1. SC.4.E.6.

2 Identify the physical properties of common earth forming minerals,

including hardness, color, luster, cleavage, and streak color, and recognize the role
of minerals in the formation of rocks.

What I want you to KNOW?

1. The students will know how to define and know the difference between a mineral,
rock, and lithosphere.
2. The students will know the physical properties of minerals (Streak, hardness, color,
luster).
3. The students will know what I mean when I ask them “What is physical property?”
4. The students will know the names of three types of rocks: Igneous, metamorphic,
sedimentary. They will also be able to describe how each rock is formed.
5. The students will know and be able to identify the rock cycle and describe what is
shows.

What I want you to UNDERSTAND?

1. The student will understand how minerals are related to rocks.

2. The student will be able to describe the characteristics all minerals share and be
able to explain how they form.
3. The students will understand what the characteristics of gems are and what makes
them more valuable than other minerals.
4. The student will understand how rocks are formed using the categories of the rock
cycle.
5. The students will understand how heat and pressure on rocks has different results.

What I want you to DO?

1. The student will use the physical properties of the minerals to identify one.
2. The student will determine the density of a regular object and the density of an
irregular object.
3. The student will be able to make a display using a common household product that
contains minerals and describe the characteristics of that mineral and why it is used
in that product.
4. The student will be able to use the rock cycle to describe the history of a rock.
5. The student will be able to use fossils to determine age and use fossils to describe
past climate conditions.

1. Pre-Assessment Design and Results: I gave a short quiz to all of my students to

assess their pre-knowledge information about the properties of minerals. Below are
the questions that the students will answer on the computer.

1.What is a mineral? Do you know any names of minerals?

2. How can we identify minerals?
 3. What are some common minerals? Once they have answered, they will then be
asked to click on the picture of the key which will take them to a web site with a
Dichotomous Key where students can make selections (yes/no) in response to
questions about the properties of the Mystery Minerals. Students can check their
answers; when you click the mouse the identity of the mystery mineral will “fly in”.
4. The students will be shown an enlarged picture of a rock. Look at the rock
carefully…those tiny grains of various colors that you see are…minerals! Not all
rocks look like this, it depends how they were formed. However, all rocks contain
a mixture of minerals. Granite consists of quartz (gray), plagioclase feldspar
(white) and alkali feldspar (beige) plus dark minerals like biotite and hornblende.
How are minerals related?
5.On a separate sheet of paper use a graphic organizer to list Properties of
Minerals. In each bubble, list one property that is used to identify minerals.

Learning Options: The whole class has interest in this topic. Based on the pre-
assessment I plan to start with whole group instruction and break off and rotate
learning centers based on the students’ learning preferences. One of the learning
center rotations will rotate as a small group center with me so I am able to have on-
going assessment of students understanding of material and concepts and work on
more explicit instruction with students in a small group setting. I have two students
who prefer to work by themselves so after whole group lesson is complete, they will
work independently instead of in learning centers.
Post-Assessment Design and Results: Keeping the same standard in mind to
evaluate student progress, I administered the same pre-assessment with some
additional questions to the students. I always use a variety of testing methods.
There were some questions that were completed on the computer, I included a
graphic organizer, and I had some questions that were allowed to be answered
orally to me instead of written down on paper. Every student in my class received a
passing grade on their post assessment.

2. Reflection Questions:
A. What did you learn from the pre-assessment? Was the pre-assessment
adequate and appropriate for determining the learning options? Why or Why
not?

I believe that the pre-assessment was appropriate for determining the

learning options because it clearly showed me what my students knew and
understood about the subject and what they needed clarification and help
with so I would be able to provide the correct supports for students. It also
showed me if the students had interest in the topic so I could make it more
student- centered.

B. If post-assessment results showed that one or more students were not

proficient, what would be your next steps?
 It would allow me the chance to go back and differentiate the instruction to
better meet that students needs, whether that be by adding additional
supports or scaffolding, guided note or graphic organizers. I would be able to
take the data from the assessments and determine how to vary and
structure the material to best meet their needs.

C. What did you find effective and appealing about the differentiated learning
options? What were your concerns about the options you designed?

The differentiated learning options are appealing because you are able to find a
learning option that fits every students need. In the Ted talk that we watched
Ms. Moore said “All people are competent and have the ability to learn.” I
believe that these learning options support what she spoke about. They give the
teachers the ability to explore a variety of options to support all different
students who come to us with all different learning types.