Jessica Beaver ELED 3221-003

Rocks and Minerals Lesson Reflection

What did the students find out in the experience? Were there any surprises? The students learned that minerals have different physical properties that help identify them from other minerals. They students focused on the physical property hardness of the minerals to identify their position on Mohs scale of hardness. Many of the students were surprised by the fact that the mineral quartz scratched the glass jar.

How did the students in each group work together? Were there any problems? The students worked well in the groups that they were placed in, many were patient as they waited for another student to finish with the mineral sample that they needed. The only issues of teamwork in the groups was when it came to ordering the minerals from softest to hardest, but many were able to talk the issue through and move along with the investigation.

Was the activity open-ended enough, or did each group do more or less the same thing? I believe that the activity was open-ended as much as it could have been, if the students had properly done the experiment, they should have all gotten the same order with the exception of trying to decide if a penny is harder than a paper clip.

How did the students extend the investigation?

I asked the students to think about why hardness was an important physical property of minerals and rocks. This question stumped many of the students so I pointed them in the direction of the uses of these minerals, such as talc in baby powder. I also asked the students if they would rather have flooring made from the soft mineral gypsum, or a harder mineral such as quartz. The answer I expected would be quartz because it would last longer as flooring. Many students answered gypsum because if they were to trip and fall they would rather fall on softer flooring. How did the students connect this experience to their daily lives? I was able to let the students connect this activity to their daily lives by asking about the uses of the minerals and how the choices of minerals used on the products that we use can be effected due to the hardness of the mineral. When I extended the activity to everyday uses, many of the students connected the information they had learned into their daily lives. I also asked the students to go home and share with their parents what they learned about minerals and why our choices in their uses are important. How did I accommodate students with learning and physical differences? Many of the students in my clinical classroom were above grade level and documented T.D. students. I used this information to give the students more independence in the activity as well as asking more in-depth questions with the students. The students rose to the challenge and exceeded expectations. If I were to have ELL students or students with other learning or physical differences, I would have left the identification of the minerals on the board with how to spell the minerals, as well as created an individual worksheet with more guidance. Did I use technology effectively?

I was able to use the technology to engage the students, to show them identification of the minerals using pictures, review the vocabulary, and also letting them know what they were going to be doing in the experiment which was overall deciding what order the missing minerals would go in Mohs scale of hardness. Overall, what do I think the students got out of the experience? Overall, I think the students were able to learn how physical properties of mineral cannot only affect the materials they are used as, such as baby powder, but also the rocks that contain them. The students were all able to have fun while experimenting and learning about the hardness of various minerals. What do I remember most about this science activity? I remember how excited all the students were that they were going to perform an experiment rather than read from their book or take notes. All the students were coming up with responses and answers that I had not thought of, and were all very engaged throughout the lesson. Would I do it again? How would I plan differently the next time? I would definitely do this experience again with future students, I enjoyed teaching this lesson and the students all enjoyed it as well. In the future, I would ensure that all the materials would stay on the tables at all times, and I would introduce the materials and experiment more clearly. I had many students that were not able to remember which of the minerals were which, as well as confusion on how to scratch the Mason jar. What did you learn about yourself as a learner and as a teacher during this lesson? As a learner, I know I learn best by doing and figuring out things on my own. When I am allowed to create my own understanding of something, it stays with me better than if a

teacher just told me the answer and how to do the problem. As a teacher, I learned that it is important to give students those opportunities to create their own understandings of things.

Sometimes it is useful to record comments and reflections directly on the lesson plan itself. Keeping your plans together in a notebook or a computer file is a good idea too. Your comments and notes have important implications for how you will address the topic the next time.

The above information comes from the following source: Koch, J. (2010). Science stories: Science methods for elementary and middle school teachers. Belmont, CA: Wadsworth, Cengage Learning. (pages 314-315).