th
Time
D AILY L ESSON P LANNER  indicates part of every lesson
1
5 E’s 1
DTA
 Statement of Objective: What should students know and do as a result of the lesson?
 Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge?
Time
3
5 E’s
2
DTA
Students will observe earth materials (rocks and minerals) in order to classify them using observable physical features.
Teacher Directed Activities: How will you aid students in constructing meaning of new concepts?
How will you introduce/model new skills or procedures?
Students will view a PowerPoint presentation of rocks and minerals.
Students are introduced to the classification of rocks using computer models, word walls, and PowerPoint slides to include the terms rocks, minerals.
Questions presented to students while they observe the lesson include:
 Where do rocks and minerals come from? How are they formed?
 What is the difference between rocks and minerals?
 Name the rocks you see on the monitor, pictures, and/or tray.
Students are asked a series of questions to develop an understanding of “Rocks and
Minerals”.
1.
What is a rock? 2. What is a mineral? 3. How are rocks and minerals sorted? 4. Are all rocks and minerals the same? 5. What are the types of rocks?
Students’ responses will be recorded in a KWL Chart.
Time
2
5 E’s
3
DTA
Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?
Task 1 (Classifying rocks using technology)
In this activity, students will access the website
(http:/www.bbc.co.uk/schools/ks2bitesize/science/activities/rocks
_soils_fs.shtml) in order to classify rocks. Observed results will be recorded in the appropriate columns on the Rock
Characteristics Chart #1 as the students observe physical properties—float, color, permeable, split, wear, and luster.
Task 2 (Classifying minerals using specimens)
In this activity, students will examine six minerals labeled by letters. Observed results will be recorded on the Mineral
Characteristics Chart #2 as the students observe physical properties—luster, color, streak, hardness (mohs scale given)
Time
4
5 E’s
4
DTA
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?
Students will discuss possible uses (known and unknown) of each mineral and rock, at least three ways rocks can be grouped or classified, compare and contrast two minerals and two rocks, and infer how physical properties and uses are related.
Time
Time
5
All Models
 Ongoing Assessment: How will you monitor student progress throughout the lesson?
Allow students to orally discuss what they learned. Listen for language, usage, pronunciation, and word choice.
Observe and score students as they work in groups, assuring everyone is contributing. (rubric)
6
All Models
 Culminating Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?
Students will complete a BCR about how geologists group or classify rocks and minerals.
 Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson?
What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?

Closure
Students’ responses about what they learned will be recorded in the KWL Chart used at the beginning of the lesson. The chart will be used for the next day’s lesson to discuss the three types of rocks.
(HW) Students will locate rocks from their neighborhood or yards (teacher can provide students with rocks collected). Students will add a letter representing the rock to their chart. Student will record observed characteristics of the rock on their Rock Characteristics Chart #2.
If students cannot locate any rocks, they can use the internet, coins, or their textbook to add additional rocks or minerals to their charts.
Prince George's County Public Schools

D AILY L ESSON P LANNER R ESOURCE P LANNER
Technology Resources
How can the use of technology enhance the learning experience?
Text Resources
How will various forms of text (e.g., print, video, etc.) be used to help learners develop a deeper understanding of the key concepts and skills? What text resources can be utilized to assist learners in enhancing literary experiences?
What tools may be accessed to further develop students’ skills in using technology as an integrated part of their learning? How can information literacy skills be integrated with instruction?
PowerPoint Presentation
Computer Interactive Website
Websites: http://cte.jhu.edu/techacademy/fellows/brannon/webquest/kmbindex.html http://www.uen.org/Lessonplan/preview.cgi?LPid=9852 http://www.learner.org/interactives/rockcycle/index.html http://www.learner.org/interactives/rockcycle/types2.html http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm http://geology.csupomona.edu/alert/mineral/minerals.htm http://www.rockhounds.com/rockshop/rockkey/index.html http://www.uky.edu/KGS/rocksmn/methods.htm http://www.mineralszone.com/
Books:
Everybody Needs a Rock by: Byrd Baylor
Rock Collecting by: Roma Gans
The Big Rock by: Bruce Hiscock
Hands-On Experiences and/or
Manipulative Usage
What hands-on experiences and/or manipulatives will be used to help students develop an understanding of key skills and processes for investigation?
Individualized Instruction
How will the lesson need to be adapted for students with special needs (i.e., special education, talented and gifted,
ESOL/language minority)? In what ways will you vary the modalities of learning to ensure that ALL students have an opportunity to learn?
Cooperative Groupings
What cooperative structures will facilitate learning? How will students be involved in group processing? How will students work with one another during the unit?
Students will work in groups of 4 to classify rocks and minerals.
Material Resources
What materials will need to be prepared before each lesson in order to ensure the unit goes smoothly? What library media resources are available to enhance your lessons?
Writing Opportunities
How will students have an opportunity to further extend their thinking through writing?
Students will answer a BCR reflecting their understanding of classifying rocks and minerals
Other Planning Considerations
What else should be considered when planning and delivering this lesson? What reminders should you record for yourself? What are the time constraints and considerations for this lesson?
Prince George's County Public Schools

A portion of the PowerPoint presentation addresses students with special needs, providing visuals along with verbal instructions. The activities are designed for partners, so that one student can assist the other student he/she is working with. The visualizer is used to model responses so that students who need assistance in writing can look to the monitor for help.
 Need at least 20 minutes to set up with the rock/mineral specimens on each table.
 Need at least 20 minutes to clean up and restock items for the next day
(sharpened pencils, student’s journals)
Prince George's County Public Schools