Finalunitplan Compressed

Title:
RockinRocks
Overview:
Theunitwedecidedtoteachisaboutgeology.Thestudentswillbetaughtaboutthe
threedifferenttypesofrocksigneous,metamorphic,andsedimentary.Eachstudentwillbe
givenmaterialslikeworksheets,videos,vocabwordsandactualrocks,thatwillhelpthem
learnaboutthesethreetypesofrocks.Alongwithlearningaboutthetypesofrocksthe
studentswilllearnhoweachrockisformedandtransformsintoothertypesofrocks,thisis
calledtherockcycle.Sincerocksplayabigpartinalotofnaturaldisastersthestudentswill
learnaboutthoseaswell.Thenaturaldisasterstheywilllearnaboutarelandslides,volcanic
eruptions,andearthquakes.Basedonwhichnaturaldisasterthestudentswillbelearning
abouttheywillbetolearnwhattypeofrocksaremadefromorcontributetothenatural
disaster.Toexpandonthestudentsknowledgeofearthquakeswefeltitwasnecessaryfor
thestudentstolearnaboutPangea.ThestudentsneedtolearnaboutPangeaandtectonic
platessotheyhaveafullunderstandingofhowearthquakesoccur.Sincethestudentsare
learningaboutwhereeachtypeofrockcomesfromtheywilllearnaboutminerals.Theywill
beintroducedtothebasicconceptthatrocksaremadeupofmorethanonetypeofmineral.
Wefeelthatlearningaboutthetypesofrocks,naturaldisasters,mineralsandpangeathe
studentswillhaveastrongbaseforfurthergeologystudies.
Culminating
Activity:
Theculminatingactivitythestudentswilltakepartinistocreateastoryaboutarock.
Inthestorytheymustincludethetypeofrockandwhereitwouldbelocated.Theyalsoneed
toshowknowledgeoftherockcycleandwhattherocktheychoosetowriteaboutwasmade
outof.Thestudentsalsohaveothercriteriatomeetlikelengthofthestory,spelling,
grammar,andneatnesswhichwillhelpenforcegoodfourthgradewritingskills.Alongwitha
storythestudentsneedtopresenttheirstoriestotheclass.Wewantthestudentstoworkon
theirpublicspeakingskillsbecausethatisonlygoingtohelpthemoutinthefuture.Wealso
feelthathavingthestudentsreadingtheirstoriesoutloudwillhelpthemreviewwhatthey
wroteandrealizethatsomeoftheirwritingneedstobereviewedbeforehandingitin.The
studentswillbegiventwoweekstoworkontheprojectandtheyareencouragedtotake
homeallworkthatwasdoneinclasstouseareferencefortheirstories.Thestudentswillbe
awareofthestandardsoftheproject,wewillinformedthemthatwearegivingthemtheir
gradesforthelastmarkingperiodsotheyhavetodowelltogetagoodgrade.Wehopethe
studentsrealizehowbigofadealthisculminatingprojectis.
ContentandEssentialQuestions:
Ourunitcoveredthebroadercontentareaofsciencebutmorespecifically,wewill
teachourstudentsaboutgeology.Thecoreideasthatourunitwillcoverwillbeplate
tectonics/thetheoryofplatetectonics,earthquakesandothernaturaldisastersthatoccurdue
toplatetectonics,andtheformationofrocksandminerals.Thestudentswillneedtoknow
thesebasicsbeforewecanmoveontothecontentofourunit.Thecontentourunitwillcover
willbewhatconstitutesarockandamineral,therockcycle,theeffectsofrocksonEarth,
earthquakes,Pangea,howrockschangeourEarth,thedifferencesbetweenrocksand
minerals,anderosion.Thelastday,wewillhaveourguestspeakercomein.Ourguest
speakerisaprofessorfromTCNJandhewilldiscusshimselfandhisjobaswellastalktothe
studentsaboutrocks.Hewillprobablybeabletogomoreindepthonthesubjectmatterand
answeranyquestionsthestudentswillhaveaboutwhatwehavelearnedupuntilthatpoint
andalsoaboutanythinghehassaid.Onequestionthatconnectstocoreconceptsinthe
academicdisciplineofscienceishowcanstudentsusetheirpriorknowledgetoincreasetheir
inquiry?Onequestionthattheunitlessonsrelatetoishowcanstudentsdifferentiatebetween
rocksandminerals?AnotherquestionthattheunitlessonsrelatetoishowisEarthaffected
byrocksandwhatimpactdorockshaveonEarth?
Rationale:
Thereareafewreasonsofwhywechoosegeologyasthetopicofourunit.Geology
contributesandinfluencesthesestudentsliveswhetheritiswhattheirhousesaremadeout
of,whatfoodcanbegrowninthearea,andnaturaldisastersthatwillaffectthem.Even
thoughthestudentsmightnotrealizeitbutallthesethingsaffectthemonadailybasissoitis
helpfulforthemtoknowhowandwhycertainthingshappen.Wefeltthatthestudents
knowingaboutthetypesofrockswillteachthemabouttheareatheyliveinandthehistoryof
thearea.Thestudentswouldlearnaboutthedifferenttypesofmineralsthatareintheirsoil
andhowthemineralcouldhelporhurtfoodgrowthintheirarea.Eventhoughthestudents
willnotlearnabouthowmineralsandrockeffecttheagricultureintheirareainthisunit,
howevertheywillbegiventhebaseforthisintheirfuturelearning.Wealsofeltthatstudents
areinquisitiveandwillwanttoknowwhysomehousesaremadewithstone,brick,marble
andothermaterials.Forthestudentstobeabletounderstandwhyhousesaremadewith
differentmaterialstheywillneedtoknowwhyandhowthesematerialsaremade.Thisis
wheretheirknowledgeoftherockcycleisimportantfortheirunderstandingofwhysome
rocksareusedintheconstructionofhomes.
Alotoftheskillthestudentswillbeworkingoninthisunitistheirinquiryskillsand
theirdescriptivewritingskills.Wereallywantthestudentstofocusonaskingwhysome
naturaldisastershappenwhenweteachthatlesson.Wewantthestudentstopickuponour
modelingstrategywhenweaskthemquestionaboutwhycertainthingshappenandhow
thingshappen.Tohelpthestudentspracticeaskinggoodandmeaningfulquestionstheywill
beaskedtocomeupwithquestionandwritethemdownsotheyhavethemtoreference.We
alsowillworkonhelpingthestudentsformingappropriatequestion.Wewilldothiswhenthe
studentsarepreparingfortheguestspeakertocomeinandtalktothem.Thestudentswillbe
giventimetowritedownsomequestions,thenwecangooversomeoftheirquestionsthey
cameupwithandtalkaboutwhatareappropriatequestionstoaskaguestspeaker.Ourhope
isthatthestudentswillcomeupwithmeaningfulandrelevantquestions.
VisualRepresentation:
InitiatoryActivity(ies):
Theinitiatoryactivitythatweplanonhookingthestudentswithisthemockrock
activity.Thisactivityinvolvesthestudentsusingtheirsensestoexplorerocks.Whatisso
greataboutthemockrocksisthatthestudentswillbeabletobreaktherocksapartandlook
insidethem.Thisactivitywillbedoneinsmallgroupssoallstudentsareabletoaskquestions
andtaketheirtimetoexplore/playwiththerockswithouthavingtosharematerials.Wehope
thisactivitywillsparktheirinterestandinspirethemtowanttolearnmoreaboutrocks.
OngoingActivities:
Oneongoingactivitythatwewillusethroughouttheunitisawordwall.Thiswillbe
startedonthefirstdayasourlessonbeginning.Wewillonlyaddafewwordsatatimetoit
andhavethestudentswritethemdownintheirsciencejournals.Thiswillbepostedinthe
roomsothestudentscanreferbacktoitthroughouttheunitaswell.Wewillalsobedoing
centerswiththestudentsalot.Centersaresomethingthatthestudentsareusedtobecause
Ms.Granthasthemdocentersformathandguidedreading.Alongwiththewordwall,wewill
alsobedoingcentersonthefirstday.Wewillhavefourcenters.Twocenterswillhaveastory
withquestionstoansweronthem.Thethirdcenterwillbehavingthestudentsplaywithmock
rocksthatweremadepriortothelesson.Afterexploringthemockrocks,thestudentswillbe
askedtoanswerafewquestionsonaworksheet.Thelastcenterwillbehavingthestudents
usetheirsensestotryandguesswhatrocktheyhave.Arockwillbeplacedinabrownpaper
bagandthestudents,withtheireyesclosed,willbeaskedtowritedownwhattheyfelt.Once
theyaredonewiththat,theycantaketheirrockoutofthebagandtheywillseeiftheywere
rightornot.Wewillincorporatecentersagainintoourfourthlesson.Onecenterwillbeusing
thecomputers.Thestudentswillbegivenawebsitetogoonandtheywillbecreatingtheir
ownvolcano.Twoofthecenterswillhavearticlestoreadandquestionstoansweronthem.
Thelastcenterwillhavethestudentssimulatinganearthquake.ContainersofJellowill
alreadybepremadeandinthecenterthestudentswillcreatestructuresoutoftoothpicksand
minimarshmallows.TheywillputthesestructuresintheJelloandoncetheyaredone,they
willshakethecontainerofJellotoseewhathappenswhenanearthquakeoccurs.

Assessment:
Ourunitincludesalotofinformalassessments.Muchofourassessmentsaredone
throughclassdiscussion,theclassdiscussionsaredoneaftertheminilessonistaughttothe
classandwillbeusedasareinforcementofeverythingtheyhadjustlearnedinthelesson.
Anotherformofassessmentweuseishomework.Thehomeworkweassignedthestudents
hastodowiththelessontaughtthatday,thehomeworkwillhelpthestudentslearnabouta
topicmoreindepth.Lastly,wewilluseexitticketstoassessthestudentsunderstandingof
thelesson.Eachexitticketwillhaveaquestionthestudentswillanswerprovingtheir
understandingofthetopic.Theexitticketsarealsousedasaninformalassessmentthatis
notgraded.
Resources:
Forthefirstlesson,Icreatedmockrocksforthestudents.Igottherecipefromthewebsite
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/378/Rocks%20and%20Mi
nerals.pdf
onpage14andtheaccompayingworksheetisonpage15.Imademodificationsto
theworksheet.Weremovedquestion2becausethiswassomethingwewerentsurethey
coveredpriortoourlesson.Thestoriesfortwoofthecenterswerefoundfromthewebsite
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/781/Geology%20%20Just
%20Touching%20the%20Surface.pdf
.Thefirststoryisonpage17andthesecondstoryison
page30.Wemadeourownquestionsforthestory.Forthesecondlesson,weadaptedideas
fromthewebsite
http://www.uen.org/Lessonplan/preview.cgi?LPid=16293
.
Weusednumber
1intheinstructionalproceduresection.Wealsousednumber4.Wedecidedtochangeit
though.Weplanonhandingoutthereferencesheetasareferenceforthestudentstouse
anditwillhelpthemwiththeirfinalproject.Thiswillbemoreofadiscussionaswell.Wealso
usednumber5.Wewillnotbeusingthesong,however.Welikedthetaffypartofitbecauseit
washandsonandsomethingthestudentswillgetenjoymentfrom.Thethirdlessonisbased
onthisvideo
https://www.youtube.com/watch?v=Pwlr2uSSgcc
.Afterthevideo,adiscussion
willtakeplaceandthenthestudentswillbewritingabriefstory.Thefourthlessonwillstart
withareadaloud.Wewillbereading
TheIslandThatMovedHowShiftingForcesShapeOur
Earth
byMeredithHooper.Thestoriesfortwoofthecenterswerefoundon
https://newsela.com/articles/mudslideprediction/id/3203/
and
https://newsela.com/articles/rainierallure/id/4230/
.Wemadeourownquestionsbasedonthe
stories.Atthecomputersthestudentswillbecreatingtheirownvolcanosonthewebsite
http://environment.nationalgeographic.com/environment/naturaldisasters/forcesofnature/?se
ction=v
.Wefoundtheearthquakeactivityfromthewebsite
https://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org/coll
ection/cub_/activities/cub_natdis/cub_natdis_lesson03_activity1.xml
.Weadaptedthe
earthquakelessonfromthewebsite
http://earthquake.usgs.gov/learn/teachers/BigFaults_BigQuakes.pdf
.ThePangealessonused
thevideofrom
https://www.youtube.com/watch?v=WaUk94AdXPA
andIusedaworksheet
from
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/450/The%20Structure%20
of%20the%20Earth.pdf
onpage22.IalsousedhanddrawnmapsofPangeaandtheEarth
today.Forthefollowuplessontothisone,Iusedthematerialsfrom
http://sbsciencematters.com/lessonunits/4thgrade/4earththechangingearth/
.Fortheeighth
lesson,weusedtheinstructionalprocedurefrom
http://www.uen.org/Lessonplan/preview?LPid=11510
butwediditwiththestudents
individuallyandEmmapassedaroundthecardsinsteadofhavingthestudentsswitch.Also,
shecalledthemuptothefrontoftheclassandhadthempresenttheirnewrockwhilethe
otherstudentstriedtoguesswhichoneitwas.TheninthlessonwasadaptedfromthePLT
bookthatwereceivedfromtheworkshop.Wetooksomeideasfromlesson70partA.Our
lastlessonwasourguestspeakerandthestudentspresentedtheirfinalproject.Wegotthe
ideafortheirfinalprojectfrom
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/378/Rocks%20and%20Mi
nerals.pdf
onpage29.Wesawtherubricanddecidedthatthiswassomethingadaptable
becausewedohaveresourcestudentsinourclassandsomethinglikethiswouldbeflexible.
Materialscanbefoundaftereachlesson.
LessonPlans:
MeghanLeaheyandEmmaSaporito
Lesson1
April23,2015
Ms.Grant
GradeFour
CarrollRobbinsElementary
WhatisGeology?
LessonEssentialQuestions:
Whatvocabularywordsarerelatedtogeology?
Whatpropertiesconstitutearock?
Howcanstudentsidentifyrocksusingtheirfivesenses?
NewJerseyCoreCurriculumContentStandardsforScience:
4ESS11:Scienceassumesconsistentpatternsinnaturalsystems.
LearningObjectivesandAssessments:
LearningObjectives
Assessments
SWBATidentifyanddescribethe
Studentswillbeabletoparticipateinthe
differencesbetweenmineralsand
discussionontherugwhilehelpingtocomplete
rocks.
thewordwall
SWBATcategorizeshapesand
Studentswillbeabletoeffectivelycompletethe
colorsofthemineralsusinga
MockRockactivity
magnifyingglass.
SWBATrecognizeandname
Studentswillbeabletocreateanentryintheir
characteristicsofrocks
RockJournalmakingsuretoincludetermsthey
learnedthatday
SWBATrecognizeandname
Studentswillbeabletocreateanentryintheir
characteristicsofminerals.
RockJournalmakingsuretoincludetermsthey
learnedthatday
Materials:
mockrocks
MockRockworksheet
wordwall
AMajorRoadblockstory
AGeologicalMysterystory
RockJournal
Prelessonassignmentsand/orpriorknowledge:
Thestudentsarefamiliarwithdoing
worksheetsthatrequirethemtolookfortextevidencetosupporttheiranswers.Theyhave
alsodoneasimilarlessonwheretheyhavetouseonlytheirsensetodescribeanobject.
LessonBeginning:
Wewillaskthestudents,bytable,tojoinusonthecarpet.Onceonthe
carpet,wewillaskthemsomequestionsaboutgeologyandthenintroducethewordwall
whichwillbeaddedtothroughouttheunit.
InstructionalPlan:
Procedure:
Wewillstartthelessonasstatedabove.Thewordwallactivitywillbeinteractive
withthestudents.Discussiononthedefinitionswillensueandoncewecanagreeona
definition,thewordwillgouponthewordwall.ThedefinitionswillgointheirRockJournal.
Aftera1520minutediscussion,thestudentswillbebrokenupintofourgroupstorotate
throughfourcenters.Theywillhave1215minutesateachcenter.Onecenterwillbedealing
withtheexplorationofrockpropertiesusingmockrocks.Twocenterswillhaveonestoryeach
atthem,wherethestudentswillreadthestoryandthenanswerfivequestionsfromthestory.
Thelastcenterwillbeinteractive.Thestudentswillhavetoblindlyfeelandexplorearock
withtheirhandswhiletherockisleftinabrownpaperbag.Aftertheinitialobservation,they
willwritedownwhattheyhavefelt.Oncethatiscompleted,theywillhaveachancetotaketo
rockoutofthebagandseeiftheirpredictionswereright.Anexitticketwillserveasan
assessmentandawayforthestudentstosharewhattheyhavelearnedtoday.
Differentiation:
Thecentersaredifferentiated.Someofthecentersdealwithhandson
activitieswhicharecateredtokinestheticlearnerswhiletheothercenterscatertovisual
learnersbecausetheycanseethestoryandwrittendirections.Theauditorylearnerswillalso
beaccommodatedbecausewewillreadthedirectionsoutloudonce.
Questions
:Whatwordsdoyouthinkareassociatedwithgeology?Haveyouheardofthe
wordgeology?Whatdoyouthinkthatwordmeans?(aftereachvocabularyword)
ClassroomManagement:
Oneofuswillmonitorthestationwherethestudentshavetofeel
therockfromthebrownpaperbag.Theotheronewillrotatethroughouttheotherthree
centerstomakesurethestudentsarestayingontask.Wewillalsomakesurethatstudents
aregroupedtogetherappropriately.
Transitions:
Wewillcallthestudentstothecarpetbytablenumberanddirectgroupsof
students,onegroupatatime,tothecenters.Atthecenters,whenthebuzzergoesoff,they
willstopwhattheyaredoingandmovetothenextcenter.
Closure:
Oncethestudentshaverotatedthroughallofthecenters,theywillgobacktotheir
respectiveseatsandfilloutanexitticketdiscussingwhattheyhavelearnedtoday.
Name:__Worksheet1________________________________Date:_____________
AGeologicalMystery
Directions:
Answerthefollowingquestionswhenyouarefinishedreadingthe
story.
1.
Wheredoesthestorytakeplace?
_________________________________________________________________
2.
WhywereHadariandhisfamilyscared?
_________________________________________________________________
3.
HowdidHadariandhisfamilyfeelwhentheywokeup?
_________________________________________________________________
4.
Whatwasthenameofthevillage?
_________________________________________________________________
5.
Whendidthiseventoccur?
_________________________________________________________________
Name:__Worksheet2__________________________________Date:_____________
AMajorRoadBlock
Directions:
Answerthefollowingquestionswhenyouarefinishedreadingthe
story.
1.
Wheredoesthestorytakeplace?
_________________________________________________________________
2.
Howlongdidtheearthquakelast?
_________________________________________________________________
3.
Whatisfilledground?
_________________________________________________________________
4.
Whatweretheworsteffectsoftheearthquakeon?
_________________________________________________________________
5.
Whattimedidtheearthquakehappen?
_________________________________________________________________
Name:_MockRockWorksheet______________________________Date:_____________
Rockvs.MineralDataSheet
Directions:
Filloutthissheetasyoufollowtheactivitywithyourteacher.
1.
Drawyourmockrock,andlabelthepartsthatyoucansee.
2.
Nowdrawyourmockrock,afteryouhavebrokenit,andlabeltheparts
thatyoucansee.
3.
Whatisamineral?
4.
Whatisarock?
5.
Howdothedifferentpiecesoftherockrepresentminerals?Explain.
ExitSlip:WRITEABOUTONETHINGTHATYOU
FOUNDINTERESTINGTODAY.
CollaborativeWorkSkills:WhatisGeology?
TeacherName:
Ms.LeaheyandMs.Saporito
StudentName:________________________________________
CATEGORY
Focusonthe
task
Consistentlystays
focusedonthetask
andwhatneedsto
bedone.Very
selfdirected.
Focusesonthetask
andwhatneedsto
bedonemostofthe
time.Othergroup
memberscancount
onthisperson.
Focusesonthetask
andwhatneedsto
bedonesomeofthe
time.Othergroup
membersmust
sometimesnag,
prod,andremindto
keepthisperson
ontask.
Rarelyfocuseson
thetaskandwhat
needstobedone.
Letsothersdothe
work.
Timemanagem
ent
Routinelyusestime
wellthroughoutthe
projecttoensure
thingsgetdoneon
time.Groupdoes
nothavetoadjust
deadlinesorwork
responsibilities
becauseofthis
person\\\'s
procrastination.
Usuallyusestime
wellthroughoutthe
project,butmay
haveprocrastinated
ononething.Group
doesnothaveto
adjustdeadlinesor
workresponsibilities
becauseofthis
person\\\'s
procrastination.
Tendsto
procrastinate,but
alwaysgetsthings
donebythe
deadlines.Group
doesnothaveto
adjustdeadlinesor
becauseofthis
person\\\'s
procrastination.
Rarelygetsthings
donebythe
deadlinesAND
grouphastoadjust
deadlinesorwork
responsibilities
becauseofthis
person\\\'s
inadequatetime
management.
Provideshigh
qualitywork.
Providesworkthat
occasionallyneeds
tobe
checked/redoneby
othergroup
memberstoensure
quality.
Providesworkthat
usuallyneedstobe
checked/redoneby
otherstoensure
quality.
QualityofWork Providesworkof
thehighestquality.
Problemsolvin
g
Activelylooksfor
andsuggests
solutionsto
problems.
Refinessolutions
suggestedby
others.
Doesnotsuggestor
refinesolutions,but
iswillingtotryout
solutionssuggested
byothers.
Doesnottrytosolve
problemsorhelp
otherssolve
problems.Lets
othersdothework.
Contributions
Routinelyprovides
usefulideaswhen
participatinginthe
groupandin
classroom
discussion.A
definiteleaderwho
contributesalotof
effort.
Usuallyprovides
usefulideaswhen
participatinginthe
groupandin
classroom
discussion.Astrong
groupmemberwho
trieshard!
Sometimesprovides
usefulideaswhen
participatinginthe
groupandin
classroom
discussion.A
satisfactorygroup
memberwhodoes
whatisrequired.
Rarelyprovides
usefulideaswhen
participatinginthe
groupandin
classroom
discussion.May
refusetoparticipate.
StudentWork
Lesson2
April24,2015
Ms.Grant
GradeFour
DifferentTypesofRocks:Igneous,Metamorphic,andSedimentary
Howareigneous,metamorphic,andsedimentaryrocks
formed?Whatconstitutestherockcycle?Howdoestimemoveinrelationtotherockcycle?
4ESS21:
Causeandeffectrelationshipsareroutinelyidentified,tested,andusedto
explainchange.
LearningObjectives
Assessments
SWBATdefineanddescribetherockcycle
Studentswillactivelyparticipateinthe
classdiscussion
SWBATclassifydifferenttypesofrocks
Studentswillhavetheiranswerswritten
downandverifiedbyus.
SWBATreviewtheinformationthatwas
presentedtothem
classdiscussionusingtermstheyhavejust
learned
SWBATconstructthethreekindsofrocks
Usinglaffytaffy,thestudentswillmoldthe
threedifferenttypesofrocks
Materials:
WhatsThisRock?worksheetandreferencecards
LaffyTaffy
rocks
paper
pencils
Theprelessonassignmentwillbe
havingthestudentscompleteadrawingonwhattheythinkarockcyclelookslike.Thiswill
showuswhattheyalreadyknowaboutrockcyclesanditwillalsoshowtheideasthatthey
have.
LessonBeginning:
Wewillbrieflyexplainhowrockschangeovertimeandthesenseoftime
forarockisovermillionsofyears.Wewillexplaintothestudentsthatrocksgothroughtheir
owncycle.Asapreassessmentwewillaskthestudentstodrawwhattheythinkarockcycle
lookslikeandhaveafewstudentssharetheirdrawingandexplanationstotheclass.
InstructionalPlan:
Procedure:
Thelessonwillstartasstatedabove.
Oncethestudentsarereadytomoveontheywillbegiventheirownrockstoexamine.
Theywillexaminetheirrockswithahandlense.Theywillwritedowncharacteristicsofthe
rocksanddiscussthemwiththeirgroup.AfterabriefdiscussionwewillpassoutWhatsThis
Rock?worksheetandthereferencecards.Thestudentswillneedtomatchtheirrocktothe
referencecardbasedonthecharacteristicstheywrotedownabouttheirrock.Oncethey
matchtheirrocktotheoneontheWhatsThisRock?worksheet,thestudentswillaskusfor
validation.
Oncealltheiranswersarevalidatedwewillpassouttaffypiecestomodelhow
differenttypesofrocksareformed.Toshowthestudentshowsedimentaryrocksaremade,
wewillstackthreedifferentcoloredpiecesoftaffytogethertoshowthedifferentlayers.Then
wewillmodelhowtomakemetamorphicrocks.Thestudentswilltakeasinglepieceoftaffy
(anycolor)twistingandfoldingitintoanewshape.Thiswillsymbolizehowheatandpressure
makerocksinsidetheEarth.Tomodeligneousrocks,thestudentswillrubtheirhands
togethermakingtheirhandshotandsweaty.Theywillthenholdapieceoftaffyintheirwarm
handstomakethetaffymelt,justlikeigneousrocksmeltinsidetheEarth.
Toconcludethelessonwewillwrapupwithadiscussionaboutwhatthestudents
havelearnedandclarifyanyquestionstheyhave.
Differentiation:
Wewillbehavingstudentsdrawwhatarockcyclelookslikeforstudentswho
areartisticorarevisuallearners.Also,theLaffyTaffyactivityishandsonwhichwillbenefit
kinestheticlearners.Wewillalsonotcalloneverystudenttosharetheirdrawingsothe
studentsthatareuncomfortablewithpublicspeakingwillnotbecompelledto.
Questions
:Whatdoyouthinkarockcyclelookslike?Cananyonesharewhattheyhave
drawn?Cananyonesharewhattheythink?Whatcharacteristicsdorockshave?
Thestudentswillworkinsmallgroupsattheirdesksandwewill
separateanystudentsthatareoverlychattywitheachother.Also,EmmaandIwillwalk
aroundduringsomeactivitiestomakesurethestudentsareontask.
Transitions:
Thestudentswillbeattheirdesksfortheentiretyofthelesson.However,when
thematerialsneedtobecollectedfromtheWhatsThisRock?activity,wewillaskthetable
captainstohelpus.
Closure:
Wewillconcludethelessonbyhavingawrapupdiscussionaftercompletingthe
LaffyTaffyactivity.Inthiswrapupdiscussion,wewilldiscusswhatthestudentshavelearned
andansweranylingeringquestionsthattheymayhave.
ScienceFairExperiment:DifferentTypesofRocks:Igneous,
Metamorphic,Sedimentary
TeacherName:
Ms.LeaheyandMs.Saporito
StudentName:________________________________________
CATEGORY
Diagrams
Providedan
accurate,
easytofollow
diagramwithlabels
toillustratethe
procedureorthe
processbeing
studied.
Providedan
accuratediagram
withlabelsto
illustratethe
procedureorthe
processbeing
studied.
Providedan
easytofollow
diagramwith
labelstoillustrate
theprocedureor
process,butone
keystepwasleft
out.
Didnotprovidea
diagramORthe
diagramwasquite
incomplete.
DataCollection
Datawascollected
severaltimes.It
wassummarized,
independently,ina
waythatclearly
describeswhatwas
discovered.
Datawascollected
morethanone
time.Itwas
summarized,
independently,ina
waythatclearly
describeswhatwas
discovered.
Datawas
collectedmore
thanonetime.
Adultassistance
wasneededto
clearlysummarize
whatwas
discovered.
Datawas
collectedonly
onceandadult
assistancewas
neededtoclearly
summarizewhat
wasdiscovered.
Conclusion/Summa
ry
Studentprovideda
detailedconclusion
clearlybasedon
thedata.
Studentprovideda
somewhatdetailed
conclusionclearly
basedonthedata.
Studentprovided
aconclusionwith
somereferenceto
thedata.
Noconclusion
wasapparentOR
importantdetails
wereoverlooked.
MeghanLeahey
Lesson3
April27,2015
Ms.Grant
GradeFour
RockCycle
Whatconstitutestherockcycle?Howarerocksrelatedbased
ontherockcycle?
4ESS21:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplain
change.
LearningObjectives
Assessments
SWBATdescribetherockcycle
Studentscanactivelyparticipateinthe
classdiscussionfollowingthevideo
SWBATarticulateinformationabouttherock Studentswillwriteanaccuratestoryabout
cycle
arockslifebasedontherockcycle
Materials:
RockCyclevideo
paper
pencil
Thestudentswillhavelearnedaboutthe
threemajordifferenttypesofrocksthepreviousdaysotheywillhaveafamiliaritywithrocks.
LessonBeginning:
Iwillsetuptheclassroomsoitisconducivetovideowatchingandthe
studentswillbestayingintheirseats.Iwillstartthelessonbyintroducingthevideoandthen
playingthevideoafterthatbriefintroduction.

InstructionalPlan:
Procedure:
Iwillstartthelessonasstatedabove.Afterthevideo,thestudentsandIwillcome
backtogethertodiscussthematerialthatwascoveredinthevideo.Thiswillbeafacilitated
discussionandIwillwritesomeideas/notesonthewhiteboardasthediscussionistaking
place.Aftera1015minutediscussion,Iwillinstructthestudentsthattheywillbewritinga
briefstoryaboutarockslife.Theywillhavetoincludeaccurateinformationthatincludes
aspectsoftherockcycle.Iwillallott2030minutesforthemtowritetheirstory.Oncetimeis
up,Iwillcollecttheirstories.
Differentiation:
Iwillprovideasheetwithpremadeideasonitforthestudentsthatstruggle
withwritingandfortheresourcestudents.
Questions
:Cananyonesumupwhatthevideodiscussed?Doesanyofthenewinformation
youlearnedtodayconnecttowhatwelearnedyesterdayaboutrocks?
Duringthevideo,IwillstandclosebythestudentssothatIcan
checktomakesuretheyarepayingattentionandfocusing.Whilethestudentsarewriting
theirstories,Iwillbewalkingaroundtheclassroom,stoppingatindividualstudentsdesksto
seeiftheyneedhelportochecktheirprogress.
Transitions:
Duringthevideo,someofthestudentsdeskswillhavetobemovedandthen
oncethevideoisover,theirdeskswillbemovedbacktotheiroriginalposition.Also,the
studentswillknowwhenwritingtimeisupbecauseIwillusethetimerintheclassroomand
whenthebuzzergoesofftheywillhavetostopwriting.
Closure:
Oncethestudentsaredonewriting,Iwillcollecttheirpapersandaskthemwhat
rockstheychosetowriteabout.Theirstorieswillprovideasanassessmenttomakesure
theyunderstoodtheconceptsoftherockcycle.
StoryWriting:RockCycle
TeacherName:
MsLeahey
StudentName:________________________________________
CATEGORY
Organization
Thestoryisverywell
organized.Oneideaor
scenefollowsanotherin
alogicalsequencewith
cleartransitions.
Thestoryisprettywell
organized.Oneidea
orscenemayseem
outofplace.Clear
transitionsareused.
Thestoryisalittle
hardtofollow.The
transitionsare
sometimesnot
clear.
Ideasandscenes
seemtoberandomly
arranged.
Spellingand
Punctuation
Therearenospellingor
punctuationerrorsinthe
finaldraft.Characterand
placenamesthatthe
authorinventedare
spelledconsistently
throughout.
Thereisonespelling
orpunctuationerrorin
thefinaldraft.
Thereare23
spellingand
punctuationerrors
inthefinaldraft.
Thefinaldrafthas
morethan3spelling
andpunctuation
errors.
Neatness
Thefinaldraftofthe
storyisreadable,clean,
neatandattractive.Itis
freeoferasuresand
crossedoutwords.It
looksliketheauthortook
greatprideinit.
Thefinaldraftofthe
storyisreadable,neat
andattractive.Itmay
haveoneortwo
erasures,buttheyare
notdistracting.Itlooks
liketheauthortook
someprideinit.
Thefinaldraftof
thestoryis
readableand
someofthepages
areattractive.It
lookslikepartsof
itmighthavebeen
doneinahurry.
Thefinaldraftisnot
neatorattractive.It
lookslikethestudent
justwantedtogetit
doneanddidn\'tcare
whatitlookedlike.
Accuracyof
Facts
Allfactspresentedinthe
storyareaccurate.
Almostallfacts
presentedinthestory
areaccurate.
Mostfacts
presentedinthe
storyareaccurate
(atleast70%).
Thereareseveral
factualerrorsinthe
story.
Theentirestoryisrelated Mostofthestoryis
Someofthestory
Focuson
totheassignedtopicand
relatedtotheassigned
isrelatedtothe
AssignedTopic
allowsthereaderto
understandmuchmore
aboutthetopic.
topic.Thestory
wandersoffatone
point,butthereader
canstilllearn
somethingaboutthe
topic.
assignedtopic,
butareaderdoes
notlearnmuch
aboutthetopic.
Noattempthasbeen
madetorelatethe
storytotheassigned
topic.
StudentWork
Lesson4
April28,2015
Ms.Grant
GradeFour
TheEffectofRocksonEarth
HowdorocksaffectourEarth?Whatnaturaldisastersare
causedbyrockmovement?
4ESS22:AnalyzeandinterpretdatafrommapstodescribepatternsofEarthsfeatures.
ESS2B:Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,
earthquakes,andvolcanoesoccurinpatterns.Mostearthquakesandvolcanoesoccurin
bandsthatareoftenalongtheboundariesbetweencontinentsandoceans.Majormountain
chainsforminsidecontinentsorneartheiredges.Mapscanhelplocatethedifferentlandand
waterfeaturesareasofEarth.
LearningObjectives
Assessments
SWBATconstructanddesignastructureto
measuretheeffectsofearthquakes
Thestudentswillconstructatoothpick
structureandstickitinjelloandseewhat
theeffectsareonthestructure.
SWBATanalyzedataofmapstointerprethow
volcanoesaremade.
Thestudentswillbeusinganonline
simulatorthatshowshowvolcanoescreate
newland.Theywillneedtoanswer
questionsduringthediscussionproving
theyknowhowvolcanoesmakeland.
SWBATidentifyandunderlineinformationfrom Thestudentswillusearticlestolearnabout
textthatsupportswhattheyhavelearned.
avalanchesandmudslides.Theywill
underlineevidencethatsupportstheir
answerstoquestions.
Materials:
Avalanchearticle
Mudslidearticle
Napkins
pencil
Worksheetsforthearticles
containersofJellO
toothpicks
minimarshmallows
computers
AsaprelessonassignmentEmmaandI
willbedoingareadaloudontherugwiththestudents.Thebookthatwewillbereadingis
called
TheIslandThatMoved:HowShiftingForcesShapedOurEarth
byMeredithHooper
andLuciadeLeiris.
LessonBeginning:
Wewillstartthelessonontherugafterwehavefinishedreading
TheIslandThatMoved:
HowShiftingForcesShapedOurEarth
byMeredithHooperandLuciadeLeiris.Wewillsplit
thestudentsupintogroupsandexplainthedifferentcenters.Oncewehaveexplainedthe
centerswewillsendthegroupstheirfirstcenterandsetatimer.
InstructionalPlan:
Procedure:
Oneofthecentersinvolvescomputerssooneofuswillhelpthestudentslogontothe
specificactivitywewantthemtodo.Findingtheactivityonthewebpageisalittletrickytofind
soourassistancewillbeneeded.Thestudentswillbetoldtoreadthroughtheslideshowto
helpthemunderstandtheactivityattheendofthereading.
Forthesecondandthirdactivitythestudentswillbegivenaworksheetthatincludesanarticle
andquestionsattheend.Wehavesetuptheworksheettoaformattheyarefamiliarwith,
theywillusedifferentcoloredpencilstounderlinethesupportinginformationfromthetext.
Thisishelpingthestudentsuseinformationfromthetexttosupporttheiranswers.
Thefourthactivityisahandsonone.Thestudentswillbeaskedtomakeahouseusing
marshmallowsandtoothpicks.Therewillbeacontainerfullofjelloandthestudentswillplace
theirhousesontopofthejello.Wewillbesupervisingthisactivitybyshakingthejellodish
simulatinganearthquake.Thestudentswillgettomakepredictionsaboutwhattheythinkwill
happentotheirhouses.Theywillthenfollowupwithasmallgroupdiscussionaboutthe
resultsofthejellotest.
Differentiation:
Wehavecentersplannedwithdifferentactivitiesateach.Someofthecenters
willbenefitkinestheticlearners,othersvisual,andothersauditory.Also,thearticlesaresetat
aneasierreadinglevelsinceourclassisbelowthefourthgradereadinglevel.
Questions
:Questionswillbeaskedduringthereadaloud.Howcouldyouhavemadeyour
structurebetterequippedtohandletheearthquake?Whattypeofvolcanodidyoumake?
Whathappened?WhatdidyoulearnabouttheeffectofrocksonEarth?
Thestudentswillbeworkinginsmallgroupsatcenters.Oneofus
willbeattheearthquakecentersincethatrequiresmoreattentionandithasacleanuptime
involved.Thestudentteacherthatisatthatcenterwillhaveonestudentthatwillhelpthem
cleanuptheirwork.Theotherstudentteacherwillbewalkingaroundhelpingotherstudents
thatmayneeditandmakingsuretheotherstudentsareontask.
Transitions:
Tokeepthecentersmoving,wewillusethetimerthatisintheclassroom.Wewill
keepthecentersto1215minutessowhenthebuzzergoesoff,thestudentsknowtheyneed
totransition.Forthereadaloud,wewillcallthestudentstotherugbytable.Oncethe
readaloudisover,wewillsendstudentstocentersbygroupsoneatatime.
Closure:
Wewillclosethelessonbycomingbacktogetherasaclasstodiscusswhatthe
studentsdidandhavethemsharethetypesofstructurestheymadeintheearthquakeactivity
andwhattypesofvolcanoestheymadeforthevolcanoactivity.
CollaborativeWorkSkills:TheEffectofRocksonEarth
TeacherName:
MsLeaheyandSaporito
StudentName:________________________________________
CATEGORY
Focusonthe
task
Consistentlystays
focusedonthetask
andwhatneedsto
bedone.Very
selfdirected.
Focusesonthetask
andwhatneedsto
bedonemostofthe
time.Othergroup
memberscancount
onthisperson.
Focusesonthetask
andwhatneedsto
bedonesomeofthe
time.Othergroup
membersmust
sometimesnag,
prod,andremindto
keepthisperson
ontask.
Rarelyfocuseson
thetaskandwhat
needstobedone.
Letsothersdothe
work.
Timemanagem
ent
Routinelyusestime
wellthroughoutthe
projecttoensure
thingsgetdoneon
time.Groupdoes
nothavetoadjust
deadlinesorwork
responsibilities
becauseofthis
person\'s
procrastination.
Usuallyusestime
wellthroughoutthe
project,butmay
haveprocrastinated
ononething.Group
doesnothaveto
adjustdeadlinesor
becauseofthis
person\'s
procrastination.
Tendsto
procrastinate,but
alwaysgetsthings
donebythe
deadlines.Group
doesnothaveto
adjustdeadlinesor
becauseofthis
person\'s
procrastination.
Rarelygetsthings
donebythe
deadlinesAND
grouphastoadjust
deadlinesorwork
responsibilities
becauseofthis
person\'s
inadequatetime
management.
Attitude
Neverispublicly
criticaloftheproject
ortheworkof
others.Alwayshas
apositiveattitude
aboutthetask(s).
Rarelyispublicly
ortheworkof
others.Oftenhasa
positiveattitude
aboutthetask(s).
Occasionallyis
publiclycriticalof
theprojectorthe
workofother
membersofthe
group.Usuallyhasa
positiveattitude
aboutthetask(s).
Oftenispublicly
ortheworkofother
membersofthe
group.Oftenhasa
negativeattitude
aboutthetask(s).
Problemsolvin
g
Activelylooksfor
andsuggests
solutionsto
problems.
Refinessolutions
suggestedby
others.
Doesnotsuggestor
refinesolutions,but
iswillingtotryout
solutionssuggested
byothers.
Doesnottryto
solveproblemsor
helpotherssolve
problems.Lets
othersdothework.
ClickherefortheMudslidearticle
https://newsela.com/articles/mudslideprediction/id/3203/
EmmaSaporito
Lesson5
April30,2015
Ms.Grant
GradeFour
Earthquakes
WhatcausesEarthquakestohappen?Whatarefaultlinesandhowdotheytransferenergy?
ESS2B:Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,
waterfeaturesareasofEarth.
LearningObjectives
Assessments
SWBATpracticesimulatingearthquakes.
Thestudentswillusestringtosimulate
threedifferentstrengthearthquakes.
SWBATidentifyfaultlinewillexplainhowthey Thestudentswilllookatamapandwatch
shapetheearth.
clipsofdifferenttypesoffaultlinestohelp
themidentifywherefaultlineswouldbeon
amapoftheU.S.Theywillexplainthat
mountainsaremadefromfaultlines.
Materials:
Animationclipsoffaultlines
http://earthquake.usgs.gov/learn/animations/
Mapoffaultlines
Threepiecesofstringthatare2ft,10ftand20ft
Whathavetheyalreadybeentaught
andshouldrecognize?
ThestudentsshouldrememberwhattheylearnedaboutthestrengthofEarthquakesfromthe
activitytaughtthedaybefore.

LessonBeginning:
Thestudentswillbecalledtotherug,bygroupnumber.Eachstudentwillbegivenapieceof
paperwithamapoftheUnitedStateswithfaultlinesdrawnonthem.Thestudentswillalso
beshownaEarthquakemagnitudescale.
InstructionalPlan:
Procedure:
TostartthelessonaboutearthquakesIwillexplainwhatafaultlineisandhowthey
affecttheEarthssurface.IwillpulluptheclipsIfoundshowingthedifferenttypesoffault
lines.OnceIexplainedthedifferenttypesoffaultlinesIwillmoveontothefaultlineactivity.
Thestudentswillbebrokenupintothreegroupsandwillbegivenonelengthofstring.
Thestringwillrepresentafaultline.Onestudentwillholdoneendofthestringandanother
studentholdontotheotherendofthestring.Onestudentwillsimulatetheearthquake.Iwill
explainthatfaultlinesdonotmoveansignificantamountuntilanearthquakehappens.The
studentactingastheearthquakewillwalkthelengthofthestingandtheothermembersof
thegroupwilljumpupanddownfortheamountoftimeittakesthepersontowalkthelength
ofthesting.ToshowthestudentstheenergytransferhappensintheEarthscrustthe
studentswillalsoshaketheropegently.Thestudentswillbeabletoseetheheightofthe
waveswillcreateastrongEarthquake.
Differentiation:
Allthestudentswillbeinvolvedinanactivitythatwillkeepthemupandactive.The
beginningpartofthelessonwillincludestudentsthataremorevisuallearners.
Questions
:
Cananyonetellmeanythingtheylearnedaboutearthquakesyesterday?
Whatdidyounoticeabouttheactivityyesterday?
Whatissomethingyouwouldliketoknowaboutearthquakes?
Whatarefaultlines?
Howdoyouthinkmountainsareformed?
Thestudentswillbecalledtothecarpetbytheirgroupnumber.Ifthestudentsaretoooutof
control,sincethisisanactiveactivity,theywillbetoldtochangetheircoloronthecolorchart.
Transitions:
Theteamcaptainsofeachgroupwillbeinchargeofhandingoutthematerialstotheirgroup
members.
Closure:
TowrapupthelessonIwillaskthestudenttodescribewhichmagnitudeearthquakewill
causethemostchangeontheEarthssurface.Iwillalsoaskthestudentstheimportancein
thelengthofthefaultline.IfthestudentsareabletoanswerthesequestionsIwillknowifthey
understoodthelesson.
CollaborativeWorkSkills:Earthquakes
TeacherName:
MsSaporito
StudentName:________________________________________
CATEGORY
Problemsolvin
g
Activelylooksfor
andsuggests
solutionsto
problems.
Refinessolutions
suggestedby
others.
Doesnotsuggestor
refinesolutions,but
iswillingtotryout
solutionssuggested
byothers.
Doesnottrytosolve
problemsorhelp
otherssolve
problems.Lets
othersdothework.
Focusonthe
task
Consistentlystays
focusedonthetask
andwhatneedsto
bedone.Very
selfdirected.
Focusesonthe
taskandwhat
needstobedone
mostofthetime.
Othergroup
memberscan
countonthis
person.
Focusesonthetask
andwhatneedsto
bedonesomeofthe
time.Othergroup
membersmust
sometimesnag,
prod,andremindto
keepthisperson
ontask.
Rarelyfocuseson
thetaskandwhat
needstobedone.
Letsothersdothe
work.
Workingwith
Others
Almostalways
listensto,shares
with,andsupports
theeffortsof
others.Triesto
keeppeople
workingwell
together.
Usuallylistensto,
shares,with,and
supportstheefforts
ofothers.Doesnot
cause\"waves\"in
thegroup.
Oftenlistensto,
shareswith,and
supportstheefforts
ofothers,but
sometimesisnota
goodteammember.
Rarelylistensto,
shareswith,and
supportstheefforts
ofothers.Oftenis
notagoodteam
player.
Provideshigh
qualitywork.
Providesworkthat
occasionallyneeds
tobe
checked/redoneby
othergroup
memberstoensure
quality.
Providesworkthat
usuallyneedstobe
checked/redoneby
otherstoensure
quality.
QualityofWork Providesworkof
thehighestquality.
MeghanLeahey
Lesson6
May1,2015
Ms.Grant
GradeFour
Pangea
WhatwasPangea?Howwasourworld,asweknowittoday,
formed?Whatareplatetectonics?
4ESS11:Identifyevidencefrompatternsinrockformationsandfossilsinrocklayersfor
changesinalandscapeovertimetosupportanexplanationforchangesinalandscapeover
time.
LearningObjectives
Assessments
SWBATdefinethetheoryofplatetectonics
PlateTectonicsQuiz
SWBATidentifythethreetypesofboundaries
foundalongEarthsplates
PlateTectonicsQuiz
SWBATdistinguishcharacteristicsofPangea
Studentswillbeabletoeffectively
contributetotheclassdiscussionand
participateintheclosingactivity
SWBATidentifypatternsofEarthsfeatures
Studentswillbeabletorelatethese
patternstomebasedonwhattheyseeon
themap
Materials:
Pangeavideo
Pangeamap
PlateTectonicsQuiz
Continentsigns
pencils
Studentshaveseenamapoftheworld
before.Hopefully,theyhavethoughtabouthowtheworldwasformed.Theyhavelearned
aboutpatternsinmathsotheyarefamiliarwiththewordandshouldknowwhatIamlooking
forwhenItalkaboutpatternsinthecontinents.
LessonBeginning:
IwillstartthelessonbyaskingthestudentswhatPangeawas.Thiswill
helpmegaugetheirpriorknowledgeaboutPangea.Afterthat,Iwillintroducethevideoon
Pangeaandthenplayit.
InstructionalPlan:
Procedure:
Iwillstartthelessonasstatedabove.AfterthevideoonPangea,wewillcome
backtogetherasaclasstodiscusssomeofwhattheyjustsaw.Thatshortdebriefingwilllead
toalargerclassdiscussiononPangeaandplatetectonics.Thiswillbeafacilitateddiscussion
andabigchunkoftimewillbedevotedtothediscussion.IwillprovideamapofPangeaand
amapofourworldtodayasvisualaids.Followingthediscussion,thestudentswillthentakea
quickquizonplatetectonics.Towrapupthelesson,wewillbedoingaclasssimulationof
Pangeamovingandbreakingapart.Thestudentswillhavenotecardsthatrepresentdifferent
continentsandtheywillstartoutveryclosetogether.Iwillnarratehowmuchtimehasgone
byandtheywillhavetomoveaccordinglyuntiltheyendupinspotsthatrepresenthowour
worldlookstoday.
Differentiation:
Iwillprovidetwomaps(oneofPangeaandoneoftheworldnow)thatwillhelp
thestudentsvisualizetheconceptsoitbecomesmoreconcrete.Also,theclasssimulationwill
helpthekinestheticlearnersbecausetheywillberepresentingwhatactuallyhappenedina
handsonandconcreteway.
Questions
:HasanyoneheardofPangea?Ifso,canyoutellmewhatitis?Whocan
summarizewhattheylearnedfromthevideo?Howdoesthetheoryofplatetectonicsexplain
howthecontinentsmoved?
Duringthevideo,Iwillstayclosebytothestudentstomakesure
theyarepayingattentionandstayingfocused.Duringthequiz,Iwillwalkaroundtomake
sureeveryoneisdoingtheirownworkandnotcheating.Iwillalsostateexplicitrulesforthe
classsimulationbecausetheywillstartoffclosetogether.Someofthoseruleswouldinclude
nohitting,pushing,orshovingandmakingsurewewatchwhereweregoingsoasnottorun
intoanyone.
Transitions:
Towatchthevideo,someofthestudentsdeskswillhavetobemovedbutafter
theconclusionofthevideo,theirdeskswillbemovedback.Whenthestudentshavetotake
thequiz,theywilltransitiontotheirspecificquiz/testspots.Oncethequizisover,theywillgo
backtotheirdesks.Tostarttheclasssimulation,Iwillcallstudentsoveroneatatimeand
handthemanotecardandinstructthemwheretostandontherug.
Closure:
Toclosethelesson,theclasswillparticipateinaclasssimulationofPangeamoving
andbreakingaparttoformwhatisnowourEarth.
*TheplatetectonicsworksheetcanbefoundintheResourcessection*
ScienceFairExperiment:Pangea
TeacherName:
MsLeahey
StudentName:________________________________________
CATEGORY
Idea
Independently
identifieda
questionwhich
wasinterestingto
thestudentand
whichcouldbe
investigated.
Identified,with
adulthelp,a
questionwhich
wasinterestingto
thestudentand
whichcouldbe
investigated.
Identified,with
adulthelp,a
questionwhich
couldbe
investigated.
Identifiedaquestion
thatcouldnotbe
tested/investigated
oronethatdidnot
meritinvestigation.
Conclusion/Summa
ry
Studentprovided
adetailed
conclusionclearly
basedonthedata
andrelatedto
previousresearch
findings.
Studentprovided
asomewhat
detailed
conclusionclearly
basedonthedata.
Studentprovided
aconclusionwith
somereference
tothedata.
Noconclusionwas
apparentOR
importantdetails
wereoverlooked.
Descriptionof
Procedure
Procedureswere
outlinedina
stepbystep
fashionthatcould
befollowedby
anyonewithout
additional
explanations.No
adulthelpwas
neededto
accomplishthis.
Procedureswere
outlinedina
stepbystep
fashionthatcould
befollowedby
anyonewithout
additional
explanations.
Someadulthelp
wasneededto
accomplishthis.
Procedureswere
outlinedina
stepbystep
fashion,buthad
1or2gapsthat
require
explanationeven
afteradult
feedbackhad
beengiven.
Proceduresthat
wereoutlinedwere
seriouslyincomplete
ornotsequential,
evenafteradult
feedbackhadbeen
given.
DataCollection
Datawas
collectedseveral
times.Itwas
Datawas
collectedmore
thanonetime.It
Datawas
collectedmore
thanonetime.
Datawascollected
onlyonceandadult
assistancewas
summarized,
independently,in
awaythatclearly
describeswhat
wasdiscovered.
wassummarized,
independently,in
awaythatclearly
describeswhat
wasdiscovered.
Adultassistance
wasneededto
clearly
summarizewhat
wasdiscovered.
neededtoclearly
summarizewhat
wasdiscovered.
MeghanLeahey
Lesson7
May4,2015
Ms.Grant
GradeFour
HowRocksChangeOurEarth
HowdonaturaldisasterschangeourEarth?Whatroledo
rocksplayinthesechanges?
ESS2.B:Thelocationsofmountainranges,deepoceantrenches,oceanfloorstructures,
waterfeaturesareasofEarth(4ESS22).
LearningObjectives
Assessments
SWBATidentifytheoutcomesofnatural
disasters
StudentswillcompletetheNatural
Processworksheetcorrectly
SWBATdescribehowlandformschange
classdiscussion
SWBATdistinguishbetweenaslowchangeand Studentswillanswertheexitslipwhichwill
arapidchange
becollected
Materials:
NaturalProcessworksheet
pencil
ImageSet
NaturalDisasterPowerpoint
exitslip
Mt.SaintHelenvideo
Thestudentsarefamiliarwithvolcanoes
andearthquakesjustfromeverydayknowledge.Also,formthepriordayslessontheywere
taughtaboutfaultsandplatetectonicssotheseconceptsarefamiliartothem.
LessonBeginning:
Iwillstartthelessonbyshowingthestudentspicturesofanareapriorto
alandslide.Iwillaskforsomestudentresponsestotellmewhattheysee.Iwillthenshow
thempicturesofthesameareaafteritwasaffectedbyalandslide.Again,Iwillaskforsome
studentresponsestotellmewhattheyseenowandaskthemwhatkindofchangetheythink
tookplace.
InstructionalPlan:
Procedure:
Iwillstartthelessonasstatedabove.Afterthat,Iwillthenplaythevideoofthe
Mt.SaintHeleneruptionandwhenitisoverIwillaskthestudentswhatchangestheysaw.
AfterItakesomeresponses,Iwillhandouttheworksheetandgivethestudentsabout15
minutestoworkonit.Oncetheyarefinished,wewillcomebacktogetherasaclasstogo
overit.Whenthediscussionhasended,thestudentswillcompleteanexitslipbasedonrapid
andslowchangeswhichwillbecollecteduponcompletion.
Differentiation:
Visualaidsaregoingtobeusedthroughouttheentirelessonwhichwill
providesomethingconcreteanditwillbenefitanyvisuallearners.
Questions
:Cananyonenamesomenaturaldisasters?Whatdoyouseeinthesepictures?
Nowwhatdoyousee?Whatchangesdidyouseetakeplaceinthevideo?
IwillpresentthePowerpointclosetothestudentssoIcankeepan
eyeonthemandalsostayclosebywhenthevideoisbeingplayed.Whenthestudentsare
completingtheworksheet,IwillwalkaroundtheclassroomsoIcanwatchthestudentsand
beclosebytoansweranyquestions.
Transitions:
ForthePowerpointandthevideo,someofthestudentsdeskswillhavetobe
movedbutoncebothareovertheirdeskswillbemovedback.Thestudentswillbeattheir
desksthewholetimeforthislesson.Iwillalsoutilizethebuzzerintheclassroomsowhenthe
buzzergoesofftheyknowtheyneedtohavefinishedtheworksheet.
Closure:
Toclosethelesson,IwillpassoutanexitsliptothestudentsthatIwillcollectupon
completion.
*AllofthematerialsforthislessoncanbefoundintheResourcessection*
Exit Slip: I know the _______________________ (landform)

changed because
____________________________________________________
ReadingAnalyzingInformation:HowRocksChangeourEarth
TeacherName:
MsLeahey
StudentName:________________________________________
CATEGORY
Identifies
important
information
Studentlistsallthemain
pointsofthelesson
withouthavingthe
lessoninfrontof
him/her.
Thestudentlistsallthe
mainpoints,butuses
thelessonfor
references.
Thestudentlistsallbutone
ofthemainpoints,usingthe
lessonforreference.S/he
doesnothighlightany
unimportantpoints.
Thestudentcannot
important
informationwith
accuracy.
Identifies
details
Studentrecallsseveral
detailsforeachmain
pointwithoutreferringto
thelesson.
Studentrecallsseveral
detailsforeachmain
point,butneedstorefer
tothelesson,
occasionally.
Studentisabletolocate
mostofthedetailswhen
lookingatthelesson.
Studentcannot
locatedetailswith
accuracy.
Studentusesseveral
sentencestoaccurately
describewhatthe
lessonisabout.
Studentsummarizesmost
ofthelessonaccurately,but
hassomeslight
misunderstanding.
Studenthasgreat
difficulty
summarizingthe
lesson.
Studentaccurately
explainshoweach
graphic/diagramis
relatedtothetext.
Studentaccuratelyexplains
howsomeofthediagrams
arerelatedtothetext.
Studenthas
difficultyrelating
graphicsand
diagramstothe
text.
Summarization Studentusesonly13
sentencestodescribe
clearlywhatthelesson
isabout.
Relates
Graphicsto
Text
Studentaccurately
explainshoweach
graphic/diagramis
relatedtothetext,and
accuratelydetermines
whethereach
graphic/diagramagrees
withtheinformationin
thetext.

EmmaSaporito
Lesson8
May5,2015
Ms.Grant
GradeFour
OtherTypesofRocks
(Thesearethefocusconcepts)
Howcanweuseourobservationskillsandtheinformationwelearnedaboutrocksbeused
towriteadescriptionofyourrock.
4ESS11:Scienceassumesconsistentpatternsinnaturalsystems.
4ESS21: Makeobservationsand/ormeasurementstoprovideevidenceoftheeffects
ofweatheringortherateoferosionbywater,ice,wind,orvegetation.
LearningObjectives
SWBATexaminerocksandusetheirtime
writingadetaileddescriptionoftheirrock.
Assessments
Thestudentswillbewritingadetailed
descriptionoftheirrock.Thedescription
shouldbedetailedenoughforaclassmate
topickoutfromagroupofrocksbasedon
thedescriptionsthestudentswrote.
SWBATillustratewhattheirrocklookslikewith Thestudentswillbeusingdescriptive
theirwords.
wordstodescribeinasmuchdetailthe
appearanceoftheirrock.
Materials:
Rocksandminerals
Indexcards
Handlens
Pencil
Studentshavealreadybeentaughtthethreemaintypesofrocksandthemineralsthatmake
uptherock.
LessonBeginning:
Howwillyoustartthelessonwiththeclass?
Thelessonwillstartatthestudentssittingattheirdesks.Iwillconductaquickreviewofthe
threetypesofrockssothestudentsarerememberingthematerial.
InstructionalPlan:
Procedure:
Thestudentswillbegivingarock,handlens,andanindexcard.Iwillinstructthe
studentstotake10minutestolookattheirrockswiththehandlens.Ontheindexcardthe
studentswillwritedownthecolors,weight,size,shapeandanythingelsetheycandescribe
abouttheirrock.Iwillmodelthisonthewhiteboardbeforestartingthelesson.
Oncethestudentsfinishedwritingabouttheirrocktheywillputtheirrockinapilein
thefrontoftheroom.IwillhavethestudentshandintheirindexcardsoIcanredistribute
them.
WhenIredistributetheindexcards,thestudentswillreadthedescriptiononthecard
andtheywillhavetomatchtherockwiththecorrectindexcard.
OnceIchecktoseeifthestudentcorrectlyidentifiedtheirrocksIwillasktheonesthat
couldnotidentifytherockstorewritetheirdescription.
Differentiation:
Forthestudentsthatdonothavetheabilitytowriteaverydescriptivedescriptiontheywillbe
askedtodrawapicturetoaddtotheirdescriptionoftheirrock.
Questions
:
Whatkindofrockdoyouhave?
Whatisyourrockmadeof?
Howcouldyoudescribeyourrockbetter?
Iwillaskthegroupcaptainstopassoutthematerialsfortheirgroup.Eachstudentwillbe
askedtotakecareoftheirrockandtotreatallthematerialswithrespect.
Transitions:
Thereisnotransitionsinthislesson.
Closure:
(Howwillyouwrapupthelessonandidentifythelearningthattookplace?)
Iwillclosethelessontohavethestudentsdiscusshowtheirdescriptionsmadeiteasierfor
themtofindthematchingrock.Theyshouldbeabletoexplainwhatmadeupagood
description.

NorthCarolinaWritingRubricforContentandConventions:Other
TypesofRocks
TeacherName:
MsSaporito
StudentName:________________________________________
CATEGORY
NS/0
Content:
FOCUS1
Topic/subjectis
clear,thoughit
may/maynotbe
explicitlystated.
Topic/subjectis
generallyclear
thoughitmay
notbeexplicitly
stated.
Topic/subject
maybevague.
Topic/subjectis
unclearor
confusing.
Elaboration
consistsof
somespecific
detailsand
makesapicture
inthereaders
mind.
Elaboration
consistsof
generaland/or
undeveloped
details,which
maybe
presentedina
listlikefashion.
Elaborationis
sparsealmost
nodetails.
Elaboration
Content:
ELABORATION consistsof
specific,
developed
detailsthat
createsaclear
imageinthe
readersmind.
Content:
SUPPORT
Support
informationis
relatedtoand
clearlysupports
thedetails
provided.
Support
informationhas
minor
weaknessesin
relatednessto
and/orsupport
ofthedetails
provided.
Support
informationhas
major
weaknessesin
relatednessto
and/orsupport
ofthedetails
provided.
Anattempthas
beenmadeto
addsupport
information,but
itwasunrelated
orconfusing.
Content:
STYLE
Vocabulary
Exhibitsskillful
useof
vocabularythat
ispreciseand
purposeful.
Exhibits
reasonableuse
ofvocabulary
thatisprecise
andpurposeful.
Exhibitsminimal
useof
vocabularythat
ispreciseand
purposeful.
Lacksuseof
vocabularythat
ispreciseand
purposeful.
EmmaSaporito
Lesson9
May7,2015
Ms.Grant
GradeFour
Erosion
Howdoessoiltypeimpacterosion?
4ESS21.
Makeobservationsand/ormeasurementstoprovideevidenceoftheeffects
ofweatheringortherateoferosionbywater,ice,wind,orvegetation.
LearningObjectives
Assessments
SWBATobservesoilusingdifferentskillsfor
observing.
Thestudentswillusehandlens,toothpicks
andjarstoobservedifferentsoillayers.
SWBATanalyzesoiltoformapredictionofthe Thestudentswillbeabletofeelandlookat
strongestsoilthatwillnoterode.
differentsoilsamplesandpredictwhatsoil
typewillbethestrongest.
Materials:
3plasticbags
handshovel
toothpicks
paperplates
handlens
jarwithlid
water
Thestudentshavealreadylearnedaboutmudslidesinapreviouslesson.Theywill
takewhattheyhavelearnedfromthepreviousactivityandapplyittotheactivityinthis
lesson.
LessonBeginning:
Thelessonwillbeginwithadiscussionontherugaboutthebenefitsplantsgetfrom
soil.Thediscussionwilltalkaboutthenutrients,waterandairthatsupportplantgrowth.We
willintroducethedifferenttypesofsoilsuchasclay,silt,andsandysoil.
InstructionalPlan:
Procedure:
Whenthematerialsareallpassedoutandsetupthestudentswillbebrokenupinto
teams.Eachteamwillobserveadifferentsoilsample.Thestudentswillwritedownwhatthey
observeontheworksheetthatwillbehandedout.Thegroupswillalreadypreassignedand
thesoilsampleswillalreadybeputoutonthedesks.
Whenthesoilisoutonthepaperplatethestudentswillusetoothpickandahandlens
toobservethesoil.Theywillbeseparatingthesoilparticlesindifferentmaterials.Theywill
recordwhattheyobserveontheworksheet.
Oncethestudentsfinishobservingtheirsoiltheywillmakeasoilshake.Thesoil
shakesaremadewiththestudentsonehalfcupofsoilandtwocupsofwater.Whenthey
closethejarstheywillmakeapredictionofwhatwouldhappeniftheyweretohappenifthey
shakeupthejarofsoil.Thestudentsthenshakethejarandletthejarsettleforafew
minutes.Thestudentswillobservethedifferentlayerformedinthejarandrecordwhatthey
seeontheworksheet.
Differentiation:
Theactivitywillattractalltypesoflearners.Kinestheticlearnerswillbeabletoshake
thejarsandvisuallearnerswillbeabletoobservethesoilandtheauditorylearnerswillbe
abletolistenatthebeginningofthelesson.
Questions
:
Whatkindofsoilsarethere?
Whatissoilmadeof?
Whatdoesplantsgetfromsoil?
Whatpredictionsdoyouhavewhenweshakethejar?
Meghanwillassistmewhilethekidsaredoingtheactivitytomakesuretheyarenot
makingamess.
Transitions:
Iwillcallthegroupsonebyonebacktotheirseatsandwaitforthemtobeseated
beforetheothergroupsarecalledbacktotheirseats.Meghanwillhelpmesetupthe
materialsbeforethelessonstarts.
Closure:
Toclosethelessonthestudentswillgetanexitticket.Fortheexittickettheywilldraw
apictureofthelayersoftheirsoilinthejars.
CollaborativeWorkSkills:Erosion
TeacherName:
MsSaporito
StudentName:________________________________________
CATEGORY
Problemsolving
Activelylooksfor
andsuggests
solutionsto
problems.
Refinessolutions
suggestedby
others.
Doesnotsuggestor
refinesolutions,butis
willingtotryout
solutionssuggestedby
others.
Doesnottrytosolve
problemsorhelp
otherssolve
problems.Lets
othersdothework.
Focusonthe
task
Consistently
staysfocusedon
thetaskand
whatneedstobe
done.Very
selfdirected.
Focusesonthe
taskandwhat
needstobedone
mostofthetime.
Othergroup
memberscan
countonthis
person.
Focusesonthetask
andwhatneedstobe
donesomeofthetime.
Othergroupmembers
mustsometimesnag,
prod,andremindto
keepthisperson
ontask.
Rarelyfocuseson
thetaskandwhat
needstobedone.
Letsothersdothe
work.
Workingwith
Others
Almostalways
listensto,shares
with,and
supportsthe
effortsofothers.
Triestokeep
peopleworking
welltogether.
Usuallylistensto,
shares,with,and
supportstheefforts
ofothers.Doesnot
cause\"waves\"in
thegroup.
Oftenlistensto,shares
with,andsupportsthe
effortsofothers,but
sometimesisnota
goodteammember.
Rarelylistensto,
shareswith,and
supportstheefforts
ofothers.Oftenis
notagoodteam
player.
QualityofWork
Providesworkof
thehighest
quality.
Provideshigh
qualitywork.
Providesworkthat
occasionallyneedsto
bechecked/redoneby
othergroupmembers
toensurequality.
Providesworkthat
usuallyneedstobe
checked/redoneby
otherstoensure
quality.
Lesson10
May8,2015
Ms.Grant
GradeFour
GuestSpeaker/CulminatingProject
Whatwaslearnedoverthecourseoftheunit?Whatcan
studentslearnfromanexpertinthefieldofgeology?
NewJerseyCoreCurriculumContentStandards:
CCSS.ELALITERACY.SL.4.1.B:Followagreeduponrulesfordiscussionsandcarryout
assignedroles.
CCSS.ELALITERACY.SL.4.1.C:Poseandrespondtospecificquestionstoclarifyorfollow
uponinformation,andmakecommentsthatcontributetothediscussionandlinktothe
remarkofothers.
CCSS.ELA.LITERACY.SL.4.3:Identifythereasonsandevidenceaspeakerprovidesto
supportparticularpoints.
CCSS.ELA.LITERACY.SL.4.4:Reportonatopicortext,tellastory,orrecountanexperience
inanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupport
mainideasorthemesspeakclearlyatanunderstandablepace.
LearningObjectives
Assessments
SWBATconductaninterview
Studentsasksuccessful,openended
questionsthattheintervieweecananswer
SWBATcomposeastoryofarock
Studentswillwriteastoryaboutarock
usingtermsandideastheyhavelearned
overthecourseoftheunit
SWBATshowtheirwritinginanopenand
publicforum
Studentscanorallypresenttheirstoriesto
theclasswithouttrepidation
Materials:
Familyletter
GuestSpeaker(KarlMuessigTCNJProfessor)
RubricsforOralPresentation/Story
Asaprelessonassignment,wewill
debriefthestudentsagainonhowtobehaveduringtheinterviewandwhattypesofquestions
toask.Wewillalsobedoingthisthedaybeforesothisisjustactingasareminder.
LessonBeginning:
Wewillstartthelessonbygatheringthestudentsontherugtogooverhowtoask
appropriatequestionswhileinterviewingaguestspeaker.Wewillinstructthestudentsnotto
asksillyquestionsthatdonotrelatetogeology.Theywillbeinstructednottoaskabouthis
personallifeforexampleWheredoyoulive?Howmanykidsdoyouhave?Whatareyou
havingfordinner?Thesearenotappropriatequestionstoaskageologist.Thiswouldgive
thestudentssomeexamplesofwhatnottoask.
InstructionalPlan:
Procedure:
Sincethestudentsaresittingontherugwewillgivethemallclipboardstorecord
notesoranswerstoquestions.Wewillinstructthestudentstocomeupwith5questionsthey
wouldliketoaskthegeologist.Thiswaythestudentsworkontheirinquiryskilland
notetakingskills.
Oncethestudentsarereadywewillinvitetheguestspeakerintotheclassthe
studentswillbeaskedtoclapandsayhellotoourguest.Thestudentswillsitquietlythrough
the510introductionthattheguestspeakerwillhavetooffer.Oncethespeakerhasfinished
thestudentswillbeallowedtoaskquestions.
Whenthestudentsfinishedtheinterviewtheywillthanktheguestspeaker.The
studentswillbeaskedtoreturntotheirseatsandtakeoutoftheirfinalprojects.Thestudents
willpresenttheirfinalprojectonebyonewhentheirnameiscalled.
Differentiation:
Somestudentswillneedtohavetheirquestionswrittendownonasheetofpaperso
theydonotforgettoaskaparticularquestion.
Questions
:
Whatdoyouthinkanappropriatequestionwouldbetoaskageologist?
Whatisaquestionthatwemightnotwanttoaskageologist?
Caneveryonewritedownfiveappropriatequestionstoaskthegeologist?
Thestudentswillbecalledtothecarpetandsentbacktotheirseatsbyhavingtheir
groupnumberscalled.Thegroupcaptainswillpassoutclipboardstotheirgroupmembers.
Tokeepthestudentsquietwhiletheguestspeakeristalkingwewillenforcetheruleof
respectingothers.Iftheybreakthisruletheywillmovetheirnamedownonthecolorchart.
Thissamerulewillapplywhileothersarepresentingtheirfinalprojects.
Transitions:
Thestudentswillbeattheirdesksfortheinterviewandwewantthistorunas
smoothlyaspossiblesowewilldiscourageanygettinguporrunningaround.Whenthe
interviewhasbeenconcluded,wewilltransitionrightintothestudentpresentationsoftheir
finalproject.Ourguestspeakerwillbeinvitedtostay.
Closure:
Thelessonwillbeconcludedwiththefinalstudentpresentation.Wewillasksome
final,overarchingquestionstoseewhattheystudentshavelearnedovertheunitandtoclarify
anylastconcerns.
StoryofaRock
Directions:
Foryourfinalproject,youwillbewritingastoryaboutarock.This
storyhastostartfromthebeginningofarockslifeandendwiththerock
becominganadult.Youwillbeorallypresentingthesestoriesontheduedate.
DueDate:
May8,2015
HelpfulHints:
Youcanwriteaboutanigneous,metamorphic,orsedimentaryrock.
Thinkabouthowtheserocksareformedandwheretheycomefrom.
Remembertoincludethelocationandwhattherocksaremadeoutof.
Also,besuretoreviewtherockcyclewhenwritingyourstory.
Yourpapershouldbe35paragraphsinlength.
Neatnesscounts!
Whenpresentingyourstory,makesuretospeakloudlyandclearly.
StoryWriting:FinalProject
TeacherName:
MsLeaheyandSaporito
StudentName:________________________________________
CATEGORY
lotoftimeandeffort
tothewriting
process(prewriting,
drafting,reviewing,
andediting).Works
hardtomakethe
storywonderful.
Studentdevotes
sufficienttimeand
efforttothewriting
process(prewriting,
drafting,reviewing,
andediting).Works
andgetsthejob
done.
Studentdevotes
sometimeand
efforttothewriting
processbutwasnot
verythorough.
Doesenoughtoget
by.
Studentdevotes
littletimeandeffort
tothewriting
process.Doesn\'t
seemtocare.
Thestoryisvery
wellorganized.One
Thestoryispretty
wellorganized.One
Thestoryisalittle
hardtofollow.The
Ideasandscenes
seemtobe
WritingProcess Studentdevotesa
Organization
Spellingand
Punctuation
ideaorscene
followsanotherina
logicalsequence
withclear
transitions.
ideaorscenemay
seemoutofplace.
Cleartransitionsare
used.
transitionsare
sometimesnot
clear.
randomlyarranged.
Thereareno
spellingor
punctuationerrors
inthefinaldraft.
Characterand
placenamesthat
theauthorinvented
arespelled
consistently
throughout.
Thereisone
spellingor
punctuationerrorin
thefinaldraft.
Thereare23
spellingand
punctuationerrors
inthefinaldraft.
Thefinaldrafthas
morethan3
spellingand
punctuationerrors.
Mostofthestoryis
relatedtothe
assignedtopic.The
storywandersoffat
onepoint,butthe
readercanstill
learnsomething
aboutthetopic.
Someofthestoryis
relatedtothe
assignedtopic,but
areaderdoesnot
learnmuchabout
thetopic.
Noattempthas
beenmadetorelate
thestorytothe
assignedtopic.
Theentirestoryis
Focuson
AssignedTopic relatedtothe
assignedtopicand
allowsthereaderto
understandmuch
moreaboutthe
topic.
Accuracyof
Facts
Allfactspresented
inthestoryare
accurate.
Almostallfacts
presentedinthe
storyareaccurate.
Mostfacts
presentedinthe
storyareaccurate
(atleast70%).
Thereareseveral
factualerrorsinthe
story.
Neatness
Thefinaldraftofthe
storyisreadable,
clean,neatand
attractive.Itisfree
oferasuresand
crossedoutwords.
Itlookslikethe
authortookgreat
prideinit.
Thefinaldraftofthe
storyisreadable,
neatandattractive.
Itmayhaveoneor
twoerasures,but
theyarenot
distracting.Itlooks
liketheauthortook
someprideinit.
Thefinaldraftofthe
storyisreadable
andsomeofthe
pagesare
attractive.Itlooks
likepartsofitmight
havebeendonein
ahurry.
Thefinaldraftisnot
neatorattractive.It
lookslikethe
studentjustwanted
togetitdoneand
didn\'tcarewhatit
lookedlike.
Introduction
Firstparagraphhas
a\"grabber\"or
catchybeginning.
Firstparagraphhas
aweak\"grabber\".
Acatchybeginning
wasattemptedbut
wasconfusing
ratherthancatchy.
Noattemptwas
madetocatchthe
reader\'sattention
inthefirst
paragraph.
Setting
Manyvivid,
descriptivewords
areusedtotell
Somevivid,
descriptivewords
areusedtotellthe
Thereadercan
figureoutwhenand
wherethestory
Thereaderhas
troublefiguringout
whenandwhere
Requirements
whenandwhere
thestorytookplace.
audiencewhenand
wherethestory
tookplace.
tookplace,butthe
authordidn\'tsupply
muchdetail.
thestorytookplace.
Allofthewritten
requirements(#of
pages,#of
graphics,typeof
graphics,etc.)were
met.
Almostall(about
90%)thewritten
requirementswere
met.
Most(about75%)
ofthewritten
requirementswere
met,butseveral
werenot.
Manyrequirements
werenotmet.
OralPresentationRubric:StoryofaRock
TeacherName:
StudentName:________________________________________
Category
UsesComplete
Sentences
Always
(99100%of
time)speaksin
complete
sentences
Mostly
(8098%)
speaksin
complete
sentences
Sometimes
(7080%)
speaksin
complete
sentences
Rarelyspeaks
incomplete
sentences
Content
Showsafull
understanding
ofthetopic
Showsagood
understanding
ofthetopic
Showsagood
understanding
ofpartsofthe
topic
Doesnotseem
tounderstand
thetopicvery
well
Speaksclearly
anddistinctly
most(9485%)
thetime.
MIspronounces
nomorethan
oneword.
Oftenmumbles
orcannotbe
understoodOR
mispronounces
morethanone
word
Staysontopic
some(8975%)
ofthetime
Itwashardto
tellwhatthe
topicwas
Volumeisloud Volumeisloud
enoughtobe
enoughtobe
heardbyall
heardbyall
audience
audience
membersat
membersat
least90%ofthe least80%ofthe
Volumeoften
toosofttobe
heardbyall
audience
members
SpeaksClearly
Speaksclearly Speaksclearly
anddistinctlyall anddistinctlyall
(10095%)the
(10095%)the
time,and
time,but
mispronounces mispronounces
nowords
oneword
StaysonTopic
Staysontopic
(100%)ofthe
time
Volume
Volumeisloud
enoughtobe
heardbyall
audience
members
throughoutthe
Staysontopic
most(9990%)
ofthetime
presentation
TotalScore/20
time
time
DearParents/Guardians,
Wewouldliketoinviteyoutowatchyourchild
presenttheirscienceunitproject!Thestudentswill
th
bepresentingtheirprojects
May8
at
1:45pm
.We
wouldloveitifyoucouldjoinusinappreciatingall
thehardworktheyhaveputintothisproject!We
lookforwardtoseeingyou!
Sincerely,
EmmaSaporito
MeghanLeahey
StudentTeachersinMs.GrantsClass

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