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TCNJ Lesson Plan

Types of Rocks

Student Name: Nicole Holmes School Name:Hopewell Elementary

Grade Level: 3rd Host Teachers Name: Mrs. Zachow

Guiding and/or Essential Questions:


-What are the three different types of rocks?
-How can the earth influence the way rocks are formed?
-How can human influence the way rocks are formed?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,


possible misconceptions, prior lesson content)
This is not the first lesson in the Rocks and Minerals unit so students may have some prior
knowledge of the three different types of rocks from previous lessons or from previous lessons in
other classes. Students however may be unsure what the different characteristics of each rock
type are or have no prior knowledge of the three different types of rocks.
Standards:
2-PS1-1 Matter and Its Interactions
Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.
2-ESS1-1 Earth's Place in the Universe
Use information from several sources to provide evidence that Earth events can occur quickly or
slowly.
4-ESS1-1 Earth's Place in the Universe
Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time.

Learning Objectives and Assessments:


Learning Objectives Assessment

Students will successfully place different rock The teacher will examine the students science
traits underneath each rock type in their science notebooks to see if the students placed the
notebooks. correct traits in the different categories.

Students will successfully research information The teacher in each group will examine the
about their rock type from informational texts students work and look for the correct
and the internet. information about the specific rock type.

Students will be able to successfully complete Teacher will examine the worksheet to check to
the worksheet by categorizing the rock types on see if students were able to correctly categorize
the worksheet with complete accuracy. each rock type.

Materials/Resources: (List materials, include any online or book references and resources)
-25 copies of each Rocks From booklets
-25 copies of the Dropped Rocks worksheet
-25 copies of the Types of Rocks Sort worksheet
-BrainPop video
-Chart paper and markers
-Chromebooks
-The Big Rock by Bruce Hiscock
Lets Go Rock Collecting by Roma Gans
Simply Science: Rocks by Alice K. Flanagan
A Look at Rocks: From Coal to Kimberlite by Jo S. Kittinger

Plan for set-up/distribution/cleanup of materials:


The students will be gathered on the rug for the beginning of the lesson and while they are away
from their desks, Miss Baleva will place the Types of Rock Sort and the pre-folded Rocks
From booklets on each students desk. When the students get into groups, the teacher
working with each group will gather the paper materials while the students retrieve their own
Chromebooks. Depending on the amount of time in the lesson, the teachers will either pass out
the Dropped Rocks worksheet to each student at the end of the lesson but if there is not time,
the worksheets will be placed into student cubbies to be completed for homework.

Step by Step plan (numbered):


1. Miss Holmes will begin the lesson by gathering the students on the carpet. She will ask
the students if they know anything about the three different rock types or if they know
any examples of any of the rock types. Miss Holmes will accept any answers and write
the students background knowledge on the white board. Miss Holmes will then play the
BrainPop video. After the video Miss Holmes will ask the class if there is anything they
would like to change from the list of things they knew about the different rock types.
2. Miss Holmes will then tell the students that we are going to read a book about a very
large and old rock in the Adirondack Mountains. Miss Holmes will read The Big Rock
all the way through and at the end of the book, Miss Holmes will ask the students to turn
and talk to their neighbor and talk about what kind of rock they think the big rock in the
story is. Miss Holmes will accept a few answers from partnerships and tell the students to
continue thinking about what type they think the big rock is throughout the lesson.
3. Miss Holmes will then explain that the class will be split into three groups (Group 1:
Augie, Anu, Chelsea, Jake, Katie M., Eve, Sara, Frankie; Group 2: Kirthi, Maddie, Kate
D., Delainey, Grace K., Christopher, Lena; Group 3: Myla, Carter, Emily, Gracie C.,
Matthew, Aniyha, Ethan) and each group will be responsible for becoming an expert on a
certain type of rock (Group 1: Metamorphic; Group 2: Igneous; Group 3: Sedimentary).
A teacher will be assigned to work with each group (Group 1: Miss Holmes; Group 2:
Mrs. Zachow; Group 3: Miss Baleva) and the teacher will offer support and scaffolding if
the students in the group are struggling. Students will gather their Chromebooks while the
teacher for each group gathers the chart paper and markers.
4. Miss Holmes will send the students back to get their science notebooks and then sit with
their groups. Miss Holmes will show Types of Rock Sort on the doc cam and explain
that students should cut out each header and glue them in their notebook. Students should
then cut out all of the traits but do not glue them. Students should work throughout their
research and presentations to decide which traits go with each rock type.
5. Students will then work collaboratively to become experts on their rock type. Students
will be required to have the following information on their posters: How the type of rock
is formed, where is it most commonly found, what are 3-5 examples of the rock type,
does the rock type form quickly or slowly, what rocks in this category are typically used
for. After this information is covered, students may include any other facts about the rock
type that they believe their classmates should know.
6. After all the students have become experts on their rock types, student will leave their
posters on the desks and come to the carpet. Each group will present their information
one by one to the class. The teacher responsible for the group will bring the poster to the
front of the room and the students in that group will stand in front of the class and present
their work.
7. After the presentations, students will finish their rock sorts. When they are finished and
think they have all the information in the correct spot, their work will be checked by a
teacher. After this, the students can glue the information into their science notebooks.
8. Closure: (Short Closure) If the closer needs to be short, students will be instructed to fill
out an exit slip on a post it note. On the post it note, students will write something
interesting they learned about each of the rock types. If time is short and the short closure
is needed the students will complete the Dropped Rocks worksheet for homework.
(Long closure) If there is ample time at the end of the lesson, students will work on the
Dropped Rocks worksheet in class and complete it by the end of the science lesson.
Students will place the completed worksheet in the science tray.

Key Questions (that you will ask):


What are the three different rock types?
How are the different rock types formed?
What are some examples of each rock type?
How does the earth and humans influence how rocks are formed?
Logistics:
Timing:
5 minutes for intro and BrainPop video
10 minutes for read aloud and discussion
2 minutes for small group instructions
15-20 minutes for small group work
15-20 minutes for presentations
5-15 minutes for closure
Transitions: Students will begin the lesson on the carpet, then move back to the desks to engage
in their small group work, and then end the lesson on the carpet. Miss Holmes will utilize the
timer so students know when they are going to be transitioning to the next part of the lesson.

Classroom Management: Miss Holmes will utilize attention getting strategies like 1, 2,3, eyes
on me and Hands on top, that means stop whenever she needs to get the students attention.
Each group will also have a teacher working with them and she can deal with behavioral issues if
they arise in their group. Miss Holmes will also review they way students should act when their
classmates are presenting information (should sit quietly, be good listeners, clap after the
information is presented).

Differentiation

Students were grouped intentionally for this lesson. Students who can get off task (Augie, Jake)
were placed with student who are usually on task (Anu, Myla) so the students who can get off
task have a model for appropriate small group behavior. Miss Holmes will also wear the
microphone during instruction for Matthew. Students who are pulled out for some of the days;
subjects (Carter, Frankie, Chelsea, Grace K.) have been integrated into the groups. These
students can receive extra support if needed from the teacher in their group or from Mrs.
Muetner. Students can also learn the necessary information for their presentations from multiple
resource such as the provided informational texts or the internet. Miss Holmes is also providing
the students with things they must have on their posters so if they get stuck while designing their
poster they can look to that list for guidance.

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