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Rock Investigation MiTEP: Lesson Plan #2 C.Bolduc

Rock Investigation: Knowledge: • Rocks are made of minerals. Minerals are pure substances found in nature and can be classified according to their physical properties or characteristics. Geologists use color, streak, luster and hardness to classify minerals. • Rocks can be sorted by the properties of size, mass, color, if they have layers and grain. The grain is determined by size, such as fine or course, and not by the feel. • Most rocks are made from two or more minerals. Rocks are classified into three different categories based on how they are formed: igneous, sedimentary and metamorphic. • I will also have books from the Grand Rapids Public Library and our school library set up in the room for the students to read throughout the unit Resources: • BrainPOP: This site is for 4th grade and up (free trial available along with some free material) • BrainPOPJr: This site is for K-3 (free trial available along with some free material) • Discovery Online: (a subscription is needed but well worth it. You will have access to a wide variety of science videos) • Webquest: What is a Rock? (Note: If you do not have access to computers, you may print out copies to use with a small group or on the Elmo or overhead.) Terms of Use: “Subject to the foregoing and all of the other provisions contained in these Terms of

Use, you are permitted to download, publish, copy, distribute, perform, display, transmit and otherwise use any portion of the material on the Site for educational and noncommercial purposes only, including, by way of example, in the classroom for teaching or in relation to other education and noncommercial activities.” (Oracle Education Foundation, 2010)

Vocabulary: Rock: a solid mixture of minerals

Mineral: naturally occurring inorganic substances Rock Cycle: continuous changing of rock from on type to another Weathering: breaking down of rocks over time by wind, rain and ice Erosion: when sediment is carried away by wind or water Sediment: small pieces of sand, mud, and pebbles Igneous Rocks: rocks that form when magma cools and becomes solid Sedimentary Rocks: rock formed by layers of sediment being pressed together Metamorphic Rocks: rock that has changed from one kind of rock to another Properties: characteristics used to classify an object Streak: the color of a powdered mineral when a rock is rubbed across a surface Luster: the way light is reflected off a surface: shiny/dull

Goal of Lesson: Big Idea 3: Earth is a complex system of interacting rock, water, air, and life. Content Statement: E.SE.E.1: Earth Materials – Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Earth materials have properties, which sustain plant and animal life. Content Expectations: E.SE.03.13: Recognize and describe different types of Earth materials (mineral, rock, clay, boulder, gravel, sand, soil). Purpose: TLW be given several examples of igneous, sedimentary and metamorphic rocks. (not labeled). TLW be asked to put those rocks into groups. Then TWL complete a webquest in order to investigate igneous, sedimentary and metamorphic rocks and their characteristics. After the webquest is completed TLW revisit the stations to see if they would keep the groups the same or change them.


• • • •

Computers: Either in the computer lab or laptops in the classroom (Depends on availability) Rocks and Minerals Journal I created (this will be sent to you as an attachment) Website: What is a Rock?             (See above Resource Section for Terms of Use)                                                                                                                                                   Several examples of igneous rocks, sedimentary rocks and metamorphic rocks unlabeled (You can obtain these through Battle Creek Kits, a local teacher store such as “Let’s Learn” or a local landscaping company.)

Procedure/Instructions Phase 1: • I will begin the lesson by asking students to revisit some of our previous lessons in this unit so far. “What have we observed about rock?” “How have we grouped rocks so far?” “What are some of the vocabulary words we have discovered?” Then I will tell the student the objective for the day. “We are going to look at another set of rocks and use what we know rock characteristics to see if we can group these rocks. After we finish we are going to talk about how we grouped them and why.” Phase 2: • The students will be split into 5 groups. At each station they will have about 10-12 minutes to discuss what they see and place the rocks into groups. When all the groups are finished, we will ask each group to tell the class how they grouped the rocks and why. Phase 3: • When all the groups have shared I will explain to the class that we will be exploring rocks through a webquest. They will work with a partner and each student will receive a Rocks and Minerals Journal. (Note: If we haven’t worked through many webquests this year, we will complete the first section together. I will take this opportunity to point out non-fiction features such as bolded words, definitions, charts, and pictures so students are able to navigate non-fiction text on their own.)

As the groups are working I will walk around and monitor. I will be available for questions and I will also be observing. I will look for students that are understanding as well as misconceptions such as both rocks are green so it must be the same rock. When the groups start finishing up I will ask each group to verbally tell his/her partner two interesting facts that they just learned.

Phase 4: • When all the groups are finished we will discuss as a whole group the rocks we previously grouped together. “Now, based on the information we just gathered, would you keep your groupings the same or would you make changes? Why?” • Then I would give each student a half of sheet of paper (an exit pass) and ask him/her to write down 2 interesting facts learned in the webquest.

Phase 5: • For assessment for this lesson I will use teacher observation notes that I jotted down as I roamed the room and the exit passes to check for understanding. I will also collect their Rocks and Mineral Journals. Hand-on Connections: • Students will have time to touch, and look with their eyes and a hand lens, various igneous, sedimentary and metamorphic rocks. They will be asked to group the rocks in any way they would like as long as they can explain why they grouped the rocks the way they did.

Assessment Rubric:

Excellent: I participated in grouping the rocks at my station.

I completed my Rocks and Minerals Journal.

I worked well with my group. Hint: I took turns and I was respectful to others.

10 I completed my Journal. Hint: I used complete sentences.

Needs Work:

I worked OK in my group. Hint: I mostly took turns and was respectful to others.

I did not do my best work with my group. Hint: I did not take turns and/or was not respectful to others.

8 I completed my Journal. Hint: I mostly used complete sentences.

5 I did not complete my Journal. Hint: I did not use complete sentences.



I was mostly respectful towards my partner. Hint: I took turns and if I forgot to say something in a respectful way, I fixed it. 10 8 25-30 Points: Excellent = 4 on report card 20-24 Points: Good = 3 on report card 15-19 Points: Needs Work: 2 on report card

I was not respectful towards my partner. Hint: I did not take turns very well and/or I did not say things in a respectful way.

I worked well with my partner.

10 I was respectful towards my partner. Hint: I took turns and said things in a respectful way.



MiTEP Lesson Plan2  

Lesson Plan2

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