Chelsea Avant
EDEC 4020
Connected Lessons
Rationale:
This connected lesson covers Earth Science, specifically introducing minerals,
rocks, types of rocks, and how they are formed. This lesson plan is based on the
QCC standards for 3rd Grade Earth Science and should prepare students for
standardized tests. This particular lesson plan is intended for a group of no more
than 25 students.
Know:
-In this lesson students will learn the following:
-characteristics of rocks and minerals
-how rocks are formed
-how rocks are grouped and characteristics of each
-how rocks may be changed into different rocks
-the layers of the Earth
-Students may have trouble with some of the vocabulary in this lesson
(Igneous, Sedimentary, Metamorphic). This lesson includes activities and uses
repetitive language to help students understand the lesson.
Standards:
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STANDARD: Identifies and describes the general characteristics
of minerals.
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STANDARD: Compares and contrasts rocks and minerals.
Identifies mineral content in rocks with streak test and other tests.
STANDARD: Classifies rocks according to the manner in which
they are formed. Knows the primary groups of rocks (igneous,
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metamorphic and sedimentary) and knows that characteristics of
rock types are a direct result of how they are formed.
Untitled:
-At the end of this lesson students should be able to thoroughly explain the rock
cycle and the different types of rocks, the different layers of the earth, and
characteristics of minerals.
Do:
This lesson covers three different science standards and alot of information. This
lesson is designed to be interactive for students so that they will remain engaged
and interested in the material. The two activities give students a chance to
interact with their peers and their teacher and to better understand the material.
At the end of the lesson students should be able to draw the rock cycle and label
the different layer of the Earth. The interactive lessons should prepare them for
these expectations.
Materials:
Day 1
-Textbook
-Three bags with one of each mineral: Mica, Quartz, Pyrite
-Chart Paper and markers for each group
Day 2
-A rock
-A piece of Granite and a piece of Obsidian
-Picture of Earth
-Picture of Earth's three layers
-Round glass bowl
-Pink Jell-O-Play dough
-Bunsen Burner
-Pot (to cook Jell-O)
-Pencil
Day 3
-Pot
-Bunsen Burner
-Several bars of chocolate
-Wax paper
-Baking sheet
-Enough small bags of colorful sand for the entire class
-Medium sized glass container
-Examples of Igneous and Sedimentary rocks
Day 4
-Diagram of the rock cycle
-Copies of the rock cycle for the entire class
-Flash cards with important points and vocabulary for each student
Day 1
Procedure:
1. Teacher will put the word "Mineral" up on the board
2. She will ask the students to pronounce it and ask them to discuss it.
3. Allow the students to brainstorm and discuss for about 5 minutes. Write down
their ideas on the board.
4. After some discussion, write the correct definition on the board. A mineral is a
solid formed in nature that has never been alive.
5. Allow students to ask questions and then ask them if they can think of any
examples. Diamonds, emeralds, quartz, mica, pyrite, lead, chalk.
6. Show them some examples of different minerals and ask them how they may
be different
7. Explain the 3 properties of minerals: color, hardness, shape
8. Pass out a bag including each of the following to each group: mica, quartz,
pyrite
9. Give each group a piece of chart paper and a marker and ask them to create a
chart that tells us how the minerals are different.
10. Allow students to share with the class after about 15 minutes.
11. After they have shared, allow student to brainstorm about how we use
minerals in our lives. keep our bodies healthy, jewelry, lead pencil, chalk.
Assessment:
The charts that the students complete can be used as an informal assessment of
the lesson. Since you will continue to elaborate on this subject the next day, it
serves as a guide when modifying your lesson plan for the next day.
Modifications:
Students may be asked to bring in rocks and minerals and share with the class.
Teacher may choose to spend more than one day on this topic as ROCK and
MINERAL may prove to be a difficult concept for students.
Reflections:
I thought today's introduction went really well! The student seemed to be
interested about the material and the different minerals and properties. They
really enjoyed playing with the minerals and breaking and bending the soft ones
and trying to break the hard ones. I'm glad I had a hands on activity for them to
complete in class. I think it set the tone for the rest of my lesson and got them
interested in the material. Some of the students asked if they could bring in some
rocks and minerals from home. Maybe we can share these later during the
lesson.
Day 2
Procedure:
Length: 45 Minutes
-Teacher will write the word "Mineral" back on the board and have a short review
of the 3 properties with the charts from the day before.
- Pull out a rock and ask the student what it is. (It's a rock!)
- Ask them what they think it's made of. (Plants? Animals? Minerals?)
- Explain that some rocks are made of many minerals and some rocks are made
of just one (have examples ready of both.)
-Once the class has established that rocks are made of minerals, begin a
discussion about things that are made of rocks. Allow the students to think about
some things. Help them out if they need it. (mountains, Stone Mountain, rivers.)
-Ask them where they might find rocks and what is the largest thing they can
think of that is made of rocks. (The Earth)
-Pull out a diagram of the three layers of the Earth. Label each layer as you talk
about it.
-Crust-Outer layer that we walk on, thinnest, coolest
-Mantle-Middle, warmer layer, rocks soft and almost melted
-Core-center of the Earth, VERY hot, some parts liquid, some solid
-Students copy down information on board.
-Teacher brings students to the floor surrounding an activity.
-Bring in a round bowl, pink Jell-O, play dough, pencil, string, Bunsen burner, pot
-Explain that class is going to construct a model of the Earth using these
materials.
-Turn on Bunsen burner
-Set glass bowl in center of table and ask students which layer will represent
crust. Explain why
-make Jell-O, pour into bowl, and ask students which layer it represents. (mantlewhy?)
-Make ball of play dough and suspend from string over middle of Jell-O and ask
students which layer it represents. (core-why?)
Assessment:
Hand out and take up worksheet (WHAT ARE MINERALS AND ROCKS)
Modifications:
-Teacher may allow students to participate in the activity as desired. Keeping
students engaged increases their understanding of the concept.
-If resources are not available to construct a model of the earth the teacher may
have students make their own models using construction paper or markers. The
key to this lesson is familiarizing students with the layers of the Earth.
Reflections:
I thought today's lesson went very well. The students seemed to be excited about
the activity and understand the similarities between the model and the actual
layers of the Earth. I did have a few problems with students not staying in their
seats and disrespecting their neighbors. I guess this sort of thing should be
expected during a long experiment and in the future, I will have a short activity or
worksheet for them to complete during the experiment to keep them occupied.
Overall, I thought the lesson went great and the students are really engaged and
excited about learning science!
Day 3
Procedure:
Length: 45 Minutes
1. Teacher will review the previous day's lesson about rocks and layers of the
Earth with a class discussion.
2. Begin a conversation about how rocks can be formed: volcanoes, flowing
water, heat and pressure inside the earth.
3. All rocks are put into different groups according to how they are formed.
IGNEOUS-rock that was once melted that is now cooled
SEDIMENTARY-material that has settled into layers, layers are squeezed
together until they harden into rocks.
METAMORPHIC- (ask a student to look up Metamorphic in the dictionaryit will say change) Igneous, sedimentary, or other metamorphic rocks that have
been changed by heat or pressure (Ask a student to look up the word
Metamorphic in the dictionary-it means change)
4. Teacher performs an activity to help students understand the different ways
rocks are formed.
5. Have students come to the floor around the activity table.
6. Heat several blocks of chocolate in a pot and pour it into a long pan to cool.
Explain how this is similar to the process of forming igneous rocks because the
material is melted and will soon form into a hard rock.
7. Give each child a bag of colored sand and pull out a glass container. Each
child will pour his sand into the container as the teacher explains that
sedimentary rocks are formed from different layers that are squeezed together
until they form a hard rock.
8. Explain that if one of these rocks changes to the other, it is considered to be
metamorphic.
9. Combine some of the sand with some chocolate. Reheat and allow children to
see how it forms a new rock.
10. Explain that if an igneous rock is broken down and changed into a
sedimentary rock, it is ALSO called a metamorphic rock.
11. ALL ROCKS BEGIN AS IGNEOUS ROCKS.
Assessment:
Pass out a worksheet in which students must give properties of each type of
rock.
Modifications:
-Crunched up cereal in individual bags may be substituted for sand. This may be
used if teacher wants student to eat their lessons.
-Allow students to become involved in the activity-ie stirring chocolate, labeling
different kinds of rocks, crunching up cereal.
Reflections:
I thought today's lesson went perfectly! The students absolutely loved the
chocolate activity and I think they really learned alot about how the different kinds
of rocks are formed. I am so glad that they were interactive and wanted to
participate. They were so good about discovering similarities between the way
rocks and "our chocolate" rocks were formed. I really think this was a great way
to teach this lesson and the kids enjoyed eating the rocks after lunch as well!! I
did go over time by about 30 minutes so their extended specials time was
interrupted. This would be something I will have to consider next time I do the
lesson for a class. This could easily be turned into a science day activity when
the students and teacher have more time.
Day 4
Procedure:
Length: 45 Minutes
1. Class review of types of rocks (Igneous, sedimentary, metamorphic)
2. Explain that each type can be changed to another. This is called the rock
cycle.
3. Bring out chart of the rock cycle to hang up for the class.
4. Explain the chart to the class and allow them to ask questions and discuss.
5. Pass out empty charts of the rock cycle and 3 cards labeled Sedimentary,
Igneous, Metamorphic
6. Allow children to play around with the chart and see that every rock can be
changed into every other kind of rock.
7. Pass out flash cards to each child for them to study
Assessment:
Teacher will conduct an informal assessment including a verbal class discussion
about the rock cycle.
Modifications:
-Teacher may choose to give students a filled in chart of the rock cycle
depending upon the students’ previous response to the lesson.
Reflections:
Today was a good wrap up for my connected lesson. The students learned about
the rock cycle and were able to review a little bit about what they had learned.
Today' lesson was interesting because I made several adaptations to the lesson
because of information students brought into the discussion. One child talked
about how the rock cycle was similar to the cycle of a frog. This sparked a whole
new conversation about how we can relate rocks to animals-as things that are
constantly changing. It was really exciting to be in a situation where I was able to
modify my lesson plan on the spot and go with a really great idea. The students
seemed to like the flash cards I made for them and I hope that they will be helpful
while studying for their test.
Final Reflection
Overall, I thought this was an extremely effective connected lesson plan. I talked
extensively about it with my mentor teacher and she was thrilled at the results. I
tried to cover all three standards included in the beginning of my lesson plan and
worked to keep the students engaged and interested in the subject matter. After
further assessment one week after teaching my lesson, I found that most of the
students could recall information very quickly and could explain how different
rocks were formed as well as talk about their different properties. It is such a
great feeling to know that you have taught a child something that he did not know
and have maybe sparked an interest in a new subject. I will certainly use this
lesson plan in my future classrooms and modify it accordingly.