Grade Level: 3rd

Name of Teacher Candidate: LESSON PLAN TEMPLATE FOR

Curriculum Area: (Science Disciplinary Core Content) MATHEMATICS AND SCIENCE
TEACHER CANDIDATES
Katherine Funke Earth Science
Lesson Title or Topic: Time Required: (for example: 30 minutes, 60 minutes, 90 minutes;
two 55-minute sessions) In this section below, identify which
Topic: Types of Rocks  Science and Engineering Practices
30 minutes  Standards of Mathematical
Title: Rockin’ and Rollin’ with Rocks!
Practice and
 Cross Cutting Concepts
Instructional Groupings: Are you using whole group, small group, partners,
quads, homogeneous, heterogeneous?
are applicable in this lesson.
Small group

Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and - Planning and Carrying Out
soils. Investigations
- Analyzing and Interpreting
b. Plan and carry out investigations to describe properties of rocks (color, texture, etc.) Data
- Patterns
- Stability and Change

As a result of this lesson students will…

Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the
thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and
Crosscutting Concepts. These objectives are what you will assess.)

Students will be able to describe the three types of work through their various properties and
characteristics. Students can look at a rock sample and categorize it into its specific type. Students
will also begin to understand the concept of the Rock Cycle and how each type of rock forms
differently based on the Rock Cycle.
Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this question.

What are the three types of rocks?

How do they differ from one another?
What are 3 characteristics/properties within each of the three types?

Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

Vocabulary:

- Rock Cycle
- Metamorphic
- Igneous
- Sedimentary
- Pressure
- Texture
- Solidify

Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:

Parking Lot –

Before or after the lesson, I will designate a space on the whiteboard, known as the “parking lot.” I
will tell the students that today’s lesson will be on rocks and the three types of rocks. I will give
them a few minutes to gather their thoughts on this topic. Once they have thought about it, each
student will come write in the “parking lot.” They are free to write a question, something they know,
an important term related, or anything else that pops in their head related to rocks and their physical
attributes. After everyone has had the opportunity to put something in the “parking lot,” we will go
over what students wrote. This will allow me to know what the students previously know or what
the students learned from the lesson that day.

Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social, Engage
and cultural characteristics to promote connections and engagement.)
Activate learning (Hook): (State how you will begin the lesson to engage the students.
For example: Explore (initiate here, may
To begin introducing the lesson, I will say to the class, “Today class, we are going to learn about the repeat throughout the lesson.)

rocks, and we are going to explore the 3 different types of rocks and what characteristics each type
has. Can anyone name the three types of rocks and describe them?” Once students have shared their
ideas and knowledge on what they think the three types of rocks are, I will transition the class into a
short video about rocks on YouTube. This will allow the students to begin really thinking about the Explore
different types of rocks and their physical characteristics. The video will also get the students
excited for learning about rocks, as well as being a fun way for them to remember the information.
The goal of the lesson is for the students to make observations about the 3 types of rocks,
distinguish similarities and differences between them, and discuss relationships, as well as the
characteristics that hold that classify them as sedimentary, igneous, or metamorphic.
https://www.youtube.com/watch?v=jP1qbwSGmNs

Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the For example: Explore, Explain (Extend, E-
lesson – what the teacher will do as well as what the student will do. Describe the strategies that will be used to support students’ learning. learning, Elaborate, Evaluate if
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
appropriate)

For this lesson, I will pass around 3 different types of rocks for the students to observe, touch, feel,
and analyze the many characteristics about each type. In 3 corners of the room, I will have labels
with each of the 3 types of rocks: igneous, metamorphic, and sedimentary.

1. Introduce the lesson to the class: Rockin’ and Rollin’ with Rocks
2. Give students time to think about rocks and the three types
3. Students will go up to the whiteboard and write a term, concept, or idea in the “Parking Lot”
4. As a class, we will go over what is inside the “Parking Lot.”
5. I will play a video on YouTube on rocks.
6. Discuss the video.
7. Pass out tri-fold papers that have each of the three types of rocks in one of the columns.
8. As a class, work together and discuss what characteristics, facts, and descriptions about each
type can go under the 3 columns.
9. Next, pass out rock samples. Each student gets one rock, which is classified into one of the
three types.
10. The students will observe and analyze their rock, noting specific characteristics.
11. Once they are confident in the type of rock they have, we will listen as a group as each
student introduces themselves as that specific rock.
12. Students will share in front of the class, representing their rock.
13. Students will introduce themselves, what type they are and what classifies them as that type.
“Hi, I am a sedimentary rock. I have multiple layers because sand and other earthly materials
build layers on top of one another, creating me.”

14. Once finished, we will discuss as a class about what physical attributes led them to their
 decision of what kind of rock they have.
15. After everyone has shared, we will clap and move onto a Kahoot!
16. Questions?

Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a result of the For example: Explain, Evaluate
standards addressed in the lesson. What process or strategy will be used?

1. Introducing themselves as their rock.

2. Play Kahoot! as a wrap up activity.
3. Questions?
Kahoot Link: https://create.kahoot.it/details/1cb32d49-8150-4708-88a9-5e9136197fc8
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.

- If students are having a hard time grasping the different types, they can share a rock with a
partner and decide/work together.
- If students learn best through written and visual aspects, we could also make a trifold on a
sheet of paper, where we separate the 3 types and go over the characteristics of each.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)

- Rock samples (all 3 types of rocks)

- SmartBoard (to play video and Kahoot!)
- Whiteboard/SmartBoard (use for Parking Lot assessment)
- Paper

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)

https://www.teacherspayteachers.com/Product/Types-of-Rocks-Fill-in-or-Printable-Chart-
Worksheet-4492712

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

This lesson relates to Montessori’s theories of children learning through play and being responsible
for their own learning. Students learning about their rock and introducing themselves lets the student
“be in charge” by speaking to the class about his/her rock.

This lesson also relates to Piaget’s theories, where he believed children learn best through play and
their surrounding environment, as well as the people they interact with.

Connections to Technology and/or the Arts:

N/A