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Lesson Plan

Date: February 13, 2017


Subject: Earth Science Grade: 12
Topic: Formation of igneous rocks

Essential Question

How does depositional environment and heat affect how igneous rocks are
formed?

Materials:
Power point presentation- ES30 Igneous formation
You tube video
Ziplocks filled with hot water, towels and 2 long handled thermometers
Rock and mineral samples- Garnet, pyrite, pahoehoe, olivine, pyroxene, amphibole,
biotite, feldspar, quartz, muscovite

Stage 1- Desired Results you may use student friendly language


What do they need to understand, know, and/or able to do?

Explain how igneous rocks are formed including how the location of
crystallization, and composition of magma affects the type of rock that will be
formed.

Be able to point out on a picture (of a volcano) the location of rocks based on
their crystallization features
Predict what kind of rock will be formed based on magma composition

Broad areas of learning:

Lifelong learners- students will be observant of using their imagination to bring the
rocks and other pictures to life and explore the world that is around them.

Cross curricular Competencies:


Developing literacies
Construct knowledge related to various literacies- Students will listen, participate, watch
videos, and try to make sense of diagrams related to igneous rocks and science.

Explore and interpret the world using various literacies- I will ask many questions and
have a quiz that have students make sense of a variety of strategies.

Express understanding and communicate meaning using various strategies- Students


will use language and write words particular to igneous rocks. And will understand the
concepts and processes that affect igneous rocks.

Developing thinking
Students will analyze concepts and make connections to prior knowledge for some of the
vocabulary used in this lesson.
They will show interest in the world and explore a complex system using words and
pictures.

Outcome(s): ES30-LS2 Examine the processes that lead to the formation of rocks and
minerals
Indicators:
a. Differentiate the three main rock groups by their processes of formation, including
the roles of time, heat and pressure. (igneous part)
b. Distinguish between intrusive and extrusive igneous rocks and their inferred rate
of cooling from their grain size.
c. Identify how temperature at time of formation influence whether igneous rocks
become rich in iron and magnesium (mafic) or rick in silicon and aluminium
(felsic).

PGP Goals:

2.2 proficiency in the Language of Instruction

2.5 knowledge of a number of subjects taught in Saskatchewan schools


(disciplinary/interdisciplinary knowledge);

4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes
as outlined by the Saskatchewan Ministry of Education

Stage 2- Assesssment

Assesssment FOR Learning (formative) Assess the students during the


learning to help determine next steps.

Assess whether they have learned the important parts of the igneous
cycle with a mini quiz at the end of the lesson to know whether we should move on to
the rock lab tomorrow or spend a few more minutes to go over this tomorrow.

Assesssment OF Learning (summative) Assesss the students after learning to


evaluate what they have learned.
This lesson will answer question # 1 and 3 on the final unit exam.
Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)


Today we will learn about the proceeses of formation of igneous rocks and why
they arent all the same.

Today we will learn about the second type of rocksthe


igneous rocks.
You Tube video (3 min).
Volcano eruption - Lava Volcano erupting - Hawaii
volcano - Lava lake - Lava flow- 2017
https://www.youtube.com/watch?v=Vn-wz

Main Procedures/Strategies: (50 min)

Slide 1 and 2 are introduction.


Slide 3- Images of igneous rocks, why do they look so different?
Slide 4- Crystal size, repeat that they are uniform and each mineral has a specific crystal
habit.
Slide 5- Demo- Put ziplock of hot water under towels, and another on top. Put the
thermometer in and see which one cools faster. Continue to check the temperatures
throughout the class- should show the difference in cooling on the surface and
underground. Make sure to define extrusive and intrusive and show it on the slide.
Slide 6- Same slide, with pictures of two types of rocks, basalt and diorite. Stress the
difference in crystal size. Cannot see any differentiation in the crystals of the basalt.
Slide 7- Pahoehoe is an extrusive rock with very fine crystals because it comes out in
thin layers and cools very quickly. Pass around sample of pahoehoe
Slide 8- mafic igneous rocks, the word mafic comes from Ma- magnesium and fic- for
iron. I hope that they have an idea of the minerals involved because we looked at these
ones in our mineral lab. Have the samples out for a quick look if needed. What is
specific gravity? how heavy something is compared to its size What does it mean if
something has a high specific gravity? that it is heavy
Slide 9- These are all mafic rocks so what makes them different? (how quickly they
cooled)
Slide 10- Read the slide. Explain the picture and how the plates are spreading apart
(divergent plates) which creates an opening that mantle magma can rise into.
Slide 11- Felsic rocks- again if they cant picture the minerals we can pass them around,
Why do they have a lower specific gravity? They contain more light elements than mafic
rocks
Slide 12- Pictures. These rocks have almost the same composition, what makes them
look different? How quickly they cooled
Slide 13- read the slide, explain picture. Notice how the magma that is creating the
rocks comes from closer to the surface than mafic rocks (which explains lower
temperature), and it occurs in areas of convergent plate boundaries.
Slide 14- Read
Slide 15- Compositions of igneous rocks. Look at the picture, what do they notice?
Hoping that they notice that rocks can happen anywhere along a continuum from
ultramafic to ultrafelsic.
Slide 16- Quiz, pull out a paper and pen or pencil. 4 questions, 2 words for each
questions.
Slide 17-20- 4 rocks that we have seen in the pictures and they will name either mafic or
felsic, and either intrusive or extrusive.

Make sure to check temperature of demo now. The extrusive bag (on top)
should be cooler than the covered insulated bag.

Closing of lesson: 7 minutes

Mini quiz- 4 rocks, 2 descriptors for each (8 words total (5 min ))

Slide 21-A quick look at the rock cycle diagram and showing them the areas That we
covered today and the connection to the sedimentary rocks we did in the last lesson.
(which we did in a previous lesson).

We will have another look at these rocks when we do our rock lab in a couple of days.

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)


Written Reflection

Oucome 1- I think that my plans effectively integrate outcomes and indicators by


using good research in my presentation including a video and rock samples. My
lesson was planned with the end goal of the summative assessment unit plan in
mind, with a short formative assessment to check understanding at the end of
todays lesson. I have shown a similar picture of a volcano in the class to the one
that will be used on the unit test so that it will be clear what I am asking.

Outcome 2- My goal is clear and effective and I have explained as many things as I
could in more than one way (ex. Passing around rocks, pictures and written and
oral pieces) which means that my students should be able to achieve the goal. I
talked about the goal for lesson and the things that I hope that they know at the
beginning of the lesson. I have underlined the important definitions that will be
needed to answer many of the questions.

Outcome 3- I chose strategies that I think would work for the outcome and
indicators that I choose. As much as possible I chose to use pictures and samples
so that the students would be engaged (Fake students but I assume that they like
to hold and manipulate things instead of just listen). I have the feeling that my
assessment that I made for assignment #1 will be too easy for the students, but
will be great for ELA students or those that need some extra time. I should have
put in more of a written component which would make the assessment a bit harder
and given a larger range of marks.

Outcome 4- This lesson plan includes anything that a sub would need to teach this
lesson. The hardest part for a sub would be identifying which minerals are which
but they are boxed with names so if they do not mix them up they should be okay.
I have included questions for many of the slides and the corresponding answers
that I think the students will answer. I have planned that the students will take
notes as needed but mostly listen and ask questions, but the lab that we complete
will have many of the definitions and information that the students will need to be
successful for the unit test so they will be able to use this to study from.
Outcome 5- my formative assessment for this portion will be the mini quiz that will
help me to know if they have understood this section or if I need to spend a little
bit more time on some portion of the lesson. I am happy to be able to find out if
there are any troubles before the unit test, and it would be easy to add in a little
bit more information into the upcoming rock lab to clear up any confusion.

Outcome 7- I taught a similar (but much simpler) lesson to grade 7 students earlier
this week. I got some great feedback from the teacher that I should include even
more rock samples and some career information. I think that I will include a career
section in this unit but not until the end of the unit when we talk about resources.
She also said I have a good grasp of the material and that the pictures that I
choose made it simple for even the EAL students to understand. I spent a lot of
time searching for things that I thought that the students would find interesting
and would make the class interesting and interactive for the students. Some of
the goals I have for this lesson are to find more and more pictures and even an
interactive video that would make the class more interesting. Another goal would
be to find a better activity to explain intrusive and extrusive.

Outcome 14- I think that this lesson would make it easy for students to succeed
even taking into account their different needs. I have used many pictures that
show the subject matter without words and will include class notes either before or
after class for those that need it. The quiz is easily completed in the 5 minutes,
but students can spend a couple more minutes if they need after class and I will
not take marks off for spelling as long as I can decipher the word. Students will
also be able to look back in their notes if they want to check spelling or cant
remember the word. Those that are gifted will probably be able to think of other
questions that are related to the pictures and content, I think that I have done
enough research that I can answer almost any questions. These students can also
spend some time learning the names of the rocks if they are interested but that
are not required at this time.

Outcome 15- This unit has been composed to increase the connection between
students. Students will interact while looking at and passing around many rocks
and minerals. They will work in partners and in groups if they need to, to complete
the 2 labs and will be able to visit with each other as they try to figure out the rock
and mineral samples. I think that this topic will be interesting to students because
rocks are something that is around us all the time. After the lesson students will
be able to pick up an igneous rock and explain a little bit about it or even name it.
Outcome 16- I have described key literacies for this subject and underlined important words that
students will need to know. The words will be seen, used and heard throughout the lesson and then will
be used again and again when describing the rock cycle (at the end of each class) and during the labs.
The demo in class will give us the chance to use the subject literacies again while making a connection
from the words to the main ideas.