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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

R.I. 4.3 – Explain events, procedures, ideas or concepts in a historical, scientific, or technical text including what happened and why, based on information from the text.
W.4.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization and analysis of content.
4.P.2.3 – Classify rocks as metamorphic, sedimentary, or igneous based on their composition, how they are formed and the process that creates them.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Identify types of rocks.
Compare and contrast the three types of rocks found on Earth using text evidence.
Analyze how and why rocks change form.
Classify types of rocks by how they are formed.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Types of rocks – Igneous, Sedimentary, Metamorphic
Properties of rocks
Processes by which rocks are formed

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How can I accurately convince someone the classification of a rock I found based on its characteristics?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Each group of 3 will receive 5 rock examples. Students will examine each rock and as characteristics are identified, students will annotate in their Science Interactive Notebooks.
As a group, the students will sort the rocks, write why they sorted them the way they did and take a picture of how they were sorted. The picture will be placed in the Science Interactive Notebook.
Key Vocabulary (for explicit instruction):
Classify

Vocabulary Strategy:
Word Map

Previewing (what, who, when):
This is a new concept for students however; they have completed a word map before. The anchor chart is posted on the wall and will be used to reference when completing the word map for classifying.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Concept Matrix

Classification of Rock
Concept 1:
Where Found
Concept 2 : Formed

Concept 3: Characteristics
Concept 4:
Examples
How
Why
1
2
3
Sedimentary

Metamorphic

Igneous

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will partner read Chapter 2: (Types of Rocks) of Rocks and Minerals by Caitlin Scott. While reading, students will take notes on the classification of rocks using the Concept Matrix. After each section (Sedimentary, Igneous and Metamorphic) is read aloud, students will “Think Pair Share” with their collaborative partner sharing the information learned from the specific section. 1s will start sharing with Concepts 1 and 3, 2s will share Concept 2 and 4. Then switch after each section.

Upon completion of the Concept Matrix, pairs will participate in a Pairs Squared sharing identifying the information gained from the selection in their graphic organizer.

Students will be given summaries explaining characteristics of a specific rock. They will use key words in the summary to identify their rock type. In their interactive notebook, they will write how they knew what type of rock based on the characteristics identified.

Previewing (what, who, when):

No previewing for this activity.

Scaffolding (what, who, when):
Provide sentence starter cards identifying the areas of focus for the selection read. Students will use these when discussing the Concepts.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Students will be given summaries explaining characteristics of a specific rock. They will use key words in the summary to identify their rock type. In their interactive notebook, they will write how they knew what type of rock based on the characteristics identified.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Students will begin in groups of 3.
Individually, students will select a card from the pile. Each card has a different classification of rock (Sedimentary, Metamorphic and Igneous). Students will participate in a jigsaw activity to discuss what they know about their classification. Students will use the concept matrix to lead discussion and making modifications from information shared.
Students will return to their group of 3 and share information about their classification within the 3 person team. While sharing, students will develop a “sales pitch” detailing why their rock is the best. Students will write out the “sales pitch” and then present to the group.

Previewing (what, who, when):
No preview is needed for this activity.

Scaffolding (what, who, when):
Students will be placed in purposeful grouping to ensure collaboration guidance.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Complete a card sort in Collaborative Pairs identifying the characteristics of each rock classification. Once the card sort is completed, students will write their justification for the cards being place where they are in the sort in the Science Interactive Notebook.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Read Aloud Chapter 3 (The Rock Cycle) of Rocks and Minerals by Caitlin Scott.
Share the video, Bill Nye – Rock Cycle
Individually, students will write in their Science Interactive Notebooks the process by which rock is formed based on details from the reading and video.
Students will share information in collaborative pairs.
Small groups will be given a three colors of playdoh. Each group will show the rock cycle process and product of each classification using the playdoh colors.

From the information, collaborative pairs will create analogies/similes describing each process.
Examples:
Metamorphic Rocks are like Chocolate Chip Cookies Baking in the Oven
Sedimentary Rocks are like squishing 3 peanut butter and jelly sandwiches together.
Igneous Rocks are like taking boiling water and placing it in the freezer.

Students will go back to their Science Interactive Notebook where the Activating Strategy was completed. Students will discuss if they need to change anything from the notes or keep the same. Groups will present out what and why.

Previewing (what, who, when):
In small groups, students will have a preview lesson on similies and metaphors using the book, “Skin Like Milk, Hair of Silk” by Brian P. Cleary. This lesson will be completed prior to this learning activity in ELA.

Scaffolding (what, who, when):

Collaborative pairs will complete analogies using the words and references given to pairs together.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Create a visual representation of the process for rock formation of the each classification. Students will label the visual with key details and information about the process.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Each student will create an Explorer Card that shows the following:
Area of Exploration
Classification of the Rock
Chart and Details on the formation of the rock and what the process will be for it to change into another classification
Justification of the classification of rock
Informational paragraph including details of the classification and examples of other rocks within the same classification.

Differentiated Assignment for Struggling Students:

Each student will use the template to create the Explorer Card that shows the following:
Area of Exploration
Classification of the Rock
Chart and Details on the formation of the rock and what the process will be for it to change into another classification
Justification of the classification of rock
Informational paragraph including details of the classification and examples of other rocks within the same classification.

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