Science Lesson Plan

LESSON PLAN OUTLINE JMU Elementary Education Program The following information should be included in the header of the lesson plan:  Alexis Padgett  Mr. G, Plains Elementary School  October 29, 2018 at 10:30  Submitted October 24th to practicum teacher o Signature:

The Rock Cycle A. ESSENTIAL QUESTION/TYPE OF LESSON This will be a review lesson of the rock cycle. The essential questions will include what the key terms are included in the rock cycle and the essential elements. Where do rocks come from and how are they formed? B. CONTEXT OF LESSON Students have shown their readiness and brief knowledge of the rock cycle. Based on the science talk, there was very basic knowledge of rocks and how they are formed. Although this is true, they exemplified a willingness to learn more about the subject. During the science talk there were rock names that were mentioned but not how they become rocks. Because of this, the rock cycle needs to be taught and further understand. My science talk took place roughly two weeks before my lesson will take place, therefore they will have more of an understanding of the rock cycle where I will be using several different ways to help engage the students and furthering their learning. This lesson has several hands – on and creative elements. This lesson will act as a review for the children where they will be having a test later on in the week. During the lesson the children will be showing their knowledge of the rock cycle using a sort where they will have to explain their thinking. They will also be working through the rock cycle using starburst and making and forming their own rocks. Finally, they will show their understanding by working on a comic strip. Being that the students are in 5th grade, they will be able to act responsibly and attempt to stay on task. C. IDENTIFY THE VIRGINIA STANDARDS OF LEARNING and the NEXT GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS) 5.7 The student will investigate and understand how Earth’s surface is constantly changing. Key concepts include a) identification of rock types; b) the rock cycle and how transformations between rocks occur 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. D. OBJECTIVES Understand – what are the broad generalizations the students should begin to develop? These are typically difficult to assess in one lesson. These should be written in

Know – what are the facts, rules, specific data the students will gain through this lesson? These “knows” must be assessed in your lesson.

Do – what are the specific success criteria for the lesson? Each objective will be assessed in your lesson. One objective should be a language objective. These should be

the form of “I understand” statements. I understand rocks are formed in a variety of ways in a variety of circumstances using the rock cycle sort.

These should be written in the form of “I know that” statements. I know the process of rock formations and the key terms through the process (sediments, magma, melting, cooling, compaction, cementation, heat, pressure, weathering, and erosion).

written in the form of “I can” statements. I can demonstrate how different rock types are formed. I can explain the rock cycle.

I know a sedimentary rock is formed by compaction and cementation. I know metamorphic rock is formed by heat and pressure. I know rocks take part in a cycle. E. ASSESSING LEARNING

Objectives (I can)

Opportunities to Respond

Evidence

I can demonstrate how different rock types are formed.

They will be able to respond through the explanation of what needs to occur to go from sediments to a sedimentary rock.

They will show their knowledge by showing their creating on their desk.

I can demonstrate how different rock types are formed.

They will be able to respond through the explanation of what needs to occur to go from a sedimentary rock to a metamorphic rock.

They will show their knowledge by showing their creating on their desk.

I can explain the rock cycle.

They will be able to talk through the sort with other children and form the sort into the rock cycle.

Students will show their knowledge through sorting the pictures and terms.

They will be able to respond to this objective through the illustration of the comic strip.

Students will show their understanding through the illustrations and words in the comic strip.

I can explain the rock cycle.

F. MATERIALS NEEDED Rock Cycle Sort in individual bags (20)– me Starburst cut into pieces – me Glue sticks – classroom Paper – classroom Comic Strip – me Dock cam – classroom G. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS

   

The students will think that they have to start the cycle in one place. The students may not understand the purpose of the starburst. The students may not know where to begin when doing the comic strip. Throughout this lesson the questions I will pose includes: o What are the different steps that occurs between part of the cycle? o What are your questions when it comes to the rock cycle? o What parts confuse you?  Best on the answers of these questions, I will be able to change the way I am going about the lesson through walking through all of the elements of the rock cycle more intently.

H. SAFETY Being that the students will be handling food, in regards of safety the children should not eat the candy that they handle. A way to prevent this will be to give the children a starburst at the end. I.

PROCEDURE

Activity Element & Time (in minutes)

Procedures and management Students Step-by step procedures including questions and Describe what the students main points – visualize what you are going to say to will be doing as a result of the students. It might be helpful to script out what your instructions you are going to say, although during the lesson you do not need to use this language verbatim. Students will engage with me

Engage Introduction

I will ask the student to explain their knowledge of in offering me the knowledge that they have of the rock cycle the rock cycle and what they know. and how it works.

Event 1

Transition

Event 2

Student will explain their The Rock Cycle sort will be passed out and I will knowledge of the different talk with the students to see if they recognize the pictures and terms and then pictures and words apart of the sort. Once this has show their knowledge been done, the sort will be worked through though working individually individually then in a group. and with a partner to position the sort. I will have a set of the sort with me in the front of the Students will come to the classroom we will work through the sort together. front and place different The different starburst will be passes out. 4 pieces of elements of the sort. each color would be given to all of the students. The students will answer the Once the students all received their portion of each questions that will asked color of starbursts, I will ask the students what they and model the starburst into believe the pieces represent. Since they represent the different rocks using the sediments, I will then ask the students what process appropriate methods that are takes place to make a sedimentary rock, and we will a part of the rock cycle.

all preform those elements. We will then work together, to go through the next part of the cycle, sedimentary rock to a metamorphic rock. We will work through the process of heat and pressure together. Lastly, we will talk about the process between a metamorphic rock and an igneous rock. Being that we will not have access to place to melt the starburst, I will bring in an example that will be passed around. I will then ask how the starburst then could hypothetically continue through the rock cycle.

Transition

Students will express any Once all parts of the rock cycle are reviewed, I will concerns they may have lead a discussion as to how comfortable the children with the rock cycle. They are feeling with the rock cycle. The clear comic strip will volunteer information if will be passed out. they would like.

Event 3

The instructions for the comic strip will be provided. They will also be given the key vocabulary terms The students will make their they must include in the comic strip explaining the own comic strip through rock cycle. These terms include sediments, magma, producing pictures and their melting, cooling, compaction, cementation, heat, own individual creativity. pressure, weathering, and erosion.

Transition

If they would like to A student will be asked if they would like to share volunteer they will then be their creation. If they are not wanting to share with able to show the class using everyone they will be asked to turn to a partner and the Doc camera. If there are walk their partner through their thoughts. no volunteers they will explain their comic strip.

Conclusion:

I will ask if there are any questions.

Students will volunteer any parts of the rock cycle that they do not understand.

J. DIFFERENTIATION I have planned to meet the needs of all of the students. Throughout this lesson I have touched on the very different elements of teaching such as visual, hands-on, and creative when teaching this one topic. In doing so I believe all of the students will be engaged in what they are learning whether it by in one area more so than the other. When going through the sort some students will be allowed to use their notebooks then they are unsure while producing the sort. When it comes to the comic strip there can be more explicit guidelines that can be given, labeling each square they will need to show illustrations of. Group = English Language Learners/Students with a Learning Disability/Students with A Severe Disability

Group: Students who are stuggling will the objectives Activity Element Justification

Support

Students who are struggling with the rock cycle sort.

Students not understanding what is asked of them with the comic strip

The students who are working together, have not begun to place pieces down to start the cycle. They are struggling to find what to begin the sort with.

I will approach the groups who seem to be struggling to get them started. Once I have seen that they are beginning to understand, I will allow them to use their notebooks to see if that will help placing the pieces in the right location.

When walking around I will be able to see if the students are understanding the assignment because they are looking at a blank sheet.

When I see that a student is struggling to find what to include in their comic strip, I will provide support by offering up some ideas they could use. I will also give them the opportunity to use their notebooks as well to look are the definitions of the different parts of the rock cycle. This could help in getting some idea flowing.

Group: Students who are fully understanding the objectives Activity Element Justification Support

Students who finish the rock sort early.

I will able to see this when students look as if they are talking about something other than the rock cycle and the sort is completed. I will also check and see if they are correct.

I will give these students to ability to help other students who are confused. They will be able to lend a helping hand to other students. They also may be able to explain the material in a way that the students understand better.

Students who finish the comic strip early.

The students who finish the comic strip early will show me their work. If it is all accurate, the students then finished.

Being that the students finished early, I will give them the opportunity to do another comic strip starting at a different part of the rock cycle.

K. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

  

Students could not understand the use of the starbursts experiment. o I can be sure that they understand that the pieces of the starburst are to act as sediments. The students may not now have to utilize the comic strip. o If they seem to not know where to start I can give some starter ideas such as going through what they did with the starbursts as a guide when creating the comic strip. Students may not stay on task. o I will keep their interest with the edible experiment. I try my best to keep the students engaged and allow them to be creative and interpret the rock cycle in their own way.

Rock Cycle Sort

SEDIMENTARY ROCK

METAMORPHIC ROCK

IGNEOUS ROCK

SEDIMENTS

MAGMA

Weathering

Cooling

Heat Erosion

Cementation

Pressure

Melting

Compaction

Crystallization

Name: ____________________________ WORD BANK Sediments

Compaction

Weathering

Magma

Cementation

Erosion

Melting

Heat

Sedimentary rock

Cooling

Pressure

Metamorphic rock Igneous rock

Lesson Implementation Reflection As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights. I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. I believe that the lesson went pretty much as planned, including most of the element put in the lesson plan. The only problem that I faced while doing the lesson was time. I was not able to give the students as much time as I hoped to figure out the sort and complete the comic strip. When working with the students on the sort, I could tell that they were struggling with it a little more than I thought they would. Being so, I wished that there was more time I was able to spend with all of the groups. Although I was not able to come around to every group, my CT helped me in talking and helping the other groups I was not able to speak to. When we were running out of time to complete the sort, we came back together and created a sort as a whole class. This gave all the students the ability to have a correct and complete sort to go off of. The second element of this lesson that we ran out of time with was the comic strip. I was hoping that a lot of the students would have a complete comic strip allowing someone to share, but there were only two to share which worked pretty well. It gave a good canvas for other children who were not able to thinking of something to write. My CT also gave the students the opportunity to complete their comic strip one they finished their math work. Overall, I believe the lesson went pretty close to how I planned the lesson. There were only small things that were easily overcome. II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? The assessment for this lesson was the student’s completion of the rock sort and the comic strip. I believe that through this lesson implementation, I was able to appeal to all children’s learning style. Some students were more successful with the sort which is something that is straight forward where there is one way to complete the assignment while other students where more successful with the creative aspect of the comic strip. I believe that based on the different aspects that appealed to different children, helping them all further their learning of the rock cycle. Also including the hands-on activity, all students were engaged in creating their own rock. Based on these activities I believe the students learned the different elements of the rock cycle such how all the rocks form from one another. The evidence I was able to conclude that the students learned was through the comic strip. Most of the students were able to understand that how the rocks are joined together through the rock cycle and how they are joined to one another. Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but there’s still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below.

Gets it

a. Understands…

Has some good ideas, but…

Does not get it

Student A

Student B

Student C

Student D

Student E

Student F

That the rocks are joined through the cycle.

All rocks are a part of a cycle to become a rock.

That sedimentary, metamorphic, and igneous rocks are a part of the rock cycle.

There are serval different aspects that connect one rock to another.

That there are different rocks apart of the rock cycle.

That there are different elements of the rock cycle.

b. Confused about…

The formation of the metamorphic rock compared to the formation of the sedimentary rock

How you can go from one element to another rather than just going in a cycle.

The specific elements a rock goes through to led to another rock.

The specific elements a rock goes through to led to another rock.

That one rock can transform to a different rock.

That the different elements of the rock cycle are all connected.

c. Questions to ask to clarify what I know

Is there a specific place to start with when completing the rock cycle?

Are you able to go from an igneous rock to sediments?

What are the different elements that a rock goes through to become a different rock?

What are some pieces that are connected through the rock cycle?

What are some terms apart of the rock cycle?

What are the major rocks a part of the sort?

d. Ideas to work on next

How the cycle can also move differently than just in a circle such a metamorphic rock can go through weathering and erosion to become sediments.

That there are different rocks that are a part of the metamorphic, sedimentary, and igneous.

Explaining why a sedimentary rock is formed through compaction and cementation rather than heat and pressure.

Why it is that certain elements affect the rock in specific ways.

How the different rocks are linked in the cycle.

How the different rocks are linked in the cycle and how one leads to another.

a. Where is each student’s learning within the framework of the SOLO Taxonomy? What evidence do you have to support your answer? Please provide student work samples. The students are learning within the framework of the SOLO Taxonomy. With the comic strip the students created, I was able to observe what they learned through the lesson in a creative manner. Within the comic strip, the students used the words that they learned in lesson. I was able to see the students use the vocabulary words accurately. b. What does each student appear to understand? The students appear to understand the different elements of the rock cycle and how they are connected. c. What does each student appear to be confused about? The student does not seem to be confused about anything a part of the cycle. d. What questions might you want to ask each student to clarify what you know about the student’s understanding? How did you know to use these vocabulary terms when talking about the specific part of the rock cycle? e. What ideas does each student need to work on next?

After this lesson the students will be able to learn more about rocks and other formations such as fossils. III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. If I was to repeat this lesson incorporating developmentally appropriate practice in a better way through the sort. I should have given them a place to go off of. I believe it was too difficult for the students to understand that they are able to start anywhere. IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? If I was the classroom teacher, the next lesson I would like to do would be fossils and how they are made by sedimentary rock. Through this they could also better understand the different elements that are used to form a sedimentary rock. V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? Through the planning and implementing of this lesson, I have come to realize how important it is to keep the students engaged through the learning process. In some cases, it is hard to keep the students volumes down but in some cases it is good to allow the students to communicate. VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching? When teaching, it is very important to make sure the students understand what they are doing and why. This was one of the worries I had when incorporating the starburst activity in the lesson. It was important for me to explain what the starburst represented and why. If I was not clear with my intentions and instructions than they would not have been able to learn what was intended. VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself? When it comes to me and teaching a whole group lesson revolves around classroom management. This was something that came up during the lesson when the students became a little loud. This made it clear that I need to learn some more strategies when attempting to control the classroom. Overall, I believe I was able to get their attention ferally well but there is always room for improvement.

Appendix A: UNWRAPPING of VA SCIENCE STANDARD Unwrap VA SOL. For each Big Idea found in the standard, write an essential question.

Unwrapped Concept (nouns) Terminology - earth surface is constantly changing

Unwrapped Skill (verb)

Taxonomy Level (Bloom’s, SOLO, DOK)

Apply Explain

Applying (3) Analyzing (4)

Rock Cycle - Major processes and rock - Rock types

Draw Label Describe

Remembering (1) Understanding (2)

The origin of - Igneous - Sedimentary - Metamorphic

Compare Contrast

Understanding (2)

Rock samples through rock classification - Granite - Gneiss - Slate - Limestone - Shale - Sandstone - Coal

Identify

Analyzing (4)

Make

Creating (6)

Describe

Understanding (2)

Differentiate

Analyzing (4)

Plausible Inferences - Changes in the earth over time on fossil evidence

Structure of the Earth - Crust - Mantle - Outer Core - Inner Core

Plate tectonic boundaries relating to changing surface - Divergent - Convergent - Transform

Origin of Earthquakes and Volcanoes - Affect earth’s surface

Compare Contrast

Understanding (2)

Big Idea

Essential Question

The Earth’s systems are made up of various cycles.

How are the properties of a rock made?

The Earth’s structure and surface affect the formation of rocks.

How could you be a part of the rock cycle?