Name: Alison Green

Class: ELED 3221-001

Date: 19 March 2018

Indirect Instruction Lesson Plan Template

Rocks Rock!

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Central Focus/Big Idea: To what big idea/unifying science concept does your idea align?
Think about how you would teach this standard in multiple lessons- how would it build?
The essential focus of this lesson is learning about the physical properties of rocks. We will talk
about the three different types of rocks and what makes them different from each other.

Subject of this lesson: What is the subject of your lesson?

From this lesson, I want students to be able to identify the three different types of rocks, and the
differences between them. The subject of this lesson is the physical properties of rocks and the
ways that the different rocks are formed. We will use inquiry and investigation in this lesson to
look at rocks and their properties.

Grade Level: For what grade level is the lesson designed?

1st grade

NC Essential Standard(s): What specific standards are you going to address in this lesson?
Write it out, don’t just list the number. http://www.dpi.state.nc.us/acre/standards/new-standards/
1.E.2.1 Summarize the physical properties of Earth materials, including rocks, minerals, soils
and water that make them useful in different ways.

21st Century Skills: Using the “21st Century Skills Map-Science” available on Canvas, choose
the two or three skills that apply to your lesson. Explain why you chose these.
Critical Thinking and Problem Solving: Outcome for 4th grade: students construct their own
scientific understanding and develop their scientific process skills by asking scientific questions,
designing and conducting investigations, constructing explanations from their observations, and
discussing their observations with others.
Communication: Outcome for 12th grade: students model practices of research science by
informing others about their work, developing effective explanations, structing and defending
reasoned arguments, and responding appropriately to critical comments about their explanations.

Academic Language Demand

 Language Function: In the table below highlight the one most important language
function for your lesson. Your language function needs to align with the NC Essential
Standard you identified earlier. Explain why you chose this one.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize
I chose compare/contrast because I want the students to be able to compare the three types of
rocks and see what makes them different based on how they were formed, as well as how they
are similar in some of their physical properties. I also chose describe because I want the students
to be able to take their observations and describe them both in words on their paper as well as to
the whole class and their partner.
 Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
o Igneous rocks
o Sedimentary rocks
o Metamorphic rocks
o Physical properties
Instructional Objective: What specific learning objective are you going to use? What are the
students going to be expected to learn? How will you know? Does your instructional objective
include: conditions, performance, and criteria?
Students will be able to differentiate between the three different types of rocks. The students will
complete their rock journal with their observations and draw a picture of their observations. The
assessment at the end of the lesson will be completed by the students where they will have the
opportunity to earn six points. The students must answer receive 5 of the 6 points to show
mastery.

Prior Knowledge (student): What knowledge and skills should students already have to be
successful in this lesson?
The students will have to have prior knowledge of using a magnifying glass. The students will
also already know about rocks in general because of their experiences outside.

Content Knowledge (teacher): What background knowledge does the teacher need to have?
Provide enough content here so that a novice colleague could teach this lesson.
Teachers will know the differences between igneous, metamorphic, and sedimentary rock. The
teachers will have reviewed this material before teaching the lesson so that they will be able to
answer any student’s questions. The teacher will also have to know how each rock is formed.

Accommodations for special needs (individual and/or small group): What will you do for
students with special needs (ELL, ability, etc.)?
There is a student in the class that has Autism, so I will make sure he is paired with his table
partner, so they can help him investigate the rocks and share his findings. I will make sure I use
clear pictures on the board to describe the different types of rocks so that ELL students can be
sure which rock I am talking about. I ask students that have physical disabilities if they would
like to sit closer to the board so that they may see better.

Materials and Technology requirements: What materials do you (as teacher) and students
need? What resources will be used? If materials are ‘exotic’, where can they be found? You
need to be specific with the amount of stuff you will need.
Student rock journal, class rock set, class set of magnifying glasses, PowerPoint of the three
different types of rocks, access to a computer for YouTube and GoNoodle videos.

Total Estimated Time: How long do you expect your lesson will take?
60 minutes

Source of lesson: Web site, textbook, colleague…?

https://betterlesson.com/lesson/635438/introduction-to-rocks

Safety considerations: How will you make sure students are safe in your lesson?
I will tell the students to be careful while they are handling the rocks in case they are sharp, I
don’t want them to cut themselves.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Don’t just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: How will students’ attention or interest be captured? How will you identify prior
conceptions?
I will be teaching this lesson the first thing in the morning, so to capture the student’s attention, I
will begin by playing a GoNoodle video, Think Like a Scientist. This video will serve as a way
to bring the class together and focus them on science. After the video ends, I will have the
students sit back at their desks and prepare for the rocks lesson. I will explain to them that we are
going to learn about rocks today. I will place a paper plate with a handful of rocks at the center
of each table group, as well as a magnifying glass at each desk for the students. I will instruct the
students not to touch their rocks until I say go! I will also hand out the rock journals to the
students that they will record their observations on and draw a picture of the rock that they chose.

Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration?
I will say it is almost time for you to look at your rocks, I want to know everything that you
already know about them! You will have 5-7 minutes to look at and touch the rocks at your
tables. I will say go! The students will observe the rocks at their desks and record their findings
on their rock journals paper. I will tell the students to make sure they are using their five senses
to observe the rocks. What do the rocks feel like, are they hard, soft, pointy, rough? What do
they look like, what color are they, are they shiny or dull? Are they heavy or light? Here, the
students will have the opportunity to talk to their table mates about what they each see in the
rocks. I will be walking around the classroom to see what the students have written and listen to
the conversations that the students are having with each other. Once the timer has ended, I will
have the students put the rocks back on the plate in the center of the table and come meet me in
the front of the classroom. Once I get the students quieted and calmed down I ask the students to
share one at a time physical features they observed about their rocks.

Explanation: How will you structure student sharing from exploration? How will you facilitate
students’ conceptual development? How will you help students connect explanations back to
their experience? How will you build on student explanations to help students use appropriate
vocabulary to label concepts and ideas? Be sure to include the science content in this section as
well.
The students will be sharing their observations of their rocks to the class using their rock
observation journals. Once we have finished sharing out, I will read from the big book that my
teacher provided to me, about rocks and how they are natural resources that we use. I will pause
while reading the book to see if the students have any questions or connections the students made
while reading. After reading the big book I will start the PowerPoint that talks about the three
different types of rocks. This PowerPoint will talk about how each of these rocks is formed and
what each type of rock looks like. I will talk about igneous rocks and how they are formed from
the solidifying of molten rock, or lava. This can happen above or below Earth’s surface. Igneous
rock also makes up most of Earth’s crust. I will ask the students where they can find igneous
rocks. They should say of the Earth’s surface. Next, we will talk about sedimentary rock. This
rock is formed in layers from sediment that is usually found from layers at the bottom of lakes
and oceans. Sedimentary rock makes up most of the Earth’s rocky surface. I will ask the students
where they think they have seen sedimentary rocks before? Hopefully they will answer near
water sources because that is a great place for erosion. Sedimentary rocks can be found near
riverbeds, ponds, and coasts. The last rock that we will talk about will be metamorphic rock.
These rocks have been changed over time due to extreme pressure and heat. I will ask the
students where they think we could find metamorphic rocks? They will say near volcanoes
because there needs to be extreme pressure and heat to form metamorphic rocks. After we have
finished talking about all the rocks, I will have the students return to their desks for the rest of the
lesson.

Elaborate: What opportunities will there be for students to apply newly learned ideas, concepts,
and skills? (Another activity is ideal)
Back at our desks, we will watch a YouTube video called Three Types of Rocks- A Science
Song that recaps the three different types of rocks. This is a fun video that the students will be
able to sing to as the song goes along. I will have the students help me clean up the rocks and
throw out the paper plates. We can also play a review game where I ask questions about each of
the rocks from the points that were on the PowerPoint.

Evaluate: How will you assess each student’s progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)? You are required to include both your formative and summative assessment here.
The formal formative assessment will be the Worksheet Science Center: Rocks! The students
will be required to answer all the questions to the best of their ability. For grading criteria, the
students will earn 2 points for their picture, 1 point for each of the 2 sentences about what they
learned about rocks, 1 point for naming their favorite rock, and 1 point for the explanation why.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________