DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELED 4300 SCIENCE LESSON PLAN TEMPLATE

(1/5/15)
Teacher Candidate: Sarah Beaird Grade Level: 4th Title: Three Types of Rocks
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
31 Students
No ELLs
Angel is new to the class
Behavioral problems:
Lindy (attitude)
Sarah
Hunter
Kolyn
Classroom environment:
Classroom has smart board
Possible 12-18 Ipads
Chromebooks available for entire class
Students sit in tables of 3-4

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
State Standard/Objective:
Objective 1
Identify basic properties of minerals and rocks.
c. Sort rocks by appearance according to the three basic types: sedimentary, igneous and metamorphic (e.g.,
sedimentary-rounded-appearing mineral and rock particles that are cemented together, often in layers; igneous-with
or without observable crystals that are not in layers or with or without air holes or glass like; metamorphic crystals/minerals, often in layers). Siop 3

Content Walk-Away:
Students will be able to describe the three types of rocks including their formation. Siop 1
Language Walk-Away:
Students will be able to write a description of the three types of rocks including their formation.
Siop 2
Vocabulary:
Igneous, Metamorphic, Sedimentary, Description, formation Siop 9
Science Crosscutting Concept:
Structure and Function

SCIENCE CONTENT BACKGROUND INFORMATION:

Igneous rocks are formed when magma or lava cools and hardens. This is done either
under Earths surface (intrusive rocks) or above Earths surface (extrusive rocks). Some
igneous rocks cool quickly, while others take years to cool. Some of these rocks have the
remains of plants and/or animals stuck in them. There may be air holes in some of these
rocks and they are the only rock that will float on water.
Metamorphic rocks are sedimentary or igneous rocks that are subjected to intense heat
and/or pressure. During this intense heat and/or pressure, rocks undergo metamorphism
turning them into metamorphic rocks. Metamorphism does not melt rocks; it simply changes
them.

The erosion of rocks into small pieces known as sediment forms sedimentary rocks. This
sediment is carried away by wind or water. The sediment eventually lands somewhere as
sand or mud. Over time, new sediment piles on top of the old. The older layers come
compressed and hard. In time, the sediment is compressed into rock.
http://www.ehow.com/info_8144464_properties-igneous-rocks-kids.html
http://easyscienceforkids.com/all-about-igneous-rocks/
http://www.rocksforkids.com/RFK/howrocks.html
http://www.bbc.co.uk/bitesize/ks3/science/environment_earth_universe/rock_ccycle/revision
/3/
ASSESSMENT EVIDENCE (What evidence
do I need to show the students have learned the
Walk-Away?)
Formative Evidence (checking for understanding
throughout the lesson):
Observe as students sort the different rocks. Start a
discussion on why they sorted them the way they
did.
Observe as students use technology to learn about
the three types of rock.
Ask students questions throughout lesson.
Content Walk-Away Evidence (Summative):
Students will take a post testing where they will fill
in a chart with the description of the three types of
rocks including their formation. Siop 30
Language Walk-Away Evidence (Summative):
Students will take a post testing where they will fill
in a chart with the description of the three types of
rocks including their formation. Siop 30

Modifications/Accomodations (ELL, IEP, GATE, etc.)

This may be a review lesson. I still want all
students to participate throughout the
lesson.
Monitor Lindys behavior

Use proximity for Sarah and Lindy

Approx.
Time

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 45 minutes. Teaching time: from 2:15pm to
3:00pm

5 mins

Activate/Building Background Knowledge

(Students will have already taken a pretest)
Today we are going to learn about the three different types of rocks. You may have already
learned about them, and that is ok. We will just relearn them today. Where do you see rocks?
Are they all the same? Siop 7, 8, 15, 18
Formative assessment:
Learning Goal
Students will tell what they
know about rocks.

2 min

Success Criteria
Students share what they
know about rocks.

Assessment Strategy
Observe and listen as
students share.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Focus Lesson (I do it)
(First)
Before we get started with our lesson we are going to do an investigation with rocks. I am
going to split you up into six groups. Once everyone is in their group I am going to give you a

5-6 min

bag of rocks. You are going to work together to sort the rocks into three categories. I am not
going to tell you how to sort them, that is up to you. You need to work quickly, because you
will only have 3 minutes to sort. Siop 10, 11, 12,
(Second)
Now that we have investigated some rocks and come up with some categories, we are going to
learn about the three types of rock. If you know what they are, shout them out. (let students
shout out answers.) They are igneous, sedimentary, and metamorphic. Each of these rocks has
unique characteristics about them and they are all formed in different ways.
Igneous rocks are made from lava or magma
Sedimentary rocks are made from sediment that has been compressed together to
form a rock.
Metamorphic rocks are made from intense heat and/or pressure.
These are just the basic definitions of rocks. You are going to investigate to find out more
about these rocks. You will stay in your groups and work together to learn about a certain type
of rock. Each group will have one iPad. You will scan a QR code that will take you to an
information page. (Have rules/directions up on board for everyone to see) Siop 10,11,12,
Formative Assessment:
Learning Goal
Students will learn
about the three types
of rocks.

5 min
6-7 min

3 min

10-15
min

Success Criteria
Students will learn the
descriptions and formations of
the three types of rock.

Assessment Strategy
Direct instruction. Observe as
students listen to the
presentation.

Modification/accommodations:
Have a note sheet/graphic organizer for students to use while learning about the different
types of rock.
Guided Instruction (We do it)
(First)
You have worked together to sort your rocks, how did you sort them? What types of
categories did you use? Why did you sort them that way? Siop 12, 13, 14, 15, 18, 22
(Second)
Now that you have learned about a certain type of rock, you are going to share what youve
learned.
Have one group from each rock study explain what they learned. Ask the second group if they
would like to add anything or change anything the other group said. Siop 12, 13, 14, 15, 16, 18,
21, 22
Formative Assessment:
Learning Goal

Success Criteria

Students will work together

to study the three types of
rock.

Students will participate

in class discussions.

Assessment Strategy
Observe and listen as students
participate in the class
discussions.

Modification/accommodations:
Collaborative/Cooperative (You do it together)
(First)
Once students are in their groups they will work together to sort their rocks. Dont give any
hints as to how they should sort them. Siop 16, 17, 20, 21, 23, 25, 26
(Second)
Students will use Ipads to research a specific type of rock. They will scan a QR code that
takes them to information on a rock type. Siop 16, 17, 20, 21, 22, 23, 24, 24, 26
Formative Assessment:
Learning Goal

Success Criteria

Assessment Strategy

5 min

3 min

Students will sort rock into 3

categories of their choosing.

Students successfully sorted

their rocks into 3 categories.

Observe as students work

together to sort their rocks.

Modification/accommodations:
Have pre-made groups. Make sure Lindy, Hunter, Kolyn and Daylan are not in the same
group. Have Lindy and Sarah sit closer to the front of the room.
Independent (You do it alone)
Now that we have learned all about the three different types of rocks, you are going to take the
posttest. This is the same test you took early. I bet all of you will get 100% on it. Siop 30
Summative Assessment:
Give students the posttest. This is the same test that was given as a pretest. Siop 30
Modification/accommodations:
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Before you take the posttest, lets summarize what we have learned today. What are the three
types of rock? What are some descriptions of igneous rock? What are some descriptions of
metamorphic rock? What are some descriptions of sedimentary rock? How are they formed?
Siop 27, 28

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson?
Ipads/Chromebooks
Rocks for group investigations
Slide show
QR Codes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How
can I transfer what I learned from teaching this lesson to future teaching? What was effective and not
effective? What goals can I set to improve my practice and student learning?

This lesson did not go well at all. Students were not paying attention and they did not know how to use
the iPads as a learning tool. Because I am not the classroom teacher and I am only there once a week, I
had to go with the information that was given to me by my mentor teacher. I was told that this may or
may not be a review lesson. That was hard for me because I didnt know whether to anticipate a lot of

student knowledge or not. I would have liked to have more background on what students did and did not
know. After teaching this lesson I know that I need to set my expectation of behavior at the beginning of
the lesson. In the future I will have to teach my students how to use technology as a learning tool rather
than just having fun with it. I can use the assessments given with this lesson to see if the lesson was
effective or not. After reviewing the assessment I dont think it was as effective as it could have been.
Although I dont know if it was the poor lesson or a poorly written assessment.

Metamorphic
Rocks

Sedimentary
Rocks

Igneous
Rocks