Date: TBD
WIDA Standards:
The language of science (English Language Proficiency Standard 4)
English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of science.
Content Objective:
By the end of the lesson, students will be able to identify and describe the way that
the 3 different types of rock, (igneous, metamorphic, sedimentary) form using a
graphic organizer and different sentences.
Language Objective:
Students will explain three different ways that rocks are formed using descriptive
vocabulary such as adverbs and adjectives provided in sentences frames to
complete a graphic organizer.
Presentation:
(Language and content objectives, key vocabulary, comprehensible
2 input, strategies, interaction, feedback)
minutes
3) Standards: Introduce the content and language objectives for
students
By the end of class you will be able to explain the different ways that
igneous, metamorphic, and sedimentary rocks form.
You will be able to describe the formation process of each rock using
describe vocabulary like adjectives and adverbs.
(We do)
We will do this activity whole group (Depending on class size). The first
task will be where the students are creating mason jars with multiple
layers of sand to represent the different layers of a sedimentary rock.
The second station will be for metamorphic rock the students will press
different colors of play-dough together to illustrate the pressure and
heat needed to create a metamorphic rock. The last station students
will demonstrate metamorphic rock formation by putting melted
chocolate into a frosting funnel and squeezing the chocolate out like a
volcano and then breaking up to create rocks when it cools.
To reinforce this I will have students hold up each rock that they have
made and tell how it happened, this rock was made from the heat and
pressure, this rock was made from layer, this rock was made from lava
in a volcano.
Extension/Differentiation:
For students who need additional support I will provide sentence frames
to get them started on their graphic organizer. I will also provide visuals
of each of the rock types so students can see what they have.
For students that are ready they can write a few more sentences on the
formation of rock and what rocks they see where we live. Then they can
create a comparing and contrasting of the ways that rocks form in
nature. They can create a venn diagram or a four-column T chart.
SIOP Features (this is a checklist for you)
Preparation
_ Adaptation of content
_ Links to background
_ Links to past learning
_ Strategies incorporated
Integration of Processes
_ Reading
_ Writing
_ Speaking
_ Listening
Scaffolding
_ Modeling
_ Guided practice
_ Independent practice
_ Comprehensible Input
Application
_ Hands-on
_ Meaningful
_ Linked to objectives
_ Promotes engagement
Group Options
_ Whole class
_ Small groups
_ Partners
_ Independent
Assessment
_ Individual
_ Group
_ Written
_ Oral
Reflections:
When I taught this lesson I think that the introduction went very well, I learned that
this is a topic that students are currently learning about in their classroom. They
had good connections with the content and they even had some songs and
movement to mimic the ways that the rocks form. The activities that we did to
represent the way that each rock type forms went really well and really helped the
students have a better understanding of the content and I think this was an activity
that will stick with them and help them remember the different types of rock and
their ways of formation. The dividing of students into groups didnt really go as well
as I had planned. We ended up doing the activities as a whole group instead of
small separate groups. I think that there were not enough students for it to be
worth splitting them into separate groups, so in the end it ended up being better to
work as a whole group. The other thing that didnt go as well as planned was that
the students were really excited about the materials which was great but they also
seemed distracted by the idea of taking them home and keeping them so I think
that next time I teach this I wont mention the idea of keeping the materials used
for this lesson until the lesson is over. When I was watching myself on the video
recording of my teaching it was weird to see and hear at first but I really liked the
way that I taught this lesson, I didnt really have any lecture and I involved the
students the entire time letting them contribute their thoughts and interacting with
the activities. I did notice that I should have asked some better questions in order
to generate some deeper thinking. I also noticed that I had a lot of repetition of the
concepts that the lesson was covering which I think was beneficial for the learning
styles of these emergent bilingual students. I learned that I am more comfortable
with the students than I thought I was, I was nervous about teaching to these
students because I dont know them as well as I know my own class but I think that
I maintained a calm and approachable demeanor. I really enjoyed watching the
different things that I did while I was teaching because I dont think I would have
noticed them without the video recording. Overall I think the lesson went really well
and the students seemed to really enjoy it and were engaged the entire time, it was
really fun!
Video Link:
https://youtu.be/QmaGzIAvwN8