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Date: 2/7/16
Extending Thinking
Lesson
Assessment Lesson
**The delivery of your lesson is always contingent upon the content you intended to
deliver. Sometimes you may address all of the elements in the template and sometimes
you may not. This template is a guide to ensure you are addressing the essential
elements of a lesson plan to ensure students will be able to demonstrate enduring
understanding.**
This is an Introduction/Acquisition lesson. This will be the second part of the mineral
and rocks unit. The lesson will help the students identify what a rock is in relation to
what a mineral is and what the difference between them are. An Extending thinking
lesson will be done during the Valentine's day party. The students will make rock crispy
treats to demonstrate that they are able to understand the relationship between what a
mineral is and how many minerals make up a rock.
Focus
Students
Attention
Content
Outcome
Performance
Outcome
Content
Standards
Include number
and text of each
standard being
addressed
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented
in two texts on the same topic.
SCI.3-4.5.4.4.C.b. - [Content Statement] - Earth materials in nature include
rocks, minerals, soils, water, and the gases of the atmosphere. Attributes
of rocks and minerals assist in their identification.
Common Core
Focus
Language
Objective
(Classes with
ESL Coteacher)
Statement of Adult Roles: How will the other adults in the classroom
support students? (Component 4D)
Each teacher in the room will have a small group that will rotate over the
course of two days that they will facilitate the lessons to.
Anticipatory
Set /Activating
Strategy
Do Now / Warm-up: How will you engage students in learning? How will
you connect the lesson to their prior knowledge? (Component 1E)
Students will listen and or read a passage from the text. They will explore
videos about rocks and do a diagram on a volcano to see where a specific
type of rock comes from.
Introductory /
Short Lecture/
and/or
Developmental
Activities
Teacher Guided
Practice
Independent
Practice or
Activities
Assessment/
Closure
What does
success on
this lessons
outcomes look
like?
What is the
Formative
Assessment: How
will you & your
students know if they
have successfully met
the outcomes? What
specific criteria will be
met in a successful
Closure Activities:
How will you assist
students in reflecting
upon what they
learned today and
are preparing for
tomorrows lesson?
What homework will
Summative
Assessment: How will
you ensure that all
students have mastered
the identified learning
indicators? How will you
assess their learning
daily? How will you
evidence of
learning?
(Component
1F)
Resources/
Materials:
product/process?
be assigned to help
students practice,
prepare, or elaborate
on a concept or skill
taught?
What texts, digital resources, & materials will be used in this lesson?
(Component 1D)
Science textbook
Goggle classroom, screen cast, video links, read works, brain pop
IXL
Rock samples
Index cards
Access for
All:
How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
All students have access to the Google classroom for the science lessons
and screen casts as well as for links for videos and worksheets for
diagrams will be provided. All students will have an active part in the
discussion during the small group lesson as well as they will each have
access to their IXL accounts to review and to show that they know the
difference between rocks, minerals and other substances.
Differentiatio
n:
that they are on academically. This will help them to keep engaged in the
content as well as feel good about being able to participate in the
questions. IXL is also differentiated for each student on their own accounts
so questions asked will be leveled for them.
Reflection: