Date: Wednesday, August 25
Grade/Class/Subject: Earth Science
Unit/Theme: Bedrock Geology / Sedimentary Rock
Content Objective(s) WHAT:


SWBAT identify and classify the 3 types of sedimentary rock and describe how they are
formed
SWBAT explain the significance of sedimentary rocks as natural resources (oil and coal)
Language Objective(s) HOW: _


Reading Digging Deeper
Answering Reading Comprehension Questions
Key Vocabulary:
Topography, Precipitation
Clastic, Chemical, Organic Sedimentary rock
Reading Strategy:
Materials:
Rock samples
Magnifying glasses
Hydrochloric acid/vinegar
Test tubes for oil demonstration
Agenda (Lesson Sequence):
Action
Phase 1: Engage
Capture student attention,
activate student prior knowledge,
stimulate thinking, raise key
questions, etc. 1
Time: 5 minutes
Go over objective. Make Real World Connection.
Do Now: How are sedimentary rocks formed?
Phase 2: Explore
Allow students to observe, record
data, isolate variables, design
and plan experiments, create
graphs, interpret results, develop
hypotheses, and organize their
findings.
Time: 15 minutes
Activity 2: Split students into 3-4 groups. Each group sends someone up to collect materials. Students
examine rocks and fill out data table on their activity sheet. I circulate and help where needed.
(Beforehand, I must explain what HCl does)
Phase 3: Explain
Introduce laws, models, theories,
and vocabulary. Guide students
toward coherent generalizations,
and help students understand
and use scientific vocabulary to
explain the results of their
explorations
Time: 25 minutes
Phase descriptions adapted from Eisenkraft, Arthur. “Expanding the 5 E Model.” http://www.its-abouttime.com/htmls/ap/eisenkrafttst.pdf, accessed 1/4/08
1
Students read pp. U9 – U10 and U12 and answer reading comprehension questions on their activity
sheet.
I cold call students on questions and put up words on word wall. I give them a chance to revise their
answers. Then, I reveal the identities of the rocks and which type they are.
I present a PowerPoint with animations of Clastic formation, Coal formation, Oil formation and
(need to find it) Chemical formation. Also will include a little bit about getting coal and oil out of
the earth and why oil is found in sedimentary rock. Talk about how limestone is seashells and
oil is dead micro-organisms that drifted to the bottom of the sea. To demonstrate why porous
rock collects oil, I will take 2 test tubes (one clay, one sand) and pour water into them.
They write a concluding sentence on what they learned about.
Phase 4: Elaborate
Phase 5: Evaluate
Provide students opportunity to
apply their knowledge to new
domains, raise new questions,
and explore new hypotheses.
May also include related
problems for students to solve.
Administer formative assessment
(although checking for
understanding should be done
throughout the lesson)
Time: 0
Time: 10
Students fill out Exit-Slip
1. What are the two processes that convert sediments into sedimentary rock?
2. The top of Mt. Everest is made of limestone. What does this suggest about how the topography of that
area has changed through time?
3. What kind of sedimentary rock is formed by direct precipitation of minerals from a solution?
4. Why do geologists usually look for sedimentary rocks when they are looking for oil?
5. Rock salt is mined throughout the Great Lakes region. What does this suggest about the past climate
of this area?
Questions:
Knowledge
1. What are the three types of sedimentary rock?
2. Which type of rock is formed from fragments of older rocks?
Comprehension
1. How are clastic S. rocks formed?
2. How are I. rocks formed?
Application
1. What type of rock is ____________ (sample)?
2.
Analysis
1. What is the difference between clastic and organic S. rocks?
2.
Synthesis
1.
2.
Evaluation
1.
2.