Strategy Lesson Plan Directions

Name:          Stephanie Simmens                                          Grade: 8th Grade

Unit:   ESS: Rocks and Minerals                          Time Allotted: 55 minutes

Lesson Topic: The Rock Cycle

Reading Strategy Focus:

The teacher will read aloud an article to the class while students silently
follow along. Students will practice morphemic breakdowns of vocabulary words,
use Cornell Notes to record vocabulary words, and will complete a KWL chart on
the topic.

Digital Literacy Focus:

Students will create a digital graphic organizer on their Chromebooks

using a website. Students will watch a video on the topic with YouTube and will
complete a quiz via QR code (or link) as the bellringer.

Type of Lesson: Introductory

Context for Learning:

Students will have prior knowledge on tectonic plates, volcanoes, and

molten rock. It is important for students know that the rocks that we see above
the earth’s crust were formed by molten rock. Students will know that molten rock
and magma are the same thing while lava is what magma is called when it
reaches the earth’s surface, thus forming igneous rock and starting the rock cycle
that this lesson is about. This lesson on the rock cycle reinforces students’
deeper understanding of the first law of thermodynamics as the mass of the rock
cannot be created or destroyed; shape and form change over time while all rock
materials remain within the rock cycle (Lucas, 2015). A firm understanding of the
first law of thermodynamics is important for students who continue to advance
through Earth and Space Science (ESS) courses, as many other topics within the
discipline rely on this concept. Students may apply what they have learned within
this lesson on the rock cycle to situations in life outside of the classroom as they
are able to think critically on how earth’s processes affect their health, home, and
community.

The classroom is comprised of 20 students. Seven students are White,

seven students are Black, five students are Hispanic/Latino, and one student is
Asian. Eleven of the students are male and nine students are female. Two of the
students in this class are English Language Learners (ELLs) and one student
has dyslexia, a reading disability. The classroom itself is where students attend
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lecture and lab for ESS. Students sit at long tables facing the front of the
classroom where the teacher’s desk is and the large whiteboard. In the back of
the classroom, there are three desks that hold one computer each, for a total of
three computers within the classroom that small groups may use for group
research, and a projector to use at the front of the classroom. In addition, every
student is assigned a Chromebook that they bring to class every day, equipping
the students with high technological capabilities.

Figure 1. ESS classroom (made with https://www.smartdraw.com/).

Curriculum Standard Addressed:

Standards used for this lesson are the Next Generation Science Standards
(NGSS) which were adopted by the Maryland State Board of Education in 2013
(MSDE, 2020).

MS-ESS2-1 - Develop a model to describe the cycling of Earth's materials and the flow of energy
that drives this process.

SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest. (MS-ESS2-1)

MS-PS1-5 – Develop and use a model to describe how the total number of atoms does not
change in a chemical reaction and thus mass is conserved.

https://ngss.nsta.org/DisplayStandard.aspx?view=topic&id=50
 3

Objectives (observable and measurable):

 Students will understand the three different types of rock within the rock
cycle: igneous rock, sedimentary rock, and metamorphic rock (Bloom’s
Taxonomy: understand).
 Students will be able to tell the differences between the different types
rock (Bloom’s Taxonomy: analyze).
 Students will create a visual organizer labeling the different types of rocks
in the rock cycle and their characteristics (Bloom’s Taxonomy: create).

Materials:

Teacher Materials:

 10-gallon zip-lock bags each containing one igneous rock sample, one
sedimentary rock sample, and one metamorphic rock sample (in total 10
igneous rock samples, 10 sedimentary rock samples, and 10 metamorphic
rock samples)
 Internet connection
 QR code for bellringer activity for students using cellphones
 Bellringer link: http://www.quiz-maker.com/Q6L59Z3YN
 Website: www.popplet.com
 Projector and teacher laptop
 PowerPoint presentation
 YouTube link: https://www.youtube.com/watch?v=jKBihdnveac
 KWL charts (to handout)
 Homework instructions printouts (to handout)
 Extension activity printouts (to hand out)
 Whiteboard and dry erase markers

Student Materials:

 Student Chromebooks
 Internet connection
 Student cellphones (if applicable) for bellringer activity
 Website: www.popplet.com
 Bellringer link: http://www.quiz-maker.com/Q6L59Z3YN
 KWL chart (to complete in class)
 Notebooks
 Colored pencils
 Highlighters
 Extension activity printout (to complete if extra time allows)
 Homework instructions printout (to take home)

Proactive Behavior Management:

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The first step in creating a good learning environment is to establish

relationships with the students. Greeting students at the beginning of class at the
threshold of the classroom with a high-five, handshake, or warm greeting helps to
create stronger relationships with the students (Terada, 2019).

Students in the class will be seated at two long tables where they will be
assigned seats according to their abilities and skill levels. Higher-skilled students
will sit in the same relative proximity so that when paired, they can challenge
each other. Regularly skilled students will be together, and students with lower
skills will sit together. Each ELL student will sit next to a student within their skill-
level, as determined by previous informal assessments, who is fluent in English
and has shown understanding of the subject from prior assessments. This
approach challenges the ELL to use language reflecting the other student’s, and
will encourage a more engaging conversation among the pairs (Verner, n.d.).
The student with dyslexia will also be placed next to a student within their skill-
level who also is proficient in reading, writing, and has shown prior understanding
of the content from informal assessments.

The classroom rules will be posted on the wall by the front of the classroom
next to the whiteboard as a reminder of behavior and performance expectations.
Classroom rules will have been a collaborative effort at the beginning of the
school year where students would have helped to form rules that would
contribute to a good learning environment. Rules would include:

1. Come to class on time.

2. Be respectful to one another and the teacher.
3. Allow others to speak without interruptions.
4. Raise your hand before you speak.
5. Always do your best.
6. Follow directions.
7. No eating or drinking in the classroom.
8. Save cellphone use for after class unless instructed otherwise.
9. Always come to class prepared.
10. Always follow the safety rules in the science classroom.

Provisions for Student Grouping:

This lesson will use homogenous seating where students with higher-
abilities will be assigned seating around their peers with similar skill-levels.
Average students will sit and work among each other, and students with lower
abilities will be placed among each other. This is an effective seating
arrangement as it allows each student to challenge themselves within their peer
group. Students who have higher-skilled abilities will challenge each other and
will stay engaged in the lesson, whereas students with lower-abilities will find
new roles within their peer grouping system, giving them new leadership roles
 5

that they otherwise would not have had if paired with a more skilled student
(Johnson, 2014).

Procedures:

Warm-Up/Opening (3 minutes)

The warm-up consists of a short quiz that will test students’ prior
knowledge on volcanoes and volcanic activity. The quiz can be taken either on
the students’ Chromebooks via a link (http://www.quiz-maker.com/Q6L59Z3YN),
or students are permitted to use their cellphones to take the quiz via QR code
that will be displayed on the whiteboard in front of the classroom from the
projector (see Appendix A). Students may take a screenshot of their final score
and email it to the teacher for later review.

Figure 2. Bellringer quiz; what students will see (http://www.quiz-

maker.com/Q6L59Z3YN).

Motivator/Bridge (10 minutes):

The teacher will first briefly explain the goals and objectives for the lesson,
which are written on the whiteboard where they will remain for the entire class
period. The teacher will begin by verbally stating the objectives to the class. Next,
the teacher will project the PowerPoint presentation onto the whiteboard to
review material from previous lessons on volcanoes (slide 2) as it is relevant to
the rock cycle and formation of igneous rock (see Appendix B). The teacher will
display the PowerPoint slide (slide 3) with the guiding question “What happens to
lava when it cools?” and will ask students to keep this question in mind as they
watch a Bill Nye the Science Guy video on YouTube about the rock cycle. The
video is approximately five-and-a-half minutes long and provides an age-
 6

appropriate, entertaining, and attention-grabbing introduction to the rock cycle

(see Appendix C).

Firgure 3. YouTube video “Rocks Rock – Bill Nye the Science Guy!” by STEAM
Education (STEAM Education, 2016).

After the video, the teacher will ask one or two students what they believe
the answer to the guiding question was based off the video. The teacher will
provide about one minute for answers and will ask everyone agrees.

Procedural Activities (30 minutes):

Five minutes. The teacher will transition the class into the procedural activities
by reviewing the rock cycle with the diagram in the PowerPoint presentation
(slide 4), tying in students’ prior knowledge of molten rock with what the students
just viewed in the Bill Nye video and connecting it to the diagram. The teacher
will then present a slide morphemically breaking up vocabulary words, such as
the Greek and Latin roots in the vocabulary words igneous, sedimentary, and
metamorphic, to further students’ comprehension and retention of the words
(slide 5). Students will make their own Cornell Notes, that they learned how to
use earlier in the year, to write down these morphemic breakdowns and include
any personal cues or sketches in their notebooks to help them remember the
vocabulary words (see Appendix D).

Four minutes. The teacher will ask for one student from each table to come up
and distribute enough copies of the National Geographic article “Rocks” for their
entire table and a blank KWL chart for each student (see Appendices E and F).
The students can pass them down the table, the volunteer does not need to
individually hand out each copy. All students must have their own copies of the
article as they will follow along silently while the teacher reads it aloud to the
class after the copies are in the hands of each student. It is a two-minute read-
aloud article. Students will take one to two minutes after the teacher reads the
article to fill in the first two sections of their KWL charts after the article is read
aloud.

Seven minutes. The teacher will instruct the students set aside, but not put
away, their National Geographic article and their KWL chart and use their
 7

Chromebooks to access a link (www.popplet.com) that will take them to the

Popplet website that will help in creating a digital graphic organizer. Students
may sign in using their school email or Google accounts and design a simple
graphic organizer or semantic web on the rock cycle process or different types of
rocks. Student designs may vary, including the actual rock process, names of the
different types of rocks, their characteristics, or different examples of each.
Students will use the National Geographic article, their Cornell Notes, and KWL
charts to aid in making the digital graphic organizer detailed and comprehensive.
Students can pair up with the student next to them to ask questions and share
their knowledge.

Figure 4. Semantic web; a simple example of what a student may create with this
website (www.popplet.com).

Students who are more technologically independent and are at more

advanced level may choose to use another digital graphic organizer application
of their choice, such as Google Draw or Prezi, with teacher approval. The student
must be able to share a link of their completed graphic organizer.

After each student completes their digital graphic organizer, they will share
the link on a shared class Google Docs page next to their name. There should be
a list at the end of the allotted seven minutes of each student’s name with the link
to their digital graphic organizer beside it on the teacher’s laptop computer.

Ten minutes. After time is up, the teacher will have the students close their
Chromebooks and pay attention to the following activity. The student pairs that
helped each other during the digital graphic organizer activity will be given one
bag of the rock samples containing one igneous rock, one sedimentary rock, and
 8

one metamorphic rock. The teacher will write prompts for discussion on the
whiteboard regarding the rocks, such as what is the texture of the rocks, the
weight, color, and size? Students will fill in the first two sections of the KWL chart
for what they already know about the topic, “rocks” or “rock cycle,” applying prior
knowledge, and filling out in the second section what they want to know.
Students may discuss their answers to these prompts as well as their
observations about the different rock samples in their small group. Students will
add their observations to their Cornell Notes in their notebooks. After
approximately ten minutes of the small group discussions and analyses of the
rock samples, students will then put the rocks back in their bags and pass them
down to the end of each table where one student from each table will return the
bags (five) to the front of the classroom. Students will keep the article and KWL
charts with them.

Six minutes. The teacher will conduct a few cold calls and call on volunteers to
engage classroom discussion about their observations on the rocks. The teacher
will display volunteers’ digital graphic organizer to the class via the projector
there will be a class discussion on the content of the graphic organizers where
students will make observations on similarities and differences.

Adaptations: 

The lesson will be adapted to the needs of the students by using

differentiated instruction, such as visuals in the form of PowerPoint presentations
and videos, the use of dyslexic-friendly fonts such as Open-Dyslexic for those
who struggle with reading disabilities, and homogenous grouping of students
during group practice.

The font used for the KWL Chart and the PowerPoint presentation is a font
created specifically for those who struggle with dyslexia called Open-Dyslexic.
The National Geographic article was modified to include the Century Gothic font
as it is also considered to be a dyslexia-friendly font (Cicerchia, n.d.).

The graphic organizer activities are in place for students who benefit from
visually organizing their thoughts to connect concepts. Cornell Notes are also
used as a differentiation technique for those who learn better through the process
of writing keywords, sketching, and looking at word parts. In addition, the use of
the YouTube video is helpful in grabbing students’ attention while making them
interested in the topic, ideal for ELLs, learners with disabilities such as dyslexia,
and visual learners.

Advanced learners are given the option to use a different method of

creating their digital graphic organizers. In addition, there is an extension activity
for those who complete tasks early and for quick learners that includes searching
for keywords, highlighting, filling in blanks, and coloring (see appendix F).
 9

Assessment (separate into formative and summative): 

 Formative assessments. Creating the digital graphic organizer is a

formative assessment in this lesson. The creation of the digital graphic
organizer will tell the teacher the level of understanding each student has
on the topic and achieves the third objective for this lesson that indicates
that students will create a visual organizer that will label the different rocks
in the rock cycle. This activity satisfies the Bloom’s Taxonomy level
‘create’ as students must use a higher level of thinking to accomplish this
task. Students must design and assemble their organizer and use their
investigative skills to find information within their lesson notes and other
materials used during the lesson (Armstrong, 2010).
 Summative assessments. The KWL chart is a summative assessment in
this lesson. Students will include what they already know about the rock
cycle and what they would like to know earlier in class, and complete and
turn it in at the end of class as an exit ticket. This assessment is
summative in nature as it will help the teacher see the progress in mastery
of the topic during the class period. The teacher can give students
feedback on their KWL charts and return them during the next class
period. This summative assessment satisfies the first objective which
states that students will understand the three main types of rock in the
rock cycle, which allows students to implement the ‘understand’ level
within Bloom’s taxonomy as the students discuss, describe, and recognize
rocks, their differences, and similarities (Armstrong, 2010).

The homework assignment is also a type of summative assessment for

this lesson. Students will go to the interactive rock cycle webpage and use
the interactive rock cycle diagram and then look at the section of the
website that talks about the different types of rocks; the same rocks that
the students learned about during class. Students will use this information
from the website and prior knowledge from the class to complete a 15-
question quiz that they will print out and add their name to. The completed
test results will give resources within the interactive page where students
can find the correct information for the answers that they got wrong, so
students should ultimately be capable of showing a mastery of the topic.
This meets the second objective of students being able to tell the
difference between different types of rocks and accomplishes the ‘apply’
level within Bloom’s Taxonomy as students implement their problem-
solving skills, interpret their results, and use their knowledge to master the
topic.

Summary/Closure (10 minutes):

Seven minutes. Transitioning into the last ten minutes of class, the teacher will
reinstate the objectives on the whiteboard in question form and will either cold
call or have student volunteers provide the answers to these objectives. For the
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first objective, the teacher may ask “what are the three different types of rocks in
the rock cycle that we learned about today?” Student responses should indicate
understanding as labeled under Bloom’s Taxonomy. For the second objective,
the teacher may ask the class “what are the differences between these different
rocks?” Students’ responses may vary but will generally include that igneous rock
is formed from cooled lava, sedimentary rock is formed by compressed
sediments, and metamorphic rock is rock that has changed form due to intense
heat or pressure. The teacher may ask the students about the third objective by
having students discuss the similarities and differences found among the
students’ digital graphic organizers.

Three minutes. Students will finally use the last three minutes of class to fill in
the last section of their KWL charts and return them to the teacher as their exit
tickets.

Generalization/Extension Activity:

For students who complete activities early in the lesson, the rock cycle
extension activity printout can be completed. Students will use the National
Geographic article and a highlighter to find their answers for this activity.
Students may use colored pencils to color in the different sections of the Rock
Cycle extension activity. There are no restrictions on what colors students can
use and they can use their creativity to color in the printout along with their
answers. Students will put their names on the paper and can either take it home
to complete it if not finished and then bring it next class or can return it to the
teacher with their completed KWL charts at the end of class where it will be
reviewed and returned to the student next class.

Review/Reinforcement (Homework):

Students will review the rock cycle diagram and different types of rocks on
an interactive website at home using the website: https://www.learner.org/wp-
content/interactive/rockcycle/rockdiagram/. Students will receive an instructions
printout of what they will need to complete for homework (see Appendix H).

Students will explore the interactive diagram on their Chromebooks at

home and are free to explore any other part of the website after they have looked
at the diagram and the Types of Rocks link in the menu bar. The students will
take a 15-question quiz on what they have learned on the rock cycle in class and
through the interactive website where they will print their results and bring them
into the next class period.
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Figure 5. Homework quiz results will resemble this and should have student’s name
written in the Name section with the date automatically filled out for the day the quiz
was completed (https://www.learner.org/wp-
content/interactive/rockcycle/rockdiagram/)

Reflection: 

Direct instruction is demonstrated in this lesson plan when the teacher

connects the new knowledge to students’ prior knowledge with the diagram in the
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PowerPoint during the lecture period after the Bill Nye YouTube video. Students
are actively engaged and listening during this point and take notes, as seen in
the Cornell Notes in their notebooks. Notetaking helps students’ metacognition
and can also help students’ recall simply by slowing down enough to write
(Cornell University, n.d.). During this period, the teacher clearly expresses the
purpose of the lesson and models language and vocabulary specific to the
lesson.

Guided instruction is achieved in this lesson plan when the teacher hands
out the KWL charts and has the class read along silently while reading aloud the
National Geographic article. After the video, lecture, and read-aloud, students will
then take one or two minutes to fill in the first two sections of their KWL charts.

Productive group work can be seen when students collaborate in pairs

when looking at their rock samples. This is the time in the lesson where students
interact with each other to ask and answer questions. Because students are
seated around their peers in a homogenous arrangement, students who have
similar abilities and skill levels will be able to engage and challenge one another
during this small group activity (Johnson, 2014). This is one of the strengths of
this lesson plan as the homogenous group arrangement is beneficial to students
because it does not put pressure on higher-skilled students to become second
teachers in the class to lower-skilled students. In his article, Johnson posits that
the more highly skilled and advanced students challenge each other in the
homogeneous group setting while lower-skilled students find themselves in roles
they would otherwise not find themselves, such as leading the conversation
(2014).

I designed this lesson plan to incorporate independent learning when

students use what they have learned from the beginning video, lecture, read
along, and peer collaboration while working with tangibles, to create a digital
graphic organizer that they can share with the class. Students may interact with
their peers, but the digital graphic organizer will be completed by the individual
student based mainly off their own observations, notes, and findings in the
article.

One of the main strengths of this lesson is the learning differentiation that I
used to include students of different intelligences based off Howard Gardner’s
theory of multiple intelligences (Herndon, 2018). Visual-spatial learners benefit
from the educational video and the graphics used in the PowerPoint presentation
within the motivator/bridge part of the lesson and within the first part of the
procedural activities. Bodily-kinesthetic learners will learn more from handling the
manipulatives given during the rock observation activity with their peers. Those
with naturalist intelligences will do well with the manipulative rock observation
activity and also with the homework assignment as it is an interactive online
activity about the rock cycle. The students who learn through verbal-linguistic
intelligence will do well with the KWL charts. The students with verbal-linguistic,
 13

mathematical-logical, and visual-spatial intelligences will all do well in the

independent activity of making the digital graphic organizer as they are allowed
to think more openly about what they want to include in their graphic organizer,
such as including the characteristics of the different types of rocks or simply
stating the names of rocks that fit into those categories. The most advanced
students, or those who are better-skilled with creating digital organizers, can use
a different method of creating their final product to better suit their own personal
intelligence style and their skill level.

Incorporating tasks that were beneficial to those with reading disabilities

was a challenge for this lesson and was one of the weaknesses that I think this
lesson poses. For this reason, I included the read along literacy strategy with
silent following from the students. I want the reading disabled students to
understand the information from the written article but also try their best to follow
along as I model fluency in reading and proper pronunciation of new vocabulary
words. I included some smaller details within this lesson plan to also cater to
those with reading or writing disorders, one of which being the use of Cornell
Notes. The Cornell Note-taking method allows for students who have difficulties
with reading and writing to take notes in a more organized way, such as
organizing the notes displaying the questions the student wants to remember,
key words and cues, and a summary of the topic. I added into this lesson plan
that students may use sketching and any other means of notetaking within their
Cornell-Notes that makes sense to them. Students with reading and writing
disabilities do not need to copy down long sentences to remember key topics
from the lesson, and therefore are a more organized way for reading or writing
disabled students to take down notes (Mankad, 2017).

During this course, I learned from a peer who has an extensive

background in library science that there are special fonts that students with
reading disorders, such as dyslexia, could use to make them feel more
comfortable when reading (Lawrence, 2021). I used the Open-Dyslexic font for
the KWL chart and the PowerPoint presentation and modified the National
Geographic article with Century Gothic for the fictional student in this class with
dyslexia. The font does not necessarily improve reading by those with dyslexia or
other reading disorders, however, it easier for the reader with the disorder to see
(The Understood Team, n.d.). Some even more minute details that cater to the
reading disabled students in this class are to use highlighters when looking for
answers from the text, being the article printout, and using colored pencils to use
in the extension activity printout when filling in the blanks (Accommodations,
n.d.).
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References

Accommodations for students with dyslexia, (n.d.). International Dyslexia

Association. https://dyslexiaida.org/accommodations-for-students-with-
dyslexia/

Armstrong, P., (2010). Bloom’s taxonomy. Vanderbilt University Center for

Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Cicerchia, M., (n.d.). What’s the best font for dyslexia? Read & Spell.
https://www.readandspell.com/us/best-font-for-dyslexia

Cornell University, (n.d.). The Cornell Note taking system.

http://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/

Herdon, E., (2018, February). What are multiple intelligences and how do they
affect learning? Cornerstone University.
https://www.cornerstone.edu/blog-post/what-are-multiple-intelligences-
and-how-do-they-affect-learning/

Johnson, B., (2014). Student learning groups: Homogenous or heterogenous?

Edutopia. https://www.edutopia.org/blog/student-grouping-homogeneous-
heterogeneous-ben-johnson

Lawrence, D., (2021, March 3-9). Expand your vocabulary. [Poster]. Poster
presented during Wk3-Vocabulary Development. UMGC.
https://learn.umgc.edu/d2l/le/571519/discussions/threads/22014720/View

Lucas, J., (2015). What is the first law of thermodynamics? Live Science.
https://www.livescience.com/50881-first-law-thermodynamics.html

Mankad, P., (2017). Learning methods and note taking skills for dyslexic
students. Lexercise. https://www.lexercise.com/blog/learning-methods-
and-note-taking-skills-for-dyslexic-students#:~:text=Cornell%20Note
%2DTaking%20Method%3A,a%203%2D4%20sentence%20summary.

MSDE, (2020). MD college and career-ready standards. Maryland State

Department of Education.
https://mdk12.msde.maryland.gov/INSTRUCTION/commoncore/Pages/ind
ex.aspx

National Geographic, (n.d.). Rocks.

https://www.nationalgeographic.com/science/article/rocks

STEAM Education (2016). Rocks rock – Bill Nye the Science Guy! [video].
YouTube. https://www.youtube.com/watch?v=jKBihdnveac
 15

Terada, Y., (2019). 8 proactive classroom management tips. Edutopia.

https://www.edutopia.org/article/8-proactive-classroom-management-tips

The Understood Team, (n.d.). Do dyslexia fonts help? Understood.

https://www.understood.org/en/learning-thinking-differences/child-learning-
disabilities/dyslexia/dyslexia-friendly-font

Verner, S., (n.d.). Top 10 benefits of group work for ESL classrooms. Busy
Teacher. https://busyteacher.org/17846-group-work-esl-classroom-top-10-
benefits.html
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Appendices

Appendix A
QR Code for bellringer quiz for students who choose to use cellphone:
 17

Appendix B
PowerPoint presentation:

Slide 1

Slide 2
 18

Slide 3

Slide 4
 19

Slide 5

Appendix C
Bill Nye video link: https://www.youtube.com/watch?v=jKBihdnveac&t=1s

Appendix D
Outline of Cornell Notes that students will use to take notes in the class:
20
 21

Appendix E
National Geographic printout article:
22
 23

Appendix F
KWL Chart:
 24

Appendix G
Extension activity:
25
 26

Appendix H
Homework instructions printout: