Haley Horan
Paper number 4
Title: Rocks and Their Properties: Day 1
Subject: Science
Grade Level 4
Unit Description
In this unit, entitled Rocks and Their Properties, students will engage in cooperative research
projects in order to learn about the properties of the three basic rock types and the processes that
form them. In order to ensure that students can express what they learned as accurately as
possible, a variety of options will be available for communicating their new knowledge.
This investigation of the properties of rocks should take 6–7 class periods.

The week before you start this first lesson have some books around the classroom about
rocks, encourage the students to read them for the upcoming unit , in particular try and get
Ernest to read these. Make sure there is a wide range of reading level books so that there are
books for Ernest’s reading level available for him.
Why: Ernest participates more in classes dissections when he has some background on the
material. So if he has the information ahead of time you are more likely to get a better interaction
out of him.
Lesson Description for Day
Today, students will explore the word morphologies of the three basic types of rocks, igneous,
sedimentary, and metamorphic, in order to have a mnemonic device for remembering the
processes that form them. They will then explore samples of the three rock types, share their
findings, and determine what other types of information they will need as they further their study
of rocks.
State Standards
Massachusetts State Standards for Science and Technology/Engineering, Strand 1: Earth and
Space Science
1. Massachusetts Science Standard 1.3: (Rocks and Their Properties) Identify three
categories of rocks (metamorphic, igneous, and sedimentary) based on how they are
formed, and explain the natural and physical processes that create these rocks.
2. Massachusetts Science 1.6: (Earth's History) Describe and give examples of ways in
which the Earth's surface is built up and torn down by natural processes, including
deposition of sediments, rock formation, erosion, and weathering.
Goals
Unit Goals:
1. Students will describe the natural and physical processes that create metamorphic,
igneous, and sedimentary rocks.
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This description should be typed, written or drawn based on student preference and
strengths.
Why: Kuldeep can use a word processor to express himself very well. He also does better
getting things done with a word processor than when he has to write. Devin is a skilled
drawer and could use his strengths to show the process of rocks being formed. Tanika
and Ernest could use whatever method they are most comfortable with based on their
skill levels.
2. Students will successfully complete a cooperative research project that refines their basic
understanding of rock formation processes.
3. Students will apply their understanding of the processes that create sedimentary, igneous,
and metamorphic rocks to making predictions about how the rock cycle could be
impacted by changes in the forces that contribute to rock formation.
Lesson Goals:
1. Students will gain a basic understanding of the three rock formation processes.
2. Students will effectively communicate results of their explorations of rock samples with
others.
3. Students will develop a basic understanding of how the relative hardness of rocks can be
tested using simple tools, and that hardness is one characteristic applied to categorizing
rocks.
Methods
Anticipatory Set:
In order to engage students' curiosity and expectations about rocks, invite the class to participate
in the following 'thumb's up–thumb's down' activity. Explain that you're going to make a
statement about rocks and that students should give a 'thumb's up' if the statement seems true and
a 'thumb's down' if it doesn't. Remind students that this isn't a quiz; it is just an informal way to
begin a discussion of rocks. After each statement, invite students to turn to their neighbor and
briefly discuss why they responded the way they did. You may also want to invite a volunteer to
tally how many 'thumb's up–thumb's down'; responses were given for each statement.
1. A rock you pick up off the ground is probably older than dinosaurs. [true]
2. Some rocks are formed deep in the heart of volcanoes. [true]
3. If you pick up a rock off the ground, you can tell if it came from your town or city by
looking at the layers of color in it. [false]
4. Sometimes rocks were made into tools by Native Americans and early settlers. [true]
5. Some rocks are formed when cast-off seashells fall to the bottom of a sea, and, over a
long period of time, pack together to form a rock called limestone. [true]

Repeat each question twice, and have it displayed on the board. Use powerpoint or Prezi
and make the way it appears on the screen interesting.
 Stand near Kuldeep when asking the question this will help keep him on task.
Why: Kuldeep has ADHA, one thing that helps students with ADHA is to have things repeated
so that they know something is important. This also increases the chances that they will hear all
of the information. Along with repeating things standing near Kuldeep will remind him that what
you are saying is important and that he should pay close attention to it. If the words appear on the
screen in an interesting way this too can help keep his attention.

Before you ask the questions talk about how rocks are a part of history and talk about the
different things that rocks have been used for though out history. This will grab the
interest of Ernest.
Why: Ernest is interested in history so adding the part about rocks being there throughout history
will help get him more interested and increases the chances that he will participate in class talks
and group work.
Introduce and Model New Knowledge:
Explain to the class that they will be working in small groups to conduct investigations into three
basic groups of rocks, and before investigations begin, you have some background information
to help them get started.
Key Vocabulary:
Explain to students that they will be learning about three basic types of rocks: igneous,
sedimentary, and metamorphic. Discuss the three rock types by highlighting critical features of
their word morphologies. Knowing the origins of the words themselves will serve as a mnemonic
device for students to remember the processes that formed the rocks.
Use the blackboard, overhead projector, or Power Point slides in order to highlight the following
information:
Igneous—this word comes from the Latin root ignis, which means fire. Link ignis to the more
familiar word ignite. Ask the class if this gives them a clue as to how igneous rocks are formed.
Confirm that igneous rocks are formed in the intense heat of the earth.
Sedimentary—Write sedimentary on the class blackboard. Ask the class if they can find a shorter
word in this long word [sediment]. Define sediment. Ask the class to turn to a neighbor and
describe how they think sedimentary rocks are formed. Confirm that sediment is gradually
deposited in water, packed down over many years, and becomes rock.
Metamorphic—this word has Greek origins. Meta means change, and morphic means structure.
Ask students to discuss with a neighbor how they think metamorphic rocks are formed. Confirm
that metamorphic rocks start out as one type of rock and that the intense heat and pressure of the
Earth changes them into a different type of rock.

When talking about the words Igneous and Metamorphic do not talk about the language
origins of the root word. Just talk about that the root word means.
Why: You have students in the room who have dyslexia (Ernest) and a reading disability
(Devin) talking about the root word origins is likely to overwhelm them, this is extra
information that at the current time they do not need. However having knowing what the root
words mean will be helpful to them so that part should stay in the lesson plan.
 Have the words and their definitions displayed in the room. Go over how to say each
word, several times. When you do this use the phonics rules so the pronunciation is clear
for each student have the class say the word with you.
This is for Devin and Ernest with their struggles in reading, these are hard words to pronounce,
so making sure they know how to say them and spot them now will help them latter in the unit.
Then if there is any independent reading to do latter these two won’t need to struggle over these
words.
 Make a fill in the blank work sheet and as you read the definitions for each word aloud
and have the kids do the talk already outlined.
Why: this will give the class basic information on the rocks and it will help them start to learn
the definition. This is good for Tanika and Kuldeep, they both struggle with getting their work
done, and paying attention in class. The easier work sheet is better to keep Kuldeep’s attention
and make sure Tanika dose the work.
 Here split the kids in to two groups, have on group go work on the guided practice and
send the other group over to the computers. Have them listen to a PowerPoint with the
definitions you just went over and how each rock type is formed. Have a fill in the blank
work sheet for them to fill out while they are listening to this.
Why: Kuldeep works better with less people around and Devin and Ernest struggle with reading
so this will give them access to information they can listen to instead of having to read it on their
own. Giving them the fill in the blank worksheet again gives them cues to what to pay attention.

Make sure all students have their pencils before going to the computer to do the work
sheet.
Why: Kuldeep has ADHA and is often wasting time looking for pencils, if he is given a
certain amount of time to get his pencils and other materials he will not be able to waste time
finding materials, he will be able to be ready and able to concentrate on his work.
Provide Guided Practice:
Pass around examples of all three rock types that you have collected for this lesson. Model how
students, who will work in small groups, can compare and contrast them in one of the following
ways:
1. Use a hand lens to observe them closely, then sketch and write descriptions of what you see.
2. Try scratching them with a fingernail. Which rocks can be scratched? What does this say
about their hardness? Now, try scratching them with a penny. Which rocks can be scratched
now? Since a penny is stronger than a fingernail, what does that say about the rocks' hardness?
What can you conclude about the relative hardness of the rocks? [If they can be scratched with a
fingernail, then they're softer than those that can only be scratched with a penny. If a penny can't
scratch them, then they're harder yet.]
3. Weigh the rocks, and use a tape measure to measure their diameter. What is the relationship
between their sizes and weights? Are some very small rocks also very heavy; are others very
light? Keep track of each type of rock, its weight, and diameter, so you can compare them.
Ask students if there are other characteristics they should think about when examining the rocks
(i.e., how shiny they are compared to each other, how angular, or possibly their degree of
hardness).
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Instead of just having questions for the students to answer make a chart for them to fill
out their answers so they are organized.
Why: For students with ADAH (Kuldeep) having things that are organized is key to help
them stay on task. Instead of the just having a work sheet with lines for them fill out,
giving them a chart to fill out keeps things organized. This will give him almost a check
list so he can see what work he has left to do.
Let Kuldeep’s do this on a computer or another type of word processors.
Why: He works better on a word processor than with writing.
Let the students write OR draw the descriptions do not make them do both.
Why: This would be for Devin, because he is a skilled drawer giving him to option to
express himself that way is important.
Make sure students have pencils and colored pencils with them before going to the
center.
Why: Kuldeep has ADHA and is often wasting time looking for pencils, if he is given a
certain amount of time to get his pencils and other materials he will not be able to waste
time finding materials, he will be able to be ready and able to concentrate on his work.
Provide Independent Practice:
There is no Independent Practice in this lesson.
Wrap-Up
Pull the whole class back together, and discuss significant learnings from today's activities.
Using a 'Think, Pair, and Share' format (pose a question, have partners discuss, then invite
volunteers to share with the whole class), have students respond to these questions:

Have them get in to smaller groups and give them each a topic, (metamorphic,
sedimentary, Igneous, rock hardness ect) and have them each make a posters about the
topic. Make sure that each student participates in the poster making. Give them about 10
minutes for this
Why: Kuldeep gets antsy in large groups so putting the students in to groups of 2-3 will
increases the chances of him behaving. This could also help Tanika if she is working with
friendly students then, they could encourage her say what she learned.

Have them present the poster to the class, have the group assign a leader to do the talking.
Why: Tanika already is going through a rough patch, she clearly gets antsy when she needs to
speak to the whole class, she already had to do group work and participate there. Having a group
leader lets her know that she does not need to talk to the class, and will help keep her calmer and
increases her participation in the poster making.

Hang the posters up at the end so the information is around the room for the rest of the
unit.
Why: This way all the information is around the classroom during the unit for all students to see
and get help from.
Assessment
Formative/Ongoing Assessment:
As students explore the rock samples, be available to clear up any confusion that they may have
when examining them. Help clarify the question about using a fingernail and a penny to evaluate
the rocks' relative hardness for any students who may be confused. During the lesson wrap-up,
make a note of which students seem confused and may need more guidance over the next few
days.
Summative/End Of Lesson Assessment:
There is no summative assessment at this early point in the unit, just formative assessment.
Extra things to note

Using the current reward system in place for Tanika and Kuldeep remind them of the
reward system so they are more motivated to finish their work.
Why: These two students struggle with getting their work having a reward system in
places ensures that more work gets done. Reminding them of it it motivates them, to
behave, pay attention and finish their work.

When doing group work keep Tankia and Kuldeep with people the work well with and
who they gravitate too . Keep Kuldeep with Mark, Mark is always in groups with
Kuldeep and works well with him. Mark has become good at keeping Kuldeep on task.
Why: Tankia does not like to work in big groups already so keeping her with people that she is
comfortable around will hopefully keep her from withdrawing with in herself and encourage
her to participate. I would do this for Kuldeep for the same reasons.

Repeat all directions several times for the class in short simple ways so they care clear to
the class.
Why: This is for Kuldeep because for students with ADHD repeating instructions ensures that
they are understood and heard.