Minerals+MA09

Opening
-Daily Teaser //pg 34-Tweleve Minerals introduces minerals and allows the students to use the periodic table on the classroom wall as a reference (I may need to point out this as a possible way to get solution to them, but hopefully this will get them thinking of alternative resources that can aid them when trying to solve problems or answer questions).// -Homework review and recap of last class allowing and encouraging them to ask any questions they may need for clarification. -If there are no questions forthcoming as I collect the homework, then I can pass out sample minerals randomly begin asking questions about them to the students to activate and prior knowledge they may have. //Sample Questions: What is on the desk/ in your hand? What makes it different than the one (someone else) is holding? What can you tell me about it? (if you can't tell me anything definitive then what is it not?)// // -Transition into the lesson with questions they may not be able to answer or that prompt prior knowledge to provide the information in today’s engagement. // //Sample Questions for Transition: Does anyone know what a Mineral is? Do you know what it isn’t? (This starts them on the if it is this then it isn’t that concept in lesson).//

Engagement
-Explanation of what a mineral is ~naturally occurring, inorganic, crystalline structure with a specific chemical composition). Use references of opposites to help reinforce the concepts of natural occurring, inorganic, and crystalline. //Sample Examples:// //Naturally occurring// //(formed by natural processes in nature)=not man made(plastics)// //Inorganic (rock)= not organic, or not biodegradable (plants)// crystalline(snowflakes or ice)= not amorphous (randomly organized like metals) -Ask students how they may be able to tell various minerals apart. //Sample Questions:Whats the difference between the one is holding and the one you are? Does it look different? How so? Does it feel Different?// Brainstorm a list of differences the students come up with. -Use the list to start talking going over Mineral properties for classification listed in the text. Add to the brainstormed list and highlight the classifications listed in the text book. These include structure, color, streak, luster, density, hardness, fracture/cleavage, unique. -Hand out the Mineral Identification word Problems Worksheet for them to work on separately at their lab tables. As they solve each one, they should check with their lab partners to see what they got, and to go over any differences. -I will walk around and answer questions and monitor the students progress through the word problems. Even if students get the right answers I can ask them to explain their reasoning behind their answers to me to probe for their understanding of the classification properties of minerals.

Closure
-Ask each group to relate the final answer they got for each problem and go over any discrepancies between groups. Reinforce which properties of each mineral allowed for the identification of it. //Sample Questions: How did you figure out that was the hardest mineral? What is Mohs Hardness scale and how did you use it?// -Hand out the Identifying Minerals Worksheet (from my cooperating teachers resources) as a review of the concepts and review of tomorrows lab for homework.