Tennessee Tech University
Lesson Plan Template
Name: Taylor Smith, Brittany Manning, Hannah, Wong
Date: 3/24/14
Lesson Title: Rocks and Minerals
Grade/Level: 3rd
Curriculum Standards
TN State Science Standards
GLE 0307.7.2 Recognize that rocks can be composed of one or more minerals.
GLE 0307.7.4 Design a simple investigation to demonstrate how earth materials can be conserved or recycled.
Checks for Understanding:
0307.7.2- Analyze the characteristics of different kinds of rocks.
0307.7.4-Design and Evaluate a method for reusing or recycling classroom materials.
SPI 0307.7.2-Describe how rocks can be classified according to their physical characteristics.
SPI 0307.7.4-Determine methods for conserving natural resources.
TN Computer Technology Standards
Technology 3.3.1. Students will use technology tools to enhance learning, increase productivity, and promote creativity
b. Use the computer and technology resources as a learning tool.
Technology 3.5.1. Students will use technology to locate, evaluate, and collect information from a variety of sources.
a. Perform simple searches to acquire information
c. Use electronic reference materials including encyclopedias,thesauruses, dictionaries,maps and atlases, etc.
Focus Questions/Big Idea/Goal (List all 3)
Big Idea
The Means to understand rocks and minerals is to explore their properties and their formations in order to differentiate
between them.
Focus Questions:
What are rocks composed of?
What are minerals?
What are the different types of rocks?
How are rocks and minerals formed?
Why are rocks important in everyday life?
Goal:
Students will know the differences between and the characteristics of rocks and minerals.
Lesson Objective(s)
Academic Language Objective
1. Students will describe the rock or mineral and its features.
Content Objective
2.Students will accurately classify a rock or mineral based on five observable and testable properties and record their
findings.
3. Students will classify the rock or mineral based on their geologic structure and record their findings.
Vocabulary/ Academic Language
Sedimentary- A rock made from sediment left by the action of water, ice, or wind.
Metamorphic- A rock changed into a new form and structure by very great heat and pressure.
Igneous- A rock formed from magma (very hot liquid rock that has cooled)
Rock- The solid mineral material forming part of the surface of the earth and other similar planets, exposed on the
surface evidence or underlying the soil or oceans.
Mineral- A solid inorganic substance of natural occurrence. Rocks are composed of minerals.
Moh’s Hardness scale- the scratch resistance of various minerals through the ability of a harder material to scratch a
softer material.
Academic Language
Classification- the action or process of classifying something according to shared qualities or characteristics.
investigate- carry out a systematic or formal inquiry to discover and examine facts.
evidence- facts of information indicating whether a belief or proposition is true or valid.
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
●
●
Introduce new or difficult words to children, and provide practice reading these words before
they read on their own.
Model the language and vocabulary during the lesson.
●
Build on students background knowledge to Increase comprehension using pictures and videos.
What will they be using and processing academic vocabulary and language?
●
Students will use the vocabulary in the graphic organizer to explain their research.
Material/Resources
-Examples of different rocks and minerals for each student to work with
-Classification chart and rock posters
-Moh’s hardness scale of minerals bag: Magnetic, Magnify glass, copper penny, nail
-Scale and ruler
-IPADS with the app “easyLearn Rocks and Minerals HD”
-Graphic Organizer (attached handout)
-Books: Eyewitness Rocks & Minerals by Dr. R.F. Symes,
-Color pencils and crayons
-Pencils
-Rock Chart with Sedimentary, Igneous, and Metamorphic rocks
-video: https://www.youtube.com/watch?v=pm6cCg_Do6k&feature=youtube_gdata_player
-rubric for paragraph assessment.
Assessment/Evaluation
Formative:
1. Students will fill out a graphic organizer/experiment sheet as they go through the learning centers. A teacher will be
assigned to each station to guide, provide, and answer questions. Each teacher will have a stamp or sticker. When the
student completes the station successfully and demonstrates complete understanding they will be given a stamp or a
sticker. The student will then be allowed to move on to the next station.
2. Teachers will ask questions as students make their way through the centers. Present an open-ended question for
students to discuss or solve.
● What would the world be like without rocks and minerals?
● Why are some rocks/minerals valuable and others not?
● Do we need rocks in our lives?
● What are some other tests that might help you identify rocks?
Summative:
Students will accurately explain their reasoning of their classifications in a paragraph. They will list the steps and procedures
to classification. A rubric will be provided to help students meet the required information. ( Rubric handout attached)
Instructional Procedures: (50 min)
List Questions for higher order
thinking
(Identify Bloom’s Level of
Thinking)
Set/Motivator: (10 min)
Students will watch a 5 minute video and Introduction about rocks.
What is the Earth made of? (Level
I: Remembering)
Big Ideas from the video
● There are three major types of rocks- Sedimentary, Igneous, Metamorphic.
They have the ability to change into different kinds of rocks. This process is
referred to as the rock cycle.
● A jellybean demonstration will show the 3 rocks in their cycle.
● Sedimentary- On the surface of the earth wind and water break down into
tiny pieces. Those pieces might collect in a riverbed, on a flood plain, be
swept in the sand dunes or collect on the ground. Overtime these fragments
build up and become fused together to form sedimentary rocks.
● Metamorphic- Pressure deep within the earth or even radioactive decay.
Heat and pressure cause the rock structure to change so it takes on a new
form.
● Igneous- When rocks get superheated deep within the earth they melt and
form a liquid called magma. If magma rises to the surface of the earth’s
crust it begins to cool and form igneous rocks.
What are rocks?(Level I:
Remembering)
After the video students will be debriefed with an activity called Whip Around. The
teacher poses the prompt: What did I learn from the video that was interesting and
worth exploring more of. Students will write on a scrap piece of paper 3 responses.
When they are done the students will stand up. The teacher will then randomly call
on a student to share one of his or her ideas from the paper. Students check off any
items that are said by another student and sit down when all of their ideas have
been shared with the group. Teacher continues to call until all the students are
seated.
How do we learn more about
rocks? (Level I: Remembering)
During the rock cycle, what forms
when magma cools? (Level l:
Remembering)
What has to increase for
metamorphism to occur? (Level l:
Remembering)
Sedimentary rock is formed
through the process of ____?
(Level l: Remembering)
Instructional Procedures/Learning Tasks: (25-30 mins)
Students will complete four stations in order to identify a certain rock or mineral
based on it’s physical attributes.The students will be grouped based on their tier
level ( Each tier will be divided up so that the groups contain a diverse group of
learners.)The instructors will model each station and how to use the tools and IPad
apps prior to the lesson. Each station will be 5 to 15 mins depending on which
station the students are at. The teachers will instructor students when to rotate. The
students will start at station 1 and progress through the stations in numerical order.
The students that finish early will be able to explore the IPad Apps further. If the
lesson runs over, the students will take note of their rock and the station they
stopped at. The lesson will pick up the next day.
Station 1- Students will choose a rock or mineral from an assortment of rocks and
minerals. Students will take a graphic organizer and fill out the information for each
station. Students will be given instructions on what they will be doing with their
rocks/minerals. The students will begin to describe the physical attributes of their
chosen specimen. The station will include the graphic organizer, rocks and
minerals, and pencils and colored pencils.
Station 1
What are the physical attributes of
the rock or mineral? (Level IV:
Analyzing)
Station 2- Students will investigate their rock or mineral. Students will visit the Ipad
Station 2
app “easylearn Rocks and Minerals” and answer the questions on the graphic
organizer. The students will use the introductory part of this app. Students will use
What is a rock? (Level l:
the scale to measure the mass of the rock or mineral and a ruler to measure the
length and width of the rock or mineral. There will be a couple informational books
Remembering)
for students to look up additional information.
What is a mineral? (Level l:
Remembering)
Do you think you have a rock or a
mineral and why do you think
that? (IV: Analyzing)
What is the length, width, and
weight of your rock? (IV:
Analyzing)
Station 3- Students will use the Rock and Mineral Test to determine and uncover
evidence about their rock. Students will begin testing their rock or mineral by
determining whether or not it scratches their fingernail. If it does, the students will
then try scratching a penny, then a piece of glass, a nail, and a piece of steel. The
students will determine if it is magnetic by holding a magnet next to the rock or
mineral. Students will record their data.
Station 3
A hardness test has a scale 1
through 10. 1 meaning the softest
and 10 meaning the hardest.
Where about is your rocks
hardness on a scale 1-10? (Level
lV: Analyzing)
Test the rock with the rock tests
to determine the type of rock you
chose. ( Level III: Applying)
Compare how rocks are formed. (
Level IV: Analyzing)
Station 4
Station 4- Students will use the rock chart to determine the origin of the rock. They
will check their hypothesis and make a final conclusion about their rock. The
students will use the ipads and rock chart to determine their rock or mineral. The
students will discuss with the instructors what kind of mineral /rock they have. They
will be asked questions by the instructors and congratulated for their help sorting the
rocks and minerals!
Your rock sample is tan in color,
fine-grained, and contains fossils.
Your rock is most likely a
______?(Level lV: Analyzing)
Your rock sample is multi-colored,
coarse-grained, shiny, and has
layers. Your rock is most likely a
______?(Level lV: Analyzing)
Your rock sample is red, dull, finegrained and full of holes. Your
rock is most likely a _____?(Level
lV: Analyzing)
Predict what type of rock you
have. (Level V: Evaluating)
Closure: - (10 min)
The class will come together and have a final discussion about the lesson. Students
will share one piece of information and the type of rock they had. The teacher will
chart the rocks and minerals by the group they pertain to: Sedimentary,
Metamorphic, Igneous, and Mineral.
Identify the three different types of
rocks? (Level I: remembering)
Explain different types of
materials rocks can be made of.
(Level II:understanding)
Students will write a paragraph describing the process in which they took to
discover what their specimen was and the characteristics of their rock/mineral.
A rubric will be provided to help students meet the required information. ( Rubric
handout attached)
Adaptations to Meet Individual Needs:
Higher Level Learners: These students will work independently. The instructors will allow the student to have a bit
more freedom. The instructors will also ask these students some higher level questions. These students might also be
asked what kind of minerals are in their rock or what their mineral can be used for in everyday life to extend on the
lesson.
Middle Level Learners: These students will go through the stations normally. they will have to complete their
graphic organizers and figure out which mineral/rock they have at the end of the activity.
Lower Level Learners: These students may require extra assistance from a buddy or a parent during the lesson.
The instructors will be there to help and will ask them guiding questions to help them grasp the material. They will also
be asked to tell the difference between the minerals and rocks.
ELL/ SPED- ELL students can be given a vocabulary sheet with pictures to help them understanding the basic
vocabulary better. They will also be asked to go around with a buddy/ guardian to help them with translation if needed.
SPED students will also have a vocabulary sheet. Other supports may be needed depending on the students needs.
Gardner’s Learning Styles: The six intelligences addressed in this lesson are linguistic, logical/mathematical,
bodily/kinesthetic, spatial, naturalistic, and interpersonal. For linguistic, students will be talking with instructors and
peers to work through questions. With logical/ mathematical, the students will be measuring and finding the dimensions
of their rock/mineral. The students will be moving through the stations and manipulating their rock/minerals, which
addresses bodily/kinesthetic intelligence. The use of rocks/minerals also go along with the naturalistic intelligence type.
The students will also perform hardness tests on the rocks /minerals, which helps with tactile and spatial intelligences.
Lastly, students will also be working independently to think through the stations to identify their specimen. This allows
for the intrapersonal type of intelligence.
Management/Safety Issues:
Safety issues:
-Students will not play with any of the tools until shown how to do so.
-Students will not throw rocks/minerals.
-Students will not put any of the materials in their mouth.
Management:
The classroom tables will be divided into 4 areas. The areas will contain props that will help the students explore the
uniqueness of their rocks. Each table will contain a sign with directions and pictures to show the students what each
station is about. The teachers will be assigned a specific area to help guide students in their learning.
Rationale/Theoretical Reasoning:
1. John Dewey’s theory of learning by doing supports this lesson. His theory asserts that students must be invested in
what they were learning. Dewey argued that curriculum should be relevant to students' lives. He saw learning by doing
and development of practical life skills as crucial to children's education. In this lesson, students are learning about
rocks and minerals by identifying, classifying, describing, testing, and comparing the rocks and minerals themselves.
This hands-on experience will provide a deeper level of understanding and remembering of the concept.
2. Howard Gardner’s theory of multiple intelligences supports this lesson. According to Howard Gardner, human beings
have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a
unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same
exact configuration. The activities in this lesson address six of the nine intelligences. These six intelligences are
linguistic, logical/mathematical, bodily/kinesthetic, spatial, naturalistic, and interpersonal. Teaching by using activities
that appeal to multiple intelligences insures that all types of learners will be taught in a way that they can best
understand the content.
Common misconceptions:
1. In everyday usage, the term rock refers to a single, particular specimen; to a geologist, the term is used for a
category of rock types. A single specimen, geologically speaking, is a clast.
2. In one study, students seemed to classify attractive specimens as crystals, while dull or unattractive specimens
were considered rocks. While a geologist would divide specimens by their origin or formation, students tended to first
group specimens into rocks/nonrocks and then subdivide on the basis of physical characteristics such as size, weight,
and appearance.
3. students tend to describe geologic processes in human time frames rather than on the geologic scale. Students also
describe processes such as weathering, erosion, and rock formation as dependent on human involvement rather than
operating independently of humans. Additionally, the majority of the students could describe erosion accurately, but
rock formation proved to be much more difficult.
References:
1. This video is used as an introduction to the rock cycle.
https://www.youtube.com/watch?v=pm6cCg_Do6k&feature=youtube_gdata_player
2. These books were used at station 2.
Books: Eyewitness Rocks & Minerals by Dr. R.F. Symes
3.
https://www.pbs.org/onlyateacher/john.html
4. This website was used to identify common misconceptions about rocks and minerals.
ahttp://beyondpenguins.ehe.osu.edu/issue/rocks-nd-minerals/common-misconceptions-about-rocks-and-minerals
5. This website was used to gather information about Howard Gardner’s theory of multiple intelligences.
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
6. This website was used to gather information about John Dewey’s theory of learning by doing.
http://itls.usu.edu/groups/6505_knowledgebase/revisions/0cd45/7/
Reflections/Future Modifications: To what extent did the class learn what you intended them to learn?
What will be your next steps
instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?
Brittany Manning-Reflection
I believe that the students learned the material quite well. The students were able to perform tests with their rock/mineral and describe the
characteristics of their specimen. The majority of the students seemed very interested in the activity and followed the directions carefully. The
majority of the students made the connections as they progressed through the stations. Most students were not only able to classify their specimen
as rock or mineral, but the students could also name the exact type of rock or mineral it was.
The steps I would take next would be to go through the rock cycle more in depth with the students. In this lesson, the rock cycle was briefly described
and explained, but the next lesson would go more in depth about how the rock cycle is continuous and how rocks are recycled and made into new
types of rocks. We would talk about the different types of rocks (sedimentary, igneous, and metamorphic) and how they are made using heat,
pressure, and other factors.
I learned that most of the students who went through the stations are very tactile and visual learners. They loved the idea of using the I Pad apps and
using the books to do research. The students also really liked the video about rocks and minerals that was shown prior to the lesson. It ended up
being a great attention getter. The students also loved doing the rock/mineral tests. They loved manipulating the rocks and testing them tools. This is
what makes me think they are very tactile learners.
As a teacher, I have learned that I have good management skills and can explain tasks well to students. I have a clear,concise voice that lends well
to speaking aloud and giving directions and guidance. I was also able to control the students even when it was getting very busy at the stations. I was
able to keep the students on task and keep noise to a minimum as to not disturb other students.
To what extent did the class learn what you intended them to learn?
In the short amount of time it was difficult to assess how much each child learned from the lesson. However I saw some positive feedback regarding
the video and the different stations. Students were eager and interested in learning about rocks. The process of uncovering a rock of their choice
made the entire process more meaningful to the students. With help from the teachers, students move through the stations learning about rocks. To
help guide the students we showed them how to hypothesize research, and test the rocks. In the end the students would read over their notes and
make a prediction. I helped in the last station and saw that most students had very little trouble filling out their graphic organizer. Using the rock chart
we could tell if the rock was metamorphic, Igneous, and sedimentary. A few of the students were able to recall how their rock was formed and some
specific details about their rocks. Some rocks were more difficult to chart and so the students would make predictions based on their results. I think
overall the students learned that there is much more to rocks and minerals. They also learned that rocks have an important role in the environment.
What will be your next steps instructionally?
My next steps instructionally would be to have the class review yesterday’s activity. We would engage in discussion about the rock cycle. Then I
would have the class split up into four groups and research different rock formations. Eventually the students would draw a diagram showing the rock
cycle.
What did you learn about your students as learners?
The students enjoyed learning about rocks and minerals. I noticed that some students had more trouble with the activity because of their age. For
instance, some children had difficulty writing their observations down. This type of activity might be better suited for 1 st grade and up.
What have you learned about yourself as a teacher?
As a teacher it is important to go over instructions thoroughly. Students may be eager to jump into an activity but it’s important to spend time focusing
on the introduction part of the activity. This helps to avoid confusion and excessive repeating of directions during the lesson. This has helped me to
realize the importance of clear instructions with students. If I was to repeat this lesson I would spend time explaining the stations more thoroughly and
my expectations for each station. Then to make sure the students understand I would have them repeat the directions back to me. This will let you
know if you were clear in your instruction and that they understand. --Hannah Wong
Taylor Smith:
I think that for the most part our lesson went well. All the kids loved the introduction video on the rock cycle, they loved picking out their rock and
figuring out what type it was. I feel that many of the kids learned a lot and some of the older ones mentioned that they did something similar in their
school. I found that it was very challenging to get through the introduction and all four centers in such a short amount of time. I think having centers
was a great choice, but it was really inconvenient to have students showing up five-ten minutes apart.
I think this lesson would have done much better in a classroom setting. The teacher could show the introduction video as whole group instruction
and then split students up and send them to centers 1-3 because those centers don’t have to be done in a particular order. Then the teacher could
bring the class back together in a whole group to do center four as a conclusion.
If I had to teach this lesson again in the STEM Saturday setting, I would probably have set the centers up to where students could go to them in
whatever order they wanted. I also would have moved the introduction video to a center so it wouldn’t matter if kids came in at different times. I also
would condense the centers into three instead of four but just make more activities at each center. This way students are still doing all the same
things but with only three centers, there will be a teacher at each one.