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Name: Tori Hernandez

Class: ELED 3221 001

Date: April 19, 2018

Indirect Instruction Lesson Plan Template

3 Types of Rocks!


Central Focus/Big Idea: The composition of different rocks and how they form and change
into different rocks. This concept could be added on to and could eventually encompass more
complex aspects of the rocks such as mineral makeup, where the rock types would be found, and
how the rocks change over time.

Subject of this lesson: Sedimentary, Igneous, and Metamorphic Rocks

Grade Level: 4th Grade

NC Essential Standard(s): 4.P.2.3 Classify rocks as metamorphic, sedimentary, or igneous

based on their composition, how they are formed, and the processes that create them.

21st Century Skills: Communication: The students will work in groups or with partners to create
a poster about one of the three types of rocks. This means that they will need to practice skilled
communication and be able to discuss what they want to put on the poster.

Academic Language Demand

● Language Function: In the table below highlight the most important language function for
your lesson. Your language function needs to align with the NC Essential Standard you
identified earlier. Explain why you chose this one.
o I chose describe because students will need to be able to give a detailed
description of the rock type that they chose, how the rock was formed, and what
the rock looks like.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

● Scientific Vocabulary: What are the key scientific terms that your students will learn
through this lesson?
o Sedimentary
o Metamorphic
o Igneous
o Magma
o Minerals
o Pressure
Instructional Objective: Students will be able to individually describe the three different kinds
of rocks, how they are formed, and their characteristics, with 80% accuracy.

Prior Knowledge (student): Where rocks can be found and a little background on volcanoes and
mountains to help students understand why the different rocks look the way that they do.

Content Knowledge (teacher): The teacher will need to know how the individual rocks are
made and different examples for each kind of rock. While there are 3 main different types of
rocks there are also different types of rocks under each main category. Teachers will also need to
know the specific areas in which you will find each kind of rock and why.

Accommodations for special needs (individual and/or small group): Students will be working
in small groups for a majority of the time, so the teacher should ensure that they are stopping to
assist the students when they have questions or concerns about what they are doing. The teacher
can also provide sentence starters for the students who need that kind of assistance.

Materials and Technology requirements:

● 25 sheets of large white paper
● 25 copies of the reading passage and the questions that go with it
● Chromebooks for the different groups of students
● Pictures of the different kinds of rocks

Total Estimated Time: 30-45 minutes

Source of lesson:
● https://nearpod.com/s/science/5th-grade/the-three-types-of-rocks-L32390837
● http://www.cobblearning.net/ecrumpton/files/2014/09/Rock-Summary-Worksheet-
● https://www.flocabulary.com/unit/types-of-rocks/

Safety considerations: How will you make sure students are safe in your lesson?
● Ensure that students are not playing around and that they are staying seated when
Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 E’s. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Don’t just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage: Students interest will be captured by watching the Flocabulary called “Types of
Rocks.” This will capture the students attention because they will all want to listen to the song
and dance. When the song is over begin the powerpoint.

Explore: Now that the video is over and the powerpoint presentation is up on the screen. To
begin ask the students “Who can remember the three different types of rocks? How are
sedimentary rocks formed? How are igneous rocks formed? How are metamorphic rocks
formed?” Then ask students, “What else do you know about rocks? What are some things that
you might want to know about rocks?” Once you get some good responses and questions tell the
students “You all had some really good responses and some really interesting questions. Let’s
see what we can find out today.” When you start the first slide ask for a volunteer to read the
slide. Then have students explain some of the characteristics of the pictures of the rock that is on
the slide. Repeat this for all three rocks.

Explanation: Ask students to repeat what we just learned about each of the three types of rocks.
Then explain to students that they are going to be working in small groups to create posters about
one of the three types of rocks. They will be able to work in a group of up to four other students.
The poster needs to include: a title, where or how the rock is formed, characteristics of the look
of the rocks, color, and at least one fun fact. To find the fun fact the students will be able to use
one chromebook per each group. Inform the students that the poster should be able to be
understood by someone who has never learned about these kinds of rocks before. Tell the
students that when they are finished let me know so I can give you the next part of the activity.

Elaborate: When the students are done with their posters, tell them that they now will need to
work individually on the provided worksheet. Emphasize that before the students begin to read
the passage they should remember to chunk the passage first, then read the questions and
highlight keywords in the questions that they are going to look for in the passage to find the
correct answers. Summarize that while the students are reading, they should highlight the
keywords, stop and jot, write a love letter to the title, slash the trash, and mark a p next to the
possible answer choices.

Evaluate:The formative assessment will be the questions asked after the video, during the
powerpoint, and during the creation of the posters. The summative assessment will be the
passage and the questions that they will answer at the end of the lesson. Then, we will collect the
posters and the passages. This way I can check the facts that the student has on the posters and
the answers on their passage.

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
● The classroom teachers were surprised by the work the students did for me. Their posters
were beautiful and filled with information and the students worked hard on the passages
and questions. All of the students got the questions correct and when they finished they
were able to go back to working on their posters and work on adding color to them.

Reflection on lesson:
● When I finished my lesson and I read the feedback from the teacher and I looked over the
work that the students did I realized that I need to work on my classroom management.
While the students were making the posters it got noisy, but all of the conversations were
related to the posters. If I could go back I would have students work on the passage and
questions first and then start to work on the posters. This would have been helpful
because the students would have still be focused from the lesson. Instead I had to then
ask students to quiet back down and to have to focus in on something less interesting.