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Understanding by Design Template

Title: Classifying rocks


Teacher(s): Smelker, Cole, Beliveau
School: Shepardson Elementary
Subject: Science
Grade level: First Grade
Duration:
Identify Desired Results (Stage 1)
Content Standards :
Science, Standard 3.1 Earth Systems Science: Sedimentary, metamorphic, igneous rocks have
similar characteristics but still have differences
Writing, Standard 3.1 Writing and Composition: Write informative and descriptive texts about the
topic of rocks
Social Studies, Standard 2.1 Geography: Explain that different types of rocks are found on different
places on the map
Mathematics, Standard 4.2 Shape, Dimension, and Geometric Relationships: Indirectly measure
lengths of rocks and order by size

Understandings Essential Questions


Overarching Understanding Overarching Topical
1. Compare and contrast the main types of rocks
Inquiry:
2. Explain where these rocks come from How are sedimentary,
metamorphic, igneous rocks
Related Misconceptions different?

Where can these rocks be


found?

Knowledge Skills
Students will know Students will be able to
Students can:
a. Identify similarities and differences between the three Recognize and sort rocks into order by size
main types of rocks (science 3.1, DOK 1-2)
b. Use knowledge of rocks to descriptively write what these Use descriptive skills to informative write the rocks
rocks are made of (Writing 3.1, CCSS: W.1.2) texture and how they look on the outside/inside
c. Explain observations that they see through pictures on
each type of rock and explain what made them know it was a Recall where different types of rocks can be found
specific rock around the world (use map)
d. Compare locations on a map on where these types of
rocks are found (Social studies- geography (2.1, DOK 1-2)
e. Order rocks from largest to smallest (Mathematics 4.2,
CCSS: 1. MD.1)
Assessment Evidence (Stage 2)
Performance Task Description:
*Subject to change slightly

During table centers when we are all there in the morning we hope to have each table be different.

Table 1: Reading a book about the different types of rocks that are found all around the country
and the world. Showing on a map where these types are found. (Book would include specific
characteristics that each rock has)

Table 2: Having various types of the three different rocks and orally comparing and contrasting the
differences. Ordering them from largest to smallest.

Table 3: Have detailed pictures of each type of rock of the outside and what the inside looks like.
Writing a descriptive 2-3 sentences describing one of the pictures.

Table 4: (If students come to this stable before they are at table 1, then we would read another
book or discuss certain characteristics that each rock has and where they can be found)
Play a card game where students draw a card and there will be cards in the deck labeled
sedimentary, metamorphic, igneous as well as cards that just have the characteristics and words
describing these rocks. Students will then draw a card and if they draw the type of rock, they will
orally describe in a few words characteristics or what this rock looks like and vice versa if they draw
a card that gives describes the rock, they will then use knowledge from the books and other
previous centers to name what rock it is.

Other Evidence
A. Descriptive drawing of the different types of rocks and colors
B. Oral/written: list or write one characteristic of a sedimentary, metamorphic, igneous rock
C. Write about their favorite rock and explain

Learning Plan (Stage 3)


Where are your students headed? Where have
they been? How will you make sure the students
know where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help your students to exhibit and
self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?