multicultural lesson plan

Mary Jo Nordyke Earth Science - MulticulturalJanuary 20, 2010 of 15

Multicultural Science Lesson Plan

Earth’s People and Resources Context:

This lesson plan is designed and set-up as an Earth Science—Multicultural lesson. This class has students in both 10th and 11th grade. There are twenty students, with eight males and twelve females in the class. There are currently six students in the lowest-performing group, nine students in the middle-range group, and five students in the highest performing group. Of the twenty students in the class, five of the students speak English Only (EO), and fifteen of the students are English Language Learners (ELL). Accordingly, 82% of the class is Latino. In previously working with these students I can attest that the students work well in whole class instruction, as well as small group instruction. One ELL student in the class has an IEP plan. In regards to socio-economic and cultural context, most of the students live in the area of the school, which consist of single family dwellings and multi-family units. Two students in the class commute from outlying areas of Lompoc.

Rationale: The students are using the California Prentice Hall Earth—Space textbook. The students

have been introduced to Chapter 1: Introduction to Earth Science in which students have studied two types of maps, topographic maps and geologic maps. In Chapter 2: Minerals and Earth’s Materials, students previewed matter, minerals, & properties of minerals. In Chapter 3; Students have been studying the rock cycle, what a rock is, what the three major types of rocks are, and what powers the Earth’s rock cycle.

Finally, this lesson serves as a re-teach of the rock cycle and an introduction to Chapter 4: Earth’s Resources. I created a power point presentation using information from an online website, Mineral Information Institute of Golden Colorado, along with a Word Search Puzzle from the same site for extension for the students who work quickly and have completed the assignments before other students. The map in the student worksheet was an image I downloaded from the Google web site.

In this 5 day lesson, there will be two parts:

Part 1 For the first three days the students are introduced to an inquiry based activity in which

they will work in small groups of two to three students. The groups will each have a rock assigned to them in which they will classify their rock in composition, texture, color, weight, and determine whether the rock is igneous, metamorphic, or sedimentary. Students will present their findings to the class and write the information on a poster divided by categories which I will have on the white board and will be visible for the class. The poster will also be used for whole class discussion regarding the rock research. I will use the criteria listed below which are posed as questions in regards to research, writing and group presentations:


Part 1 Questions (days 1, 2, 3)1. What is the rock cycle?2. What happens to a rock that is buried beneath earth’s surface?3. What are the three major types of rocks?4. How do the three major rock types differ?5. What powers the Earth’s rock cycle?6. What are two natural forces that lead to rock erosion?

Part 2Students will work in groups and correlate ideas in identifying Earth’s resources of

metals and minerals used in the building of their house and label those resources on the map which is included in the student handout packet. In this Part of the project, students will need to conduct research. The modes of research will be the California Prentice Hall Earth-Space textbook, library and computer resources.

In addressing the goals of multicultural education and which is the emphasis and focus in this lesson I have used the ideals of Sleeter & Grant (1999) which states:

One of the goals of multicultural education is to bring to light oppression and social inequality that are based on race, social class, gender, and disability. Its aim is to prepare students to become future citizens who are able to reconstruct society so that it can better serve the interests of all groups of people, especially those who are of color, poor, female, and/or with disabilities (Sleeter & Grant, 1999).

In this lesson students will become more aware of how our society of the United States does not stand alone and which is interdependent on other countries and societies for resources. By students discovering that all of the things which we need and use in our everyday lives must come from resources which originate from many places and are produced and mined by people from different cultures and societies.

Part 2 Questions (days 4 & 5)1. Explain how people and the environment interact and how people of many cultures use

and share the earth’s resources.2. Determine 10 examples of resources used in your own house structure and illustrate what

areas of the world the 10 resources come from on student’s world map.3. What is the difference between renewable and nonrenewable resources?4. What processes concentrate minerals into deposits sufficiently large enough to mine?

Content Standards:California Earth Science StandardsStandard Set 3

3. c. Students will know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.

Standard Set 6


6.c. Students know how the Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement.

Standard Set 77. b. Students know the global carbon cycle: the different physical and chemical forms of

carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs.

7. c. Students knows the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy.

Standard Set 99. d. Students know how to analyze published geologic maps and how to use the map’s

California Prentice Hall Earth—Space textbook information to identify evidence of geologic events of the past and predict geologic changed in the future.

Learning Objectives: Students will use computer technology in their research in learning about their minerals

and earth resources. Students will explain by using an illustration to show how the rock cycle works and how

igneous, sedimentary, and metamorphic rocks differ by pointing out rock characteristics of each type of rock.

Students will be able explain how people and the environment interact and how people of many cultures use and share the earth’s resources.

Students will demonstrate their knowledge by using a map of the Earth the concentrations of minerals and where they are mined.

Formative Assessment:As evidence of student learning, I will observe students while they are working in their

groups, and also talk with them, as well as ask questions. I will visually ascertain that students are following the explicit directions, as have a checklist in which I will mark-off progress for each group. In this way I can assist students who need extra help and help provide feedback and input for students who need ideas, guidance, and information. In this way I can also see whether my lesson and criteria are providing an academic challenge, yet are not too difficult for the students to follow and benefit from as a learning experience. Should I discover that students are having difficulty with some aspect of my lesson, I can be flexible and make modifications in order to support the needs of the student’s learning activities. During the formative assessments I can also see whether the student’s are working well in their designated groups and whether they are using inquiry in doing their assignment and research.

Summative Assessment:1. For the summative assessment I will have a rubric for student participation, satisfactory

follow-thru with presentation, and answering all of the questions on the student work-sheet. I will give a score which will correlate to a grade.

2. Each student will have participated in their oral demonstration.3. Each student will have filled in at least 10 metals and minerals in various countries on

their map handouts. 4. Each student will be required to have a typed written worksheet of their research in

addressing the criteria questions.


5. Each student will have participated in the initial research of their report, and from which I will gather that information from their formative assessment.

*Please see rubric, vocabulary list, questions, map, and student handout sheets attached to this lesson.

Lesson Activities:Day 1 Part 1

Time Activity Purpose10 minutes I will introduce the lesson to

students by having the whole class watch a web site interactive investigation, Exploring Earth: how do rocks change? This web site will show the rock cycle, and how rocks are constantly forming, changing, and eroding.

Introduction to class with explicit directions. By explaining and using web site technology to students, this will aid in students understanding and focus of the purpose of the lesson and activities.

10 minutes List vocabulary on board for students to write in their journals.

Familiarize students with academic language for use in lesson and which provide focus, knowledge, and resource.

10 minutes Explain assignment that students will be in assigned groups. Each group will have a rock assigned to them in which they will classify their rock in weight, composition, texture, color, and determine whether the rock is igneous, metamorphic, or sedimentary. Students will present their findings to the class and write the information on a poster which I will have available and visible for the class.

Each group will have one rock to enable the whole class the opportunity to learn about various rocks and for wider range of knowledge about the classification of rocks and where they came from. Students will work in heterogeneous groups and will have varying English levels within each group in order to facilitate learning and understanding.

10 minutes Hand out student expectations sheet with criteria, questions, worksheet, map, and rubric.

To save time and make the lesson run smoothly, the students will be in pre-assigned groups. Answer questions and clarify project expectations, as well as time when project is due.

15 minutes Students to move to assigned Students will begin to work in


groups to research their rock. Students will work and use their vocabulary as a group for answering questions on worksheet.

their group and begin their discussions and plans. Complete vocabulary using class text book and dictionary.

Day 2 Part 1 Continuation of rock cycle investigationTime Activity Purpose

10 minutes Class discussion, answer questions, ideas, etc.

Begin formative assessments.

5 minutes Post schedule of time to be spent in computer lab and library for research on assigned rocks and answer questions.

Stress time frame for investigation project. Have students move to groups for brief discussion of plans.

40 minutes Groups continue to do research on rocks and answer part 1 questions on worksheet. Students will prepare for presentations for the next day

Allow students time to work on project. Remind class that next day is presentations day. During this time I will walk around and see that students are working on project and if they understand the assignment.

Day 3 Part 1 Continuation of rock cycle investigationTime Activity Purpose

55 minutes(10 groups with 8 to 10 minutes per presentation)

Each group gives presentation of their rock. Each student is to be involved in presentation. Typed papers and answers to Questions for Part 1 from each student to be turned in following each presentation. Each group will be given a rubric for each presentation and will score it as they view the presentations.

As required in Standards, each student is to practice public speaking in front of a group. I will be using my rubric and I will require all other groups to use rubric in scoring each group while they present their project. This will allow me to see that they are listening as well as providing their input.

Questions to ponder:


Part 1 Questions (days 1, 2, 3)1. What is the rock cycle?

2. What happens to a rock that is buried beneath earth’s surface?

3. What are the three major types of rocks?

4. How do the three major rock types differ?

5. What powers the Earth’s rock cycle?

6. What are two natural forces that lead to rock erosion?

Day 4 Part 2 Beginning of Earth’s People and ResourcesTime Activity Purpose

10 minutes Introduction, brief power point presentation entitled, Earth’s People and Resources. Discuss where resources come from and how the house we live in is built with many different resources from many different places on Earth.

Introduction to class with explicit directions. By explaining and having whole class discussion students will have an understanding and focus of the purpose of the lesson and activities.

45 minutes Students to work in same groups as in rock cycle groups for discussion & support, although each student is to work on their own map, their own house, and questions. Students can go to computer lab and library for research. Remind students that they have today and Friday to complete assignment. I tell students that should they need extra time to work at home in the evening.

Begin formative assessments. Walk around and make certain students are working on project. Also monitor each student and see how they are working. Make certain students are working on maps, gathering information, and answering questions.

Day 5 Part 2 Continuation of Earth’s People and ResourcesTime Activity Purpose

5 minutes Students to continue to work in their support groups, I will check to make certain students are on track with project. Remind students that they have this day to complete assignment.

By using formative assessment and rubric I can make certain all students are on task, and are finishing up project.

35 minutes Last day in computer Make certain all students are


lab/library for assignment completion.

on task and completing work.

15 minutes One representative from each group will write on the board a mineral and product used to make their house. Each entry must be different than what is already listed on board. Students turn in completed written assignments and post maps on wall for gallery walk for beginning of next day.

In completing assignments, students feel sense of and self-efficacy.

Questions to ponder:Part 2 Questions (days 4 & 5)1. Explain how people and the environment interact and how people of many cultures use

and share the earth’s resources.

2. Determine 10 examples of resources used in your own house structure and illustrate what

areas of the world the 10 resources come from on student’s world map.

3. What is the difference between renewable and nonrenewable resources?

4. What processes concentrate minerals into deposits sufficiently large enough to mine?

Academic Language/Vocabulary ListNew Words and Review

rock cycleigneous rocksedimentary rockmetamorphic rock (metamorphism)rock cyclemagma

erosiondepositioncompactioncementationclastic sedimentary rocklavaweathering

chemical sedimentary rockhydrothermal solutionrenewable resourcenonrenewable resourcefossil fuelore sediments

Earth’s Resources and Multicultural Research and DiscoveryUse the following rubric to evaluate student/group work & presentation.


(Rubric to be used for part 1 and part 2 of assignment)

Student/Group______________________________________Criteria Three Points Two Points One Point Points

Student Participation

Students participated actively in class discussions and small group discussions

Students participated in class discussions and small group discussions

Students did not participate in class discussions and small group discussions

Effective Group Research and Work

Worked effectively with their group in researching

Worked somewhat effectively with their group in researching

Had difficulty working with their group in researching

Report Complete & Informative

Prepared an informative report

Prepared a competent report

Prepared a disorganized or incomplete report

Level of Presentation-Group & Individual

Made a compelling presentation

Made an informative presentation

Did not make a good presentation.

Point Criteria

Total Points

12 = A11 = A-10 = B9 = B-8 = C7= C-6 = D4 to 5 = D-0 to 3 = F

Materials14 types of various rocks Weight scaleColored markers Colored pencilsPoster paperText book

Access to computer lab and libraryExample of web sites for studentsPower point presentationComputerProjectorRock chart

References:

About Geology, basics of geology: rocks. Retrieved October 18, 2009, from


http://geology.about.com/od/rocks/ig/igrockindex/

Exploring Earth: How do rocks change? Chapter 6, Investigations: Key code ESO602. Retrieved October 18, 2009, from http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm

Mineral Information Institute, Golden, CO. Retrieved October 18, 2009, from.http://www.mii.org

Rock Cycle. Retrieved October 18, 2009, fromhttp://www.learner.org/interactives/rockcycle/types.html

Skeeter, C., & Grant, C.A. (1999). Making choices for multicultural education: Fiveapproaches to race, class, and gender (3rd ed.). New York: Wiley.

Tarbuck, Edward J., & Lutgens, Frederick K. (2006). California Earth Science. Boston, MA: Pearson Prentice Hall.

Student Handout Student Name_______________________ Date___________

Class Period_________________________

http://www.learner.org/interactives/rockcycle/types.html

http://www.mii.org/

http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm

http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm

http://geology.about.com/od/rocks/ig/igrockindex/


Multicultural Science Project DescriptionPart 1 for days 1, 2, 3

Student Objectives:Part One; For this lesson the focus is the Rock Cycle, In this assignment students will work in groups and will conduct research on their rock, students will present information about their rock to the class in order to inform the audience as well as to demonstrate knowledge of the subject matter of rock classification and the rock cycle. Each student, as well as each group will be graded on the criteria listed in the rubric. A copy of the rubric is included for you to refer to for the project requirements.

Requirements: Students will work in cooperative groups and follow a schedule of study/work and

completion. Students will conduct research from various sources in which she or he will learn about

the rock cycle and about where our resources come from. Students will use computer technology and library resources in their research and

presentation regarding their rock. Students will explain and provide data on their rock sample and by completing the

worksheet. Students will demonstrate to the class as a group their rock data and post this information

on the poster. Students can invite class discussion on why they can justify that their rock falls into on of

the classification of igneous, sedimentary, or metamorphic.

Student Notes:

[During introduction of this assignment to class, students are to write down the web sites I provide for investigation in this section, plus I will instruct students to Google for additional web site resources.]

New and Review Words rock cycleigneous rocksedimentary rockmetamorphic rock (metamorphism)magmasediments


chemical sedimentary rockhydrothermal solutionrenewable resourcenonrenewable resourcefossil fuelore

Student Name_______________________ Date___________Class Period_________________________

Student WorksheetPart 1 Questions (days 1, 2, 3)


1. What is the rock cycle?

2. What happens to a rock that is buried beneath earth’s surface?

3. What are the three major types of rocks?

4. How do the three major rock types differ?

5. What powers the Earth’s rock cycle?

6. What are two natural forces that lead to rock erosion?

Use the following rubric to evaluate student/group work & presentation.


Student Participation

Students participated actively in class discussions and small group discussions

Students participated in class discussions and small group discussions

Students did not participate in class discussions and small group discussions













Point Criteria

Total Points

12 = A11 = A-10 = B9 = B-8 = C7= C-6 = D4 to 5 = D-0 to 3 = F

Student Handout Student Name_______________________ Date___________

Class Period_________________________

Multicultural Science Project Description


Part 2 for days 4 and 5Student Objectives:Part Two; This lesson is about ‘Where Our Resources Come From’ in which the focus will be for the students to understand that the metals and minerals we use in our everyday lives originate from many different countries and are mined by people of different societies and cultures Students will work in cooperative groups, regarding the multicultural aspect of world resources. Each student can use the groups for support & discussion, but do your own map in regards to the resources used in your house. Complete the questions and map in the student handout, as well as post your map on the wall for a galley walk and have a student representative from your group post one resource on the board used in your house.

Part 2 Questions (days 4 & 5)

1. Explain how people and the environment interact and how people of many cultures use

and share the earth’s resources.

2. By looking at the student handout sheet in your packet entitled, “Your House Comes

From a Mine” determine 10 examples of resources used in your own house structure and

illustrate what areas of the world the 10 resources come from on the attached world map.

3. Explain what you think is the difference is between renewable and nonrenewable

resources?

4. What processes concentrate minerals into deposits sufficiently large enough to mine?

New and Review Words rock cycleigneous rocksedimentary rockmetamorphic rock (metamorphism)magmasediments


chemical sedimentary rockhydrothermal solutionrenewable resourcenonrenewable resourcefossil fuelore

Use the following rubric to evaluate student/group work & presentation.


Student Students Students Students did not


Participation participated actively in class discussions and small group discussions

participated in class discussions and small group discussions

participate in class discussions and small group discussions













Point Criteria

Total Points

12 = A11 = A-10 = B9 = B-8 = C7= C-6 = D4 to 5 = D-0 to 3 = F


Where Do Our Resources Come From?


The house you live in comes from a mine. In the map above, label the countries and the minerals & metals used in building your house.

multicultural lesson plan

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