Lesson Plan
In reference to Chapter 4 PLN questions, here is a copy and paste lesson plan on GLE 0307.7.2 Identify that rocks can be composed of one or more minerals.
- Central Focus for the learning segment:
- Minerals make up rocks. There are three types of rocks, and each type has unique characteristics.
- Content Standard(s):
- GLE 0307.7.2 Identify that rocks can be composed of one or more minerals.
- Learning Objectives
- The learner will recognize and describe the characteristics of different types of rocks.
- Instructional Resources and Materials
- Textbook, reference guides, web resources.
- YouTube video by Smart Learning For All "Minerals and Rocks".
- Examples of rocks exercise: pencil, paper, earring, toothpaste, soap, and salt.
- Labeling exercise: scissors, glue sticks, markers.
- Identification exercise: none
- Instructional Strategies and Learning Tasks
- Introduce lesson topic
- Briefly introduce key words: mineral, rock, igneous rock, sedimentary rock, and metamorphic rock.
- Connect to previous knowledge of types of landforms, and explain that landforms are composed of rocks. Prior knowledge should show the learner that each landform is composed of rocks, however, there are three different types of rocks. They are composed of minerals, but still have their own unique set of characteristics to set them apart from another. Establish connection between a growing concept from minerals to rocks to landforms.
- Begin introduction of minerals, have students guess what minerals are. Show examples of minerals and how we use them at home.
- Begin introduction of rocks. Ask students to describe what they define rocks as. Go over the three different types of rocks.
- Hand out Mystery Builder exercise to students. Give out instruction for the material and model what is expected to be answered on the worksheet. “Minerals and Rocks” video will be shown in conjunction with the Mystery Builder.
- Informal assessment will be given through the Mystery Builder and verbal assurance through the students themselves by asking big picture questions.
- Sedimentary rock lecture. Explain what they are and how to identify them. Then explain where they can be found. Look at examples of sedimentary rock and model how to identify them.
- Verbal informal assessment by asking big picture questions to students.
- Igneous rock lecture. Explain what they are, how they are formed, and how they are identified. Then explain where they can be found. Look at examples of igneous rocks and model how to identify them. Highlight key features that make them easily identifiable.
- Verbal informal assessment by asking big picture questions to students.
- Metamorphic rock lecture. Explain what they are, how they are formed, and easily identifiable characteristics. Then explain where the metamorphic rocks are typically found. Look at examples of metamorphic rock and model how to identify them.
- Verbal informal assessment by asking big picture questions to students.
- Identification exercise. “Get out a piece of paper, name, date, number to eight!” Ask students to apply new knowledge to identify the photos as either a mineral, sedimentary rock, igneous rock, or metamorphic rock.
- Class discussion of questions, comments, or concerns. Students are allowed to converse with the teacher and other students about the lesson. Ask critical thinking questions about lesson. Use as a pre-assessment and alter lesson review to fit concerns.
- Review lesson, visual assessment of students.
- Drawing worksheet. Small groups will be allowed while working. Modeling will be shown on one part of the first area on the worksheet.
- Noticing/Pre-assessing;
- Ask students directly if they have any prior knowledge on topic and if they would share.
- Address problem areas after informal assessment and review problem areas after formal assessment.
- Modeling; Demonstrating;
- Label the characteristics of rocks and minerals and thoroughly describe everything I am doing on the white board/smart board
- Providing internal summary
- Summarize after each activity and have lesson outline written on the board.
- Providing closure
- Give feedback during informal assessment, activity, and during real world connections.
- Wrap up the big idea and explain one last time in brief what kind of rocks there are and they are all made up of minerals but all have different characteristics
- Differentiation and planned universal supports:
- Visual aids will be provided throughout lecture (ELL and learning impairment)
- Extra time and/or modified grading will be given on assignments (learning impairment)
- Extra assignments and modified learning will be offered (gifted students)
- Technology supports used when necessary.
- Schedule and objectives will be written on board (learning and behavioral impairments)
- Language Function students will develop. Additional language demands and language supports:
- Language function: Define, Explain
- Language Demand: Writing, Speaking, Reading, Identify, Explain
- Language Support: Vocabulary list with definitions will be on reference sheet and board, students that need extra support will be grouped with an assistive classmate, instructions will be enforced with written verification on board or with hard copy, informal assessment and counseling will be given throughout lesson.
- Type of Student Assessments and what is being assessed:
- Informal Assessment:
- Observe students during labeling activity and ask questions to individuals in the group about the activity. “Do you know how to identify these rocks? How?” Exit ticket, three short answer questions.
- Formal Assessment:
- 20 question test with 10 matching questions, 10 true or false questions, and 3 bonus of labeling a drawing of each type of rock.
- Modifications to the Assessments:
- Extra time and modified grading when needed.
- Evaluation Criteria: Students will be considered at mastery level if they can identify the three types of rocks and be able to define mineral (while knowing their significance). Lack of these skills will keep the learner at a needs improvement level.
- Relevant theories and/or research best practices:
- Lesson Timeline:
- Lesson two out of four.
