Running head: MODIFIED LESSON PLAN
Christine Sullivan
Modified Lesson Plan
University of South Florida
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MODIFIED LESSON PLAN
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Modified Lesson Plan
Grade Level: 2
Lesson Topic: Earth Science – Rocks
Sunshine State Standard:
SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.
SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free
exploration and systematic observations, and generate appropriate explanations based on those
explorations.
SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste)
and ideas or inferences (what you think).
Content Objectives
1: Students will be able to demonstrate their understanding of where rocks come from.
PP: SWBAT identify where rocks come from.
EP: SWBAT label where rocks come from.
SE: SWBAT describe where rocks come from.
IF: SWBAT support with reasoning where rocks come from.
2: Students will be able to classify rocks according to their attributes (size, shape, color).
PP: SWBAT will match attributes to different rocks.
EP: SWBAT categorize rocks by attributes.
SE: SWBAT compare and contrast attributes of rocks.
IF: SWBAT examine the attributes of rocks and justify their classifications.
Linguistic Objectives:
Pre-production (PP) will answer “yes” or “no” to questions about rocks, such as “Can
rocks come from ______?” or “Is this rock ______?”
Early production (EP) will answer questions verbally using short responses from questions
such as “Where do rocks come from?” and “What does this rock look/feel like?”
Speech Emergence (SE) will compare rocks using the present tense with the sentence
frame, “This rock is _______, but that rock is _______.”
Intermediate Fluency (IF) will justify predictions using cause/effect statements about what
will happen in an experiment with the sequence, “If I have these two rocks, then I can
classify them by _______.”
Cultural Objective: Students will make the connection that rocks are found in every
country, everywhere on Earth.
Materials
Teacher
class rock collection
vocabulary picture cards
read-aloud National Geographic Reader: Rocks and Minerals
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Students
box or container
hand lens
science notebook
vocabulary print-outs
rock classification worksheet
Vocabulary: rock, mineral, crystal, geode, weathering, erosion
Procedures
Introduction
1. Place the covered container of rocks on a table. Give the following clues (both orally and
written on the board – be sure to speak slowly and clearly) and have students guess what is
under the cloth:
◦
These objects are all solids.
◦
They come in little or huge pieces.
◦
They come from the earth.
◦
We often call them stones.
2. Tell the students that you have some rocks in the container and ask them what they know
about rocks. Have students think-pair-share (Pair ELLs with non-ELLs). Allow time for
discussion. Ask student pairs to report out their thoughts on rocks. The non-ELL students in
groups can report their partner’s thoughts if their partners wish, particularly for PP/EP
students.
3. Record student responses on a KWL chart (under “K” for “Know”).
4. Ask students what they want to know about rocks (under “W” for “Want to Know”).
5. Ask: Where do rocks come from? Tell students to talk with their partner about their thoughts.
6. Regroup and ask where rocks come from. Hopefully, students understand that they come from
the Earth.
Collecting Rocks Activity
1. Take students outside and have them look around the school yard for rocks. (You may want to
have placed some rocks in the area where you will be looking prior to the activity.)
2. Have students collect rocks in whatever container you give them.
3. After a few moments, ask students to head back to the classroom.
4. When in the classroom, provide each student with a hand lens and ask them to observe the
rocks.
5. Ask students to report what they see.
Reading
1. All Levels: Go over vocabulary encountered in the story: rock, mineral, crystal, geode,
weathering, erosion. PP/EP: Use picture cards with the words and definitions on them. Put
them in a prominent place. All Levels: Also have a printout with pictures, words, and
definitions that students can glue in their science notebooks.
2. Read National Geographic Readers: Rocks and Minerals. PP/EP: Move hand across title
while reading it. Point to pictures in books while naming the objects.
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3. Ask:
Where do rocks come from? (Earth)
Why do you think all rocks do not look the same? (There may be processes of nature such as
weather that breaks down rocks or changes them; also rocks can come from different places
and look different.)
Classifying Activity
1. Ask students to identify some differences in the rocks that they observed.
2. Write these ideas on the board.
3. Ask students to closely examine their rocks with a hand lens. Have students record their
observations in their science notebooks.
4. Have students share their observations with a buddy (Pair ELLS with non-ELLs).
5. Circulate and monitor observations and conversations to make sure students
understand.
6. Write descriptive words on the board (small, large, smooth, rough, round, square, gray,
brown, etc.). Explain that these are properties of rocks. All Levels: Show these characteristics
from rocks. Hold them up so students can clearly see.
7. Discuss a way to define those terms so everyone can agree on what they mean (e.g., to be
small, a rock must fit under your hand).
8. Students use the “Rock Classification” worksheet to classify their rocks by their
attributes. PP/EP/SE: They will physically place the rocks on the paper. They will then
draw the rocks or take a picture of the rocks and glue them on the worksheet. They will
attach these worksheets to their science notebooks (after checking with the teacher.
9. Students will classify by two different attributes.
HomeFun
With their families, students will collect rocks from around their home (send rocks home if
families are unable to find any in their area). They will observe, describe, and classify the
rocks with their families and record these in their science notebooks. They can also draw
the rocks in their notebooks or save the rocks to bring in and share with the class.
Assessment
Use observation assessment of the children during rock collection and discussions and the rock
classification worksheet. Use the following three-point rubric:
• 3 points: Students actively participated in the activities and discussions and clearly
filled out the rock classification worksheet.
• 2 points: Students participate in the activities and discussions and satisfactorily filled
out the rock classification worksheet.
• 1 point: Students minimally participated in the activities and discussions and minimally
attempted to fill out the rock classification worksheet.
PP: will identify/match 3 out of 4 attributes of rocks.
EP: will categorize 3 out of 4 rocks.
SE: will contrast differences in 3 out of 4 rocks.
IF: will justify their classifications for 3 out of 4 rocks.
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Rock Classification Worksheet #1 (example for All Levels to see – students will fill their
own sheets with their own attributes)
Small
Medium
Large
Rock Classification Worksheet #2 (example for All Levels to see – students will fill their
own sheets with their own attributes)
Brown
Gray
White
Black
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Rubric
Criteria
Identification. The plan
starts with information on
grade, topic, and the
current Florida Standard
targeted.
Content Objectives.
Objectives are related to a
Florida Standard directly;
written taking objectivewriting guidelines
(Bloom’s Taxonomy,
SMART, etc,) into account
Language Objectives.
Objectives address the
language needed to access
content objectives.
.Objectives are
differentiated according to
each of the four SLA
levels. Objectives cover
vocabulary, grammar, and
communicative functions.
Linguistic exponents are
clearly stated. for each and
all levels.
Culture Objective: directly
related to content
objectives, the objective
addresses cross-cultural
aspects to enrich ALL
students.
Procedures with ESOL
Accommodations. Lesson
procedures have been
adapted to meet the needs
of all four levels of SLA
(with no pairings or
groupings of levels)..
Lesson procedures lead to
accomplishment of lesson
objectives. Consider each
Lesson Plan with ESOL Accommodations
Ratings
Pts
Full Rating
Rating
Rating
Rating
No
5/
Marks Description Description Description Description Marks 5
5 pts 4 pts
3 pts
2 pts
1 pts
0 pts pts
8/
Full Rating
Rating
Rating
Rating
No
10
Marks Description Description Description Description Marks
pts
10 pts 8 pts
6 pts
4 pts
2 pts
0 pts
15
Full Rating
Rating
Rating
Rating
No
/
Marks Description Description Description Description Marks
15
15 pts 12 pts
9 pts
6 pts
3 pts
0 pts
pts
9/
Full Rating
Rating
Rating
Rating
No
15
Marks Description Description Description Description Marks
pts
15 pts 12 pts
9 pts
6 pts
3 pts
0 pts
12
Full Rating
Rating
Rating
Rating
No
/
Marks Description Description Description Description Marks 15
15 pts 12 pts
9 pts
6 pts
3 pts
0 pts pts
MODIFIED LESSON PLAN
Lesson Plan with ESOL Accommodations
Criteria
Ratings
step in your procedures. Do
not write overall
accommodations for the
whole activity. Be detailed.
Can all ELLs do each of
these steps in the activity?
Materials. Lesson materials
Full Rating
Rating
Rating
have been adapted to meet
Marks Description Description Description
the needs of all four levels
5 pts 4 pts
3 pts
2 pts
of ELLs.
Extension: One Home-Fun
activity addresses the
cultural objective and
parental involvement. It
connects all students and
their home cultures and
family. Activity is
explained in detail and
necessary forms to be used Full Rating
Rating
Rating
attached. It takes into
Marks Description Description Description
account 4 levels of SLA. It 15 pts 12 pts
9 pts
6 pts
is clear how the teacher
will make sure all ELLs
understand what they need
to do, give enough time for
parental involvement, and
explain how ELLs will
debrief the class in the third
moment of the activity.
Assessment and
Assessment
Accommodations. Both
formal and informal
assessments are used.
Assessment has been
Full Rating
Rating
Rating
adapted to meet the needs
Marks Description Description Description
of all four levels of SLA.
15 pts 12 pts
9 pts
6 pts
An assessment instrument
measures attainment of
content and language
objectives. Sample
assessment material is
attached. Rubrics or
7
Pts
Rating
No
5/
Description Marks 5
1 pts
0 pts pts
9/
Rating
No
15
Description Marks
pts
3 pts
0 pts
6/
Rating
No
15
Description Marks
pts
3 pts
0 pts
MODIFIED LESSON PLAN
Lesson Plan with ESOL Accommodations
Ratings
Criteria
checklist are attached.
Academic Writing
(Grammar, Style, Spelling). Full Rating
Rating
Rating
Rating
No
If any references are used, Marks Description Description Description Description Marks
they need to be listed in
5 pts 4 pts
3 pts
2 pts
1 pts
0 pts
APA style.
Total Points: 74
8
Pts
5/
5
pts