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Kristine Haataja Lesson Plan with assessments 2/21/2013

Unit Title: Rocks Lesson Title: Introduction to Rocks Teacher: Miss. Haataja and Mrs. Vacha Standards: E1.1g Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation E3.1c Explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition E3.1a Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another. E3.1d Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive. E3.1e Explain how the texture (foliated, nonfoliated) of metamorphic rock can indicate whether it has experienced regional or contact metamorphism.

1. INTRODUCTION a. Students will learn to use their observation skills to experiment with classifying rocks into three separate groups with the help of a group. The objectives of this lesson are as follows: i. Students will be able to make detailed observations using their senses for all the samples they work with. ii. Students will be able to compare the way they classify rocks with the way that scientists classify rocks. b. ANTICIPATORY SET: Students will use inquiry to interact with the material before learning about the content. They will do the Rocks tell their stories activity. c. AGENDA: i. Go over the objectives for the day. ii. Rocks tell their stories activity. (15 minutes)

1. In this activity, students will be put into groups with about nine rocks on a table. They will work collaboratively to sort the rocks into groups and categorize them. The classification system will be one they make up. This allows them to use the creative elements of the Nature of Science, as well as Science Process Skills. They will be told that the expectation is not to find a right answer but to effectively make observations and practice grouping rocks. (MODIFIED FROM PABLO LLERANDI) iii. Report out to class (10 minutes) iv. ASSESSMENT 1: Students will Rock, Paper, Scissors to decide who presents the group information to the class. v. Observation and classification skills lecture (15 minutes) 1. This explains how scientists classify theirs. vi. ASSESSMENT 2: During the lecture, we will have the same partners be notetaking specialists. 1. They will be asked to compare and contrast how they classified their rocks with how scientists classify theirs. vii. ASSESSMENT 3: Following the lesson, students will fill out a learning outcome card to communicate their feeling about the material learned. (5 minutes) 1. This will show me areas that need more attention and areas where they may have mastered the content. 2. Activities/Strategies: (these are explained in further detail above) a. Collaboration in groups b. Hands on/Minds on Inquiry activity c. Compare and contrast d. Multiple assessments e. Student practice 3. CLOSURE: a. Students learned how to classify rocks into types based on physical characteristics by first attempting it themselves and then seeing how scientists have classified them. This also allows me to gauge what they already know and what misconceptions they may have. This is also an introductory activity that introduces students to most of the rocks that we will be working with. This activity will be revisited at the end of the unit when they will be connecting all of the content with a rock cycle activity. 4. PREPARATION/REMINDERS: a. 8 stations of at least 9 rocks that are from different types of rocks b. Lecture on Section 1: Observations and Classification of rocks c. Partners and groups d. Observation worksheet e. Lecture fill-in-the-blank f. Exit slips

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