R
October 19, 202
Lesson plan
Subject: Science
Grade: 6
Topic: Earth and Space
Objectives
Learners will be able to:
-Identify and explain the “Sun, planets, moons, meteors, asteroids, and comets in their physical properties, positions, and motions”.
- To determine the relative sizes of objects in our solar system.
Primary standards addressed
· Any claims made about a scientific or technical text must be backed up with quotations or other textual references.
· Find the meat of the text and accurately summarize it without relying on your own biases (Hillmayr et al., 20200).
· When executing technical jobs such as conducting experiments, taking measurements, etc., strictly adhering to a detailed set of instructions is essential.
· Recognize and explain the significance of scientific and technical symbols, essential keywords, and phrases in the context of books and themes covered in grades 6-8.
Materials
· Clay for sculpting
· Cheek swabs
· Sticks for Popsicles
· Other Crafting Components
· Distributed Material about the Solar System
Essential questions of the day
· Why does it go black at night?
· What moves the Sun, Earth, and Moon?
· Why does it get hotter in summer?
· What is the Moon's size? (Fisher et al., 2020)
Pre-test assessment
I will begin my pre-test assessment by asking the students what they know about the topic; earth and space. This will enable me to determine what they already know about the subject; additionally, I will be to determine which area to stress most throughout the lesson.
Opening
1. Put the students into small sets and give each group a diversity of craft supplies. Give each group a thing from our solar system (planet, comet, Moon, Sun, etc.).
2. Tell everyone what the rules are:
- Each group has to make a scale model of the object they were given.
- Things need to be made to hang so we can put them on display in the classroom.
- Each item must be clearly labeled and have two things on or inside (clouds, rings, mountain ranges, ice, etc.)
Guided practice
I will explain and model the objective for the students in the following steps
· Get the attention of each student in the classroom
· Make sure everybody has the required materials
· Give out the instructions and,
· Start the lesson
Independent Practice
-Answer each question
-Be able to ask questions
Modifications
Remediation- I will help re-teach the topic information for the students who will be confused by; grouping the student into groups. This will help them get assistance from the students and grasp the information quickly.
Enrichment- I will involve the students that easily grasp the information in groups or direct the groups that will remain behind to ensure that we will be on the same page.
ESE accommodations- I intend to inspire the learner to use the recommended graphic aids and resources e.g., “glasses.
Forces and materials teaching ideas JVillisJoanne Villis
Teaching ideas for teaching year 3/4 forces and the properties of materials. These ideas are linked to the Australian Curriculum. Additional teaching ideas related to technology can be found on one of my websites called http://technologiesjvillis.weebly.com/ .
Student work samples will be added to this PowerPoint after I have taught the lessons.
This lesson plan related to STEM education.
Learning Outcomes
• Define the term “mineral” in
your own words.
• Evaluate the usefulness of
various physical properties
for describing and identifying
different minerals.
• Explore how mineral crystals
are constructed and how the
external form of a crystal
reflects its ionic structure.
• Identify a variety of mineral
specimens according to their
physical properties
Concepts:
‣A. Minerals are homogeneous solid earth materials. ‣B. Minerals have distinct physical properties that enable them to be distinguished from one another. ‣C. For most common minerals, the most useful properties for hand sample identification include hardness, cleavage or fracture patterns, translucency, and color. ‣D. Metallic minerals are uncommon, but economically important. ‣E. For metallic minerals, the additional properties of streak and magnetism are useful for hand sample identification. ‣F. Completely unambiguous identification of minerals often requires sophisticated laboratory analysis
Lesson plan
Troneshia Toler
EDF 1005
Ms. Jackie R
October 19, 202
Lesson plan
Subject: Science
Grade: 6
Topic: Earth and Space
Objectives
Learners will be able to:
-Identify and explain the “Sun, planets, moons, meteors, asteroids, and comets in their physical properties, positions, and motions”.
- To determine the relative sizes of objects in our solar system.
Primary standards addressed
· Any claims made about a scientific or technical text must be backed up with quotations or other textual references.
· Find the meat of the text and accurately summarize it without relying on your own biases (Hillmayr et al., 20200).
· When executing technical jobs such as conducting experiments, taking measurements, etc., strictly adhering to a detailed set of instructions is essential.
· Recognize and explain the significance of scientific and technical symbols, essential keywords, and phrases in the context of books and themes covered in grades 6-8.
Materials
· Clay for sculpting
· Cheek swabs
· Sticks for Popsicles
· Other Crafting Components
· Distributed Material about the Solar System
Essential questions of the day
· Why does it go black at night?
· What moves the Sun, Earth, and Moon?
· Why does it get hotter in summer?
· What is the Moon's size? (Fisher et al., 2020)
Pre-test assessment
I will begin my pre-test assessment by asking the students what they know about the topic; earth and space. This will enable me to determine what they already know about the subject; additionally, I will be to determine which area to stress most throughout the lesson.
Opening
1. Put the students into small sets and give each group a diversity of craft supplies. Give each group a thing from our solar system (planet, comet, Moon, Sun, etc.).
2. Tell everyone what the rules are:
- Each group has to make a scale model of the object they were given.
- Things need to be made to hang so we can put them on display in the classroom.
- Each item must be clearly labeled and have two things on or inside (clouds, rings, mountain ranges, ice, etc.)
Guided practice
I will explain and model the objective for the students in the following steps
· Get the attention of each student in the classroom
· Make sure everybody has the required materials
· Give out the instructions and,
· Start the lesson
Independent Practice
-Answer each question
-Be able to ask questions
Modifications
Remediation- I will help re-teach the topic information for the students who will be confused by; grouping the student into groups. This will help them get assistance from the students and grasp the information quickly.
Enrichment- I will involve the students that easily grasp the information in groups or direct the groups that will remain behind to ensure that we will be on the same page.
ESE accommodations- I intend to inspire the learner to use the recommended graphic aids and resources e.g., “glasses.
Forces and materials teaching ideas JVillisJoanne Villis
Teaching ideas for teaching year 3/4 forces and the properties of materials. These ideas are linked to the Australian Curriculum. Additional teaching ideas related to technology can be found on one of my websites called http://technologiesjvillis.weebly.com/ .
Student work samples will be added to this PowerPoint after I have taught the lessons.
1. Instructor: Kenneth Malafy
Grade Level: 8-9th
.
Unit: 1 (Rocks and Minerals)
Title: Common New York City Building Stones
Lesson Time: 60 minutes
Standards (NGSS)
ESS 2.A: Earth's Materials and Systems
ESS 3.8: Natural Resources
Humans depend on Earth's land, ocean, atmosphere and biosphere for many different resources. These
include rocks and minerals.
Lesson Objective
After this lesson students will be able to identify common rocks (marble, granite, limestone and
sandstone) used as building materials in New York City.
Focus Questions
What is marble and how can I identify it?
What is granite and how can I identify it?
What is limestone and how can I identify it?
What is sandstone and how can I identify it?
Why do certain rocks and stones make better building materials than others?
How can I photograph building materials (use of scale)?
Lesson Agenda
Entrance Ticket
Rock Identification Activity
Share Out
Introduction to common New York City building stones
Questions
Take Home Assignment
Materials
Two samples of marble
Two samples of granite
Two samples of limestone
Two samples of sandstone
Index Cards
Vocabulary
marble
2. limestone
granite
sandstone
igneous
metamorphic
sedimentary
scale
Assessment
Student's comments during the share out (informal)
Student's Questions (informal)
Take home assignment (formal)
Lesson
Entrance Ticket:
“What building materials is your house/ apartment building made from? Why do you think the builders
chose those materials?”
Take 2-3 minutes to answer the question in your notebook or journal.
Rock identification Activity
The instructor will set up four tables. Each table will have two samples of the same rock. The students
will be split into four groups. Each group will go to a sample table. They will have five minutes to
describe the rock samples on that table (students can draw the sample). After five minutes, the groups
switch tables. This process repeats until each group has surveyed each table.
Share Out
Students share their observations from the rock identification activity.
Introduction to common New York City building stones
Based on students comments during the share out, the instructor will take this time to address any
misconceptions the students have. The instructor will also go over each rock sample from the rock
identification activity and provide any information the students may have missed during the activity.
The instructor will also describe the correct technique for photographing building stones, including the
use of scale.
Questions
The instructor will introduce the take home assignment and review it with the students. Students will
have a chance to ask any questions regarding the material covered in the lesson or the take home
assignment.
3. Take Home Assignment Sheet
Name:
Date:
Class:
New York City Building Stones
I. Go to a building and observe the stones it is constructed from. The building must be constructed from
one of the stones introduced in class (marble, limestone, granite and sandstone). Note: the building
does not have to be wholly constructed from the material, just part of it. It can be any building: your
house, the school building, a local bank or even a subway station.
II. Take at least four pictures of the building. One picture should be an overview and there should be at
least two up close pictures of the stone with scale included. These pictures must be handed in with the
assignment.
III. Identify the stone in the picture. Is it igneous, metamorphic or sedimentary? What characteristics of
the stone lead to your decision?
IV. Why do you think the builders chose this type of stone?
V. Extra Credit
Take a picture of a second stone on the building and identify it.
4. Rubric
No Mastery (55): Assignment is missing or incomplete
Competent (75): Assignment is complete but: some of the information is wrong, the pictures are not
clear and the work is sloppy and includes grammatical and spelling errors.
Good (85): All the work is complete and mostly correct. The pictures are good and the work is neat,
there are few grammatical or spelling errors
Exemplary (95): All the work is complete and correct. The pictures are clear, the work is neat and there
are very little grammatical mistakes or spelling errors.