UBD lesson
Marisa Sierchio
Earth Science
9th Grade
Time: 1-2 weeks

Minerals

ESTABLISHED GOALS:

STANDARD 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

STANDARD 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.


ESSENTIAL QUESTIONS:
How was Earth made?
What is a mineral?
How are minerals formed?
How can you identify a mineral?
How are minerals useful in our lives?

UNDERSTANDINGS:
-Minerals are solid, naturally occurring, have a definite chemical composition, have a specific crystalline shape, and are inorganic.
-Minerals form from the pressure process and the magma process.
-Minerals are used in the manufacturing process of just about any object, or used to make the object itself.

STUDENTS WILL KNOW:
-key terms: luster, color, streak, moh’s hardness scale, crystallography, inorganic, specific gravity.
-the steps to the pressure process and the magma process
-variables that influence the color and texture of minerals
-the seven crystalline shapes
-the characteristics of the sulfides, oxides, carbonates, and silicate mineral groups

STUDENTS WILL BE ABLE TO:
-Identify minerals using the tests performed in class
-Identify crystalline shapes
-Identify in their homes where minerals are used

PERFORMANCE TASKS:
-Mystery Mineral- using the tests explained in class identify a given sample. Create a poster showing your mystery minerals uses.
-Moh’s Hardness lab- using the lab kit, identify the hardness of each mineral.
-Crystallography- create the seven crystal shapes out of paper. Label each face

OTHER EVIDENCE:
-Crystal shape quiz
-Lab reports: mineral lab, moh’s hardness lab

SELF ASSESSMENT:
-self asses the Mystery Mineral poster using a rubric.
-self assessment of lab reports using rubric
-reflect on the extent to which you feel comfortable identifying a mineral using the steps provided.

LEARNING ACTIVITIES:
W- KWL chart on minerals to elicit prior knowledge
H- activity: How many minerals does it take to make a lightbulb? Students will research using computers what minerals are needed to make a lightbulb. Students will also complete a scavenger hunt in their homes identifying where minerals are located.
E- Observe hand samples, view animations of how minerals form, mineral lab activity, Moh’s Hardness lab activity
R, T, E, O- Mystery Mineral project