Student Teacher: Theresa Teacher: Theresa Williams Subject/Grade Level: Earth Level: Earth Science – Science – 6 6th Grade Topic: Mining Topic: Mining Minerals
School: Tucker School: Tucker Middle School Mentor Teacher: Dr. Teacher: Dr. Csukas Date: Tuesday, Date: Tuesday, November 4, 2013 Time: 70 Time: 70 Min
Concept Statement: Students Statement: Students should develop a comprehensive understanding of the process of mining minerals. EQ: What are two types of mining?
Georgia Essential Standards: Students will investigate the scientific views of how the earth’s surface is formed. S6E5d. Describe the processes that change rocks and the surface of the earth.
Next Generation Education Standards (NSES): MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of p ast and current geoscience processes.
Characteristics of Science: S6CS1: Students will explore the importance of c uriosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. S6CS5: Students S6CS5: Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
Complementary Standards: quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. ELACC6R17: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. ELACC6SL5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. L6-8RST7: Integrate
Skills to Maintain: Problem-solving Maintain: Problem-solving skills, practical skills and intellectual rigor
Clarifying Objectives: 1. Students will be able to distinguish between the different types of mining through inquiry and oral discussion. 2. Students will be able to understand the geological ramifications of mining by viewing and analyzing topographical maps. 3. Students will be able to identify elements that are mined in the state of Georgia. Student Misconceptions: 1. Humans can fabricate rocks and minerals. 1. Rocks and minerals are naturally occurring substances. Vocabulary: ore, reclamation
Elicit
Time: 5-7 min.
Teacher Will Do
Probing/Eliciting Questions/Student Responses
Students Will Do
Morning Activity – Activity – Vocabulary Vocabulary Words of the week : Ore, Reclamation, Nonrenewable resources
Student Responses: Students orally state sentences for definitions.
Take out “opening” activity sheet. Look up words for definition and write sentences for each.
Today we are going to look at mining activities and operations of mining to get a better perspective about the industry. Transition Statement:
Engagement
Time: 5 min.
Teacher Will Do
Probing/Eliciting Questions/Student Responses
Students Will Do
Create a flipchart of questions Strategy: Post it Loud Copy one question from their Cornell students had as a result of taking Questions and answers may vary. notes onto a post-it note and attach to notes from chapter 3-3 the flipchart. better look at some of the aspects of mining. mining. Transition Statement Okay, now let’s look at some videos to take a better
Exploration
Time: 20 min
Teacher Will Do
Probing/Eliciting Questions / Student Responses
Students Will Do
Show Videos
Do you think there are other counties that may be experiencing the same issues as the Congo? Why or why not? [Answer Varies]
Complete graphic organizers to satisfy their position for scientific argumentation. {page 7}
STEM : Videos : “ : “Showcasing Showcasing Mineral Mining Activities” Activities ” and and “Conflict “Conflict Minerals from the Congo to Your Cellphone” Cellphone”
How does the US prevent inhumane activities from happening concerning businesses within the US? [Laws and Regulation]
ESOL: Videos : “Pebble “Pebble Mine” Mine” and and “Conflict “Conflict Minerals from the Congo to Your Cellphone” Cellphone” Transition Statement So now let’s take a look at the process of mining.
Explanation
Time: 10 min.
Teacher Will Do
Probing/Eliciting Questions / Student Responses
Students Will Do
Mini-Lecture: The Process of Mining
Which type of mineral is the most Explain the advantages and prone to be mined? mined? [Precious stones, disadvantages of mining. Minerals used in electronic devices and sedimentary rocks that can have oil extracted from it] Transition Statement As you can see this is a huge operation and can cost a lot lot of money for companies in this industry. industry. We have miners here in the state of Georgia.
Elaboration
Time: 20 min
Teacher Will Do
Probing/Eliciting Questions / Student Responses
Mining in Georgia Show visual imagery of topographical areas affected by mining through Google Earth.
Does it look like the reclamation can work in some of these areas? areas? [Desert – No, – No, Forests – Forests – yes] yes]
Students Will Do
Mining in Georgia {page 6} View visuals and engage in active active discussion about geological impact on the land. Arrange in groups and discuss topics topics for debate and conduct research. {page 8} Homework: Conduct further research at home.
Transition Statement
Evaluation Teacher Will Do
For closing, let’s complete the KWDL Sheet.
Time: Ongoing/5 min Probing/Eliciting Questions and Student Responses
Students Will Do
Teacher Observation
Exit Ticket- Complete applicable section on KWDL Sheet
Answer questions.
Transition Statement N/A
Curricular Integration: (For Information Purposes Only) ELA /Social Studies – As – As an extension to lesson, students will be able to indicate the importance of mining to economy of
Georgia. Students will also be able to examine the operations of mining as a global issue.
Differentiation Strategies: Use of collaborative learning, cooperative groups, critical thinking skills, graphic organizers and use of visuals v isuals for all students. Learning Styles: Kinesthetic – Kinesthetic – Simulation Simulation activity; visual – visual – video video and graphic organizers; audio – audio – questioning, questioning, lecture and discussion ELL - Reduction of language load by using visual organizers, role-playing and monitoring vocabulary; small group discussions and work groups; provide scaffolding for writing; con nect to student experiences and culture; use multiple assessment strategies Students with disabilities: Provide a peer partner if needed, use appropriate seating arrangement, accommodations according to 504 plans or IEP. Gifted: Ask Gifted: Ask higher level questions for investigation investigation and reflection, give opportunity opportunity for self-driven learning, provide resources/tools for learning
Materials List: For Student and Teacher PowerPoint Presentation Textbook Websites/Technology Informational Packet
Safety Issues: Safe internet searching (offensive sites blocked by county).
Additional Information/Notes: 1. Focus on Student-Centered Learning Model 2. Essential Knowledge for Teacher Scientific Inquiry -Making Observations -Posing Questions -Reviewing what is already known in light of experimental evidence -Proposing answers, explanations and predictions -Communicating results (Heinemann, 2009, pg. 3)
