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

3. THETOPIC / MINERALS
SUBJECT / GEOLOGY
GRADE / 10
TEACHER / MARWA ABD ELWAHED ABDOU
SCHOOL / MADDI STEM SCHOOL FOR GIRLS
SPECIALIZATION / BIOLOGY AND GEOLOGY

4. L EARNING OUTCOME :
Students are able to examine common minerals and identify them and differentiate
them from other common minerals. (Week 02 - Week 04)

5. CAPSTONE PORTFOLIO CONNECTION
The connection between this learning outcome and Egyptian grand
challenges
• Knowledge of properties of building materials will be helpful in the design of a
building
• Grand Challenge Connections: Increase opportunities for Egyptians to stay
and work in Egypt, Increase industrial base for Egypt

6. OBJECTIVES
• 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.

7. TEXTBOOK & RESOURCE MATERIALS
Sec. 1 Ch. 2 Earth COMM Book
https://geology.com/minerals/mineral-identification.shtml
http://www.agiweb.org/education/earthcomm2/.

8. SESSION (WEEK 2)
GUIDING QUESTION(S)
(THINK PAIR SHAR STRATEGY)
● What are the rocks I see around me made of ?
● What’s the important of geology minerals in our life
?
Time ( 10 min )

9. INTRODUCTION (CLEAR DIRECTIONS &
STRUCTURES ) 15 MIN.
• pay attention
• show this video
https://www.youtube.com/watch?v=rTXSwnkieZc
• take your Notes after showing video we will discuss
some questions.
• Discussion for 10 min ( students with teacher )

10. TASK 1 (WHAT'S MINERALSWORK SHEET )
• Estimated Time: 10 min.
• Teaching strategy : (cooperative learning )
• Organization of Students -
• Student Will work in: 6 groups for 4
• Directions :
• Each group discuss and answer the questions on the answer
sheet

11. TASK 2/ CREATE A MODEL OF HALITE CRYSTAL
ESTIMATED TIME : 20 MIN
• Organization of Students -
• Student Will work in: 6 groups for 4
• Teaching strategy : Laboratory investigation - Application
• Steps:-the students make a model show how the atoms of sodium and chlorine
arranged to become cubic crystals of Halite (table salt )by using clay and
some wooden rods
• Discussion around the shape of created models of crystals
• Discussion questions ( what happens if you create another shape except cube )
is it the crystal of halite? ( why and why not)

12. TASK 3 – CRYSTAL SHAPES DISCOVERY
ESTIMATED TIME : 15 MIN.
• Organization of Students -
• Student Will work in: 5 groups to :
• Directions: examine the different crystals of different
salts which prepared in the lab, 4 days ago before this session.
• Teaching Strategy : Laboratory investigation
• Steps of preparation Crystals Experiment: Page 274 part A (earth Comm)
• use a magnifying glass or dissecting
• microscope to observe three different kinds of crystals: table
• salt (sodium chloride), alum (hydrated potassium aluminum
• sulfate), and Epsom salts (magnesium sulfate).
• You might find it easiest to view the crystals on black construction paper.
•

13. THINK –PAIR- SHARE
• 2.What differences do you notice between
• their shapes? In what ways are the
• crystals similar?
• a) Record your observations and sketch
• the shape of each of the crystals in
• your log. Label each type of crystal

15. THE END OF SESSION A (WEAK 2 )
• Feed back :Exit ticket ( 5 min.)
• Answer these question individually
• Did you understand the Definition of the term “mineral” and its criteria?.
• Did you be able to Explain why Minerals are different ?
• Did you Explore how mineral crystals are constructed and how the external form of a crystal
reflects its ionic structure ?
• Do you satisfy with the today session ? Why or why not ?
• Home work / write summery about what you learn / search about different types of minerals
• Both tasks upload them on your dashed board on padlet.com

16. SESSION B (WEEK 3 ) THE PROPERTIES OF
MINERALS.
• Introduction : for 5 min about the goals required to achieved from this session.
• Mack Brain storming :Think - pair – share what is the difference between coal and
diamond? Are they having the same structure? Explain why and why not ?

17. TASK 4 / MINERALS PROPERTIES
ESTIMATED TIME: 15 MIN
• Organization of Students -
• StudentWill work in: 6 groups for 4
• Teaching strategy: Brain storming & cooperative learning.
• Directions/
• Use MineralsVocabulary worksheet to suggest meaning the words
• match the property with its keywords
• discussion around the students responses

19. TASK 5 / EXAMINATION OF LAB MINERALS SAMPLES
ESTIMATED TIME: 40 MIN
• Organization of Students -
• Student Will work in: 6 groups for 4
• Teaching strategy: Laboratory investigation
• Directions/
• examine the minerals Samples from 1 to 9 according to their physical properties
• Using tools on the bench
• Follow the Steps of investigation page 275 part B Earth Comm
• Record your data on this worksheets

21. THE END OF SESSION B
• Feed back :Exit ticket ( 5 min.)
• Answer these question individually
• Did you able to Identify and differentiate quartz, calcite, feldspar, mica, amphibole, pyroxene,
olivine and clay in variety types of rocks?
• did you Identify and differentiate magnetite, pyrite, hematite, chalcopyrite, and native copper
and sulfur in laboratory specimens ?
• If you travelled in to field trip to One of mountain areas in Egypt, will you be able to
distinguish and identify the minerals in the rocks ?
• Did you Enjoy with this session?Why or why not ?

22. SESSION 3 ( WEEK 4 ) STUDENT PRESENTATIONS
• Before this session I emailed students to prepare these tasks:
• Each student use this linkhttps://www.qrstuff.com/ to generates QR code for two
minerals, aren't repeated. ( this organized by class leaders ) since then, upload it to her
Dashed board on padlete.com
• Print QR of selected Minerals
• Group one / prepare presentation about the topic page 277 Earth comm
• Group two / prepare presentation about the topic page 279- 280
• Group three / prepare presentation about the topic page 281- 282
• Group four / prepare presentation about the topic page 283- 284
•

23. DURING SESSION
• All prepared QR codes papers about Minerals are collected on posters inside the class
then students Scan them by mobile app to discover it . ( 20 min)

24. ALL GROUPS DISPLAYTHEIR PRESENTATION GRADUALLY
FOR (50 MIN)

25. AT THE END OF SESSIONS
• Feed back :Exit ticket ( 5 min.)
• Answer these question individually
• Are you having any problems in this learning outcome? If yes, listed it ?
• What do like in this session and what do you dislike ?

26. EVIDENCE OF LEARNING
• Students can reliably Identify quartz, calcite , feldspar, mica ,amphibole, pyroxene , olivine and
clay in mineral samples
• Students can reliably Identify magnetite , pyrite , hematite , chalcopyrite , and native copper
and Sulphur in laboratory specimens
• Students produce and use a reliable and accurate dichotomous key for identifying these
minerals
• Evaluation Criteria/Rubrics done by teacher- observations to students performance-quizes

27. ACTIVITIES OUTTHE CLASS
• Preparation of the crystals of table salt at homes
• Summary presentations
• Generated QR codes of minerals
• a large poster, contain the collected QR codes , are Put outside the class to allow other
students in the school to discover it at any time.
• photos albums containing all printed QR cod pictures ( from other class), are put them
in the school library, Public library and in Geology lap.
Electronic Geologic Museum made by
students

28. HOMEWORK
• Search on the internet about the minerals on Egypt and its uses ?
• Write How to apply what you learn from this lesson in your capstone project ?
• Upload you response on your padlet (online dash board )

29. TEACHER REFLECTION /THE MORETECHNOLOGY USED
THE MORE EFFECTIVE IMPACTS ON LEARNERS
• Examples of students online Dashed board on
web site / Padled .com .Each student own her padlet to upload any evidence required
for evaluation ,included in and out classes activities.
• My role follow them overtime and give feed back .

32. AT THE END