DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELED 4300 SCIENCE LESSON PLAN TEMPLATE

(8/23/14)
Teacher Candidate _Natalie Bergquist_ Grade Level 2 Title _Types of Rocks_
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
MagallyESL(WIDA6fluent)
Tannerbehavior(hyper&active)
VictorESL(WIDA6fluent)&advancedlearner
Gabeadvancedlearner
Kadenbehavior(anger,aggression,hyper)
DanielESL(WIDA2.9)&IEP(speak/hearinghearingaid)
Wyatttalksalot&advancedlearner
YeseniaESL(WIDA4.1)
IvanESL(WIDA3.2)&behavior(troubleholdingstill&stayingontask)
BeyonceESL(WIDA3.5)
VanessaESL(WIDA3.9)
EstefaniESL(WIDA3.2)&behavior(lying/stealing)
AdrianESL(WIDA3.6)&lefthanded
RonaldoESL(WIDA3.3)
EnriqueNickyESL(WIDA3.8)
JonathanESL(WIDA4.6)
Xavieradvancedlearner
JasonESL(WIDA4.4)&lefthanded
CristianESL(WIDA2.9)
MaleyESL(WIDA3.2)
JenniferESL(WIDA3.9)
EddieESL(WIDA4.6)&lefthanded
Classroom environment:
Teacher desk with computer and Elmo next to storage closet, SmartBoard in front of room by whiteboard
and calendar, 28 student desks arranged in groups of 4 or 6, two small group tables in the back of the
room for reading groups and interventions, 5 laptops on a side shelf, 28 tablets stored in the back of the
room, speaker system, reading corner with class library organized by topic and levels, and
shelves/cabinets with supplies and manipulatives.

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:
S2, Obj 1c: Earth and Space ScienceDescribe the characteristics of different rocks and sort rocks based
upon color, hardness, texture, layering, particle size, and type (i.e. igneous, metamorphic, sedimentary).
Content Walk-Away:
I will list and describe the three types of rocks.
Language Walk-Away:
I will list and describe the three types of rocks.
Vocabulary:
Characteristic, observation, investigation, igneous, metaphoric, sedimentary

TEACHER BACKGROUND INFORMATION:

http://geology.com/rocks/
http://www.kidsloverocks.com/html/types_of_rocks.html
http://www.geography4kids.com/files/earth_rocktypes.html

Igneous rocks are crystalline solids which form directly from the cooling of magma. This
is an exothermic process (it loses heat) and involves a phase change from the liquid to the
solid state. The earth is made of igneous rock at least at the surface where our planet is
exposed to the coldness of space. Igneous rocks are given names based upon two things:
composition (what they are made of) and texture (how big the crystals are).
SedimentaryIn most places on the surface, the igneous rocks which make up the
majority of the crust are covered by a thin veneer of loose sediment, and the rock which is
made as layers of this debris get compacted and cemented together. Sedimentary rocks
are called secondary, because they are often the result of the accumulation of small pieces
broken off of pre-existing rocks. There are three main types of sedimentary rocks:
Clastic:yourbasicsedimentaryrock.Clasticsedimentaryrocksareaccumulationsofclasts:little
piecesofbrokenuprockwhichhavepiledupandbeenlithifiedbycompactionandcementation.
Chemical:manyoftheseformwhenstandingwaterevaporates,leavingdissolvedminerals
behind.Theseareverycommoninaridlands,whereseasonalplayalakesoccurinclosed
depressions.Thickdepositsofsaltandgypsumcanformduetorepeatedfloodingandevaporation
overlongperiodsoftime.
Organic:anyaccumulationofsedimentarydebriscausedbyorganicprocesses.Manyanimalsuse
calciumforshells,bones,andteeth.Thesebitsofcalciumcanpileupontheseafloorand
accumulateintoathickenoughlayertoformanorganicsedimentaryrock.

The metamorphics get their name from meta (change) and morph (form). Any rock
can become a metamorphic rock. All that is required is for the rock to be moved into an
environment in which the minerals which make up the rock become unstable and out of
equilibrium with the new environmental conditions. In most cases, this involves burial
which leads to a rise in temperature and pressure. The metamorphic changes in the
minerals always move in a direction designed to restore equilibrium. Common
metamorphic rocks include slate, schist, gneiss, and marble.

ASSESSMENT EVIDENCE (What evidence do I need to show

the students have learned the Walk-Away?) 5E-Evaluate
Formative Evidence (checking for understanding
throughout the lesson):
Observe students paying attention and participating. Observe them
listening by having eyes on board or me, engaged and responding to
questions and cues. Question for understanding on vocabulary and
types of rocks. 3 column foldable
Content Walk-Away Evidence (Summative):

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

Behavior kidsTanner, Kaden,
Ivan) close proximity & check
to make sure on task.
ESLprovide translations &
pictures for low WIDA levels.
Advanced learnersVictor,

3
Pre- and Post- test: Multiple-choice test with drawn picture of rock
cycle (including the three types).
Language Walk-Away Evidence (Summative):
Pre- and Post- test: Multiple-choice test with drawn picture of rock
cycle (including the three types).

Gabe, Wyatt, Xavier.

Danielclose to front for
hearing (IEP) & be sure to face
him so he can see my mouth.

SIOP1,2,3,9
Approx. ACTIVE LEARNING PLAN
Time
Approximate length of entire lesson: 55_ minutes.

Teaching time: from 9:00_to 9:55 am_

10
mins

Activate/Building Background Knowledge

Pre-test administered
Questions: Rock collection? Where have you seen rocks? (Wait time)
Homework assignment to bring rock (note sent home day before in English and Spanish)
Partner share (answers to questions)
Objectiveposted & repeated & Prezi
Introduction to vocabulary: Investigate, observation, characteristic, igneous,
metaphoric, sedimentary

Formative assessment:
Learning Goal
Introduction to rock types

Success Criteria
Investigation/observation

Assessment Strategy
Questions & partner share

Modification/accommodations: (ELL, IEP, GATE, etc.)assessment will have Spanish

translations for ESL students. Behavior & hearing students in close proximity to front of the
room. Behavior students not close to one another. Read multiple choice questions and answers
to class for ESL/low level readers.
SIOP1, 2, 6, 7, 8, 9, 12, 16, 18, 19,
Collaborative/Cooperative (You do it together) 5E-Engage & Explore

20 mins

Investigation Centers: #1 Rock Investigation, #2 Ipad Rock app (center locations posted
on Prezi), #3 Webquest, #4 YouTube Video on computers
(http://www.youtube.com/watch?v=IALC36xRjew )
Students in 4 groups of ~6 each for 5 minute center rotations (Students grouped
according to behavior and ability. Groups posted on Prezi. They will rotate in a
clockwise rotation.)
Center#1 Rock Investigation students use notebook to make note of differences in
types of rocks, writing down characteristics.
Center#2RockApponIpadstudentswilluseapptolearnaboutrocktypes.
Center#3WebqueststudentswilluseTabletstoresearch&lookuprocktypesbysearching
theInternet.
Center#4YouTubeVideooncomputersstudentswillwatchvideoonclasslaptopsaboutthe
rockcycle.
Remindstudentstousesubjectlanguage/vocabularywords.

Formative Assessment:
Learning Goal
3 Rock types & rock cycle

Success Criteria
Investigation & observation

Assessment Strategy
Notes in notebook

Modification/accommodations: Behavior and ESL students separated evenly into each group to
receive help and support. Kaden and Tanner given jobs to have responsibility and
accountability. Advanced learners (Xavier, Gabe, Victor, Wyatt) given option for lesson
extension on their own Webquest.
SIOP3, 4, 5, 6, 9, 11, 12, 13, 15, 16, 17, 19, 20, 21, 22, 23, 24, 25,26
Guided Instruction (We do it) 5E- Elaborate
5 mins

Students share findings from investigation. A student from each group share what they
learned. Argumentation and comparison.
Group foldable (demonstrate on Elmobased on what on observation sheets) & rock
cycle drawing on Whiteboard.

Formative Assessment:
Learning Goal
3 Rock types & rock cycle

Success Criteria
Assessment Strategy
Explaining, describing, &
Questions, whiteboard, foldable
sharing as a group with use of a
chart & drawing

Modification/accommodations: Have ESL students and practice responses in their groups prior
to answering whole group.
SIOP4, 6, 12, 16, 18, 19, 21, 22, 29
Focus Lesson (I do it) 5E-Explain
10 mins

Elaborateonthe3rocktypes&rockcycleusingPrezipresentation
Reemphasize vocabulary
Use of sign language letters to remember rock types (S, I, M)
Partner share information learned and summarize

Formative Assessment:
Learning Goal
Success Criteria
3 Rock types & cycle in
Explanation, movement
depth; Sign language letters
for mnemonic device

Assessment Strategy
Questions, partner share

Modification/accommodations: Pair advanced learners with one another during partner share
to collaborate and encourage higher-order thinking.

SIOP4, 5, 6, 9, 10, 11, 12, 14, 15, 16, 17, 19, 22, 23, 24, 25

Independent (You do it alone) 5E-Evaluate

Summative Assessment:
Post testmultiple choice & drawing rock cycle
5mins

Modification/accommodations: ESL translations on assessment. Advanced students

encouraged to spell the 3 types of rocks and write about why this knowledge is important.
SIOP22, 30

5mins

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Reviewobjective&vocabulary
Reviewcrosscuttingconcept(cycles)
Importanceofrocks&whylearnaboutthem(enduringunderstanding)
3Typesofrocks&rockcycle
Providefeedbacktostudents
Eachstudentshowselbowpartnertheirrockcycledrawingonassessment,explainingthecycle.
SIOP9, 26, 27, 28, 29

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4Supplementary 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,
19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language
knowledge, 22-Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30Assessment

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?
50 minute lesson; Tablet for each child (charged & ready); Laptop ready for YouTube video; Elmo &
Smartboard ready for Prezi presentation; copies of assessment (25); observation sheet (25); rock samples.

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?

Lessontaught10/29/14totheYellowclassintheDLI2ndgradeprograminthemorning,~910am.
Overallreflection:IfeltthelessondidnotgowonderfullyandIfeltIspentmostofthetimeattemptingto
manageanalmostunmanageableclass.Partoftheproblemisthelackofconsistencythisclasshas
experiencedwhileintheDLIprogramduetoextenuatingcircumstancesbothlastyearandthisyear.
Procedures,classrules,teachers,seatingarrangementsnothinghasbeenconsistentuptothispoint.In
additiontothat,Iwasdoingthingsinmylessonthestudentshadnoexperiencewith:usingthetechnology
(iPadsandTablets;theywerefamiliarwithcomputersbecausetheyallusethemforImagineLearning),
investigation,orcenters.TheydoDaily5whichresemblescenters,butwhatIhadthestudentsdoing
wasmovingtospecificcentersingroupsforaspecificpurpose,andthatwasallnewforthem.Iwastrying
tofillrequirementsforaclassthatdidnthavetheexperience,butIdidnothavethefreedomtobuildthem
uptoit.OverallIthinkthelessonwentaswellasitcouldvegone.Ijustfeltsomuchfrustrationduring
thelessonandIfeellikemostofitwasduetocircumstancesbeyondmycontrol.
Future:InfuturelessonsIwouldtransfermostofwhatIdidinthislesson(investigation,centers,discovery
learning,groupwork,useoftechnology),butIwouldhavethecontroltosetupthoseproceduresand
routines.
Effective:simpleassessment,handsonlearning/investigation,widevarietyoftechnology(Smartboard,
Prezi,Elmo,computers,Tablets,iPads),wholegroupinstructionontherug,clearconcisedirectionsfor
smoothtransitions,backgroundactivation(homeworktobringrocksfromhome),clearobjectiveand
vocabularyintroduced/used/written/spoken/reviewed,anduseofvisuals.
Noteffective:Classroommanagement/behavior,time/lengthoflesson(tookaverylongtimetofit
everythinginasoutlinedinlessonplan;partofthewastedtimewasduetomanagement),andnew
technologyforthestudents(theydidntknowhowtodoaWebquestorusetheiPadsorTablets).
Assessment:Theassessmentdatapreandposttestcanbeusedtodecideifthestudentslearnedthe
contentornot.Basedontheimprovementmystudentshad(seeStudentAnalysisforresults),Ifeelthey
didlearnthecontent.
Goalssettoimprove:timeandappropriatelengthoflesson(stayingwithinplannedtime),followlesson
planclosely(dontforgetimportantelements),demonstrateandusetechnologypriortolesson,teaching
newconcepts(suchasnotetakingskills)tothestudents.