Teacher Education Lesson Plan Template

Teacher: Jennifer King

Date: 01-30-15

Title of Lesson: Minerals and Rocks

Cooperating Teacher: Cynthia George

Core Components
Subject, Content Area, or Topic
Science, Minerals and Rocks
Student Population
4th grade students gifted cluster
Learning Objectives
VDOE Science SOLs 4.8 The student will investigate and understand important Virginia natural
resources. Key concepts include
c) minerals, rocks, ores, and energy sources.
Virginia Essential Knowledge and Skills
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
PowerPoint
Promethean Board
Document Camera
White Board
Work Sheets for each student
Virginias Natural Resource Notebook. Delta Education.
Safety (if applicable)
Time
(min.)
5

Process Components
*Anticipatory Set
Take out your science and social studies notebook. I am going to show you a slide with
three pictures on it. I want you to look at them, and then write down what you see in these
three pictures. You have one minute. [Allow students 1 minute to work.] Times up. Now
write down what you think these things have in common. [Allow students another minute]
Times up. And now write down something you wonder about these three things. [Allow
students another minute.] What did you think these pictures had in common? [Allow 1-2
students to share.] Each picture is of a mineral that we use in everyday life.
*State the Objectives (grade-level terms)
Today we are going to study nonrenewable resources, minerals and rocks. We are going
to talk about what minerals are and what kinds are found in Virginia.
*Instructional Input or Procedure
A mineral is a solid, nonliving substance that occurs in nature. In this picture of the
pencils, the pointy part is made of a type of mineral called graphite. The next picture is of
chalk. Chalk contains the mineral calcite. In the third picture we see salt. Salt contains the

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

10

mineral halite. Other minerals are gold, diamonds, and quartz.

These minerals and rocks are all nonrenewable resources. Nonrenewable means that
we can use them faster than they are made. They cannot be easily replaced once we use
them. It takes a long for minerals and rocks to form. There are only a limited number of
minerals and rocks. There is a limited supply of mineral and rock resources on Earth.
Minerals and rocks are important. They are resources people can use to meet their
needs. The weather wears at the minerals and rocks and washes them together with
organic materials, such as old plants and humus, to make soil. Plants need soil to grow.
Rocks are useful resources. People use rocks to build walls, pathways, and houses.
Rocks are useful building materials. People also crush the rocks and use rocks to
manufacture items such as concrete, cement, bricks and drywall. Crushed rocks are used
to build roads. Rocks are also used to decorate. Statues and monuments, like those we
see in Washington D.C., are made of marble.
*Modeling
Now we are going to make some observations of the minerals. You all have a page to
record your observations. [Show form underneath the document camera.] We are going to
write the name of the mineral here [Write graphite in the left column.] And then on right
side made some observations about the mineral. For graphite you can look at the picture,
but you can also look at your pencil and make observations.
*Check for Understanding
What is a mineral? Solid, nonliving substance that occurs in nature.
What is a nonrenewable resource? We use them faster than they are made.
*Guided Practice
[Pass out worksheets.] Okay, follow along as we do the first row. Our first mineral is
graphite, so write graphite in this top box on the left. [Label the box and allow students to
follow along as well. Write this on the white board and have the Power Point up on the
Promethean Board.] Now, what are some observations you made of graphite? [Have
students share and write their answers in, have them write the observations in their own
sheet as well.] Okay, now with your shoulder partner, move on to the next mineral, which
is? Calcite. You have two minutes to make observations with your shoulder partner. [Allow
students to work together.] Times up. What were some of your observations? [Write down
the observations of one or two groups.] Now here is the next mineral, halite, which is in
salt. What do you observe about the salt? Discuss with your shoulder partner and write
down your observations. [Allow students 2 minutes to discuss.] Times up, what
observations did you make? [Write down the observations of one to two groups.]
Now, here is the last slide with the three minerals: gold, diamonds, and quartz. By
yourself, write down your observations.
*Independent Practice
Allow students 3 minutes to record their observations of the last three minerals.
Assessment
Collect their sheets. Look for clear observations or do Hand Up Pair Up and have
students share their observations.
*Closure
Times up. What are minerals? Solid, nonliving substances that occur in nature. Good,
what is a nonrenewable resource? Resources we use faster than they are made.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Learning Styles: Visual, Auditory, Interpersonal and Kinesthetic

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Classroom Management Issues (optional)

Set clear expectations of behavior before Hand Up Pair Up.
Allow students time to look at the picture and make observations. When most of the students are
done move on to the next picture.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The students really enjoyed this lesson. Most of the students met the objectives as they completed their record sheet and
made good observations. In the future I would like to bring in the actual minerals and allow the students to touch and feel
the minerals as well as just looking at pictures of the different minerals.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Date