Integrated Unit
by: Sarah Mazzei
Title: The Changing Earth
Curriculum: Science and Language Arts
Grade Level Span: 3
Content Objectives:

Make observations and ask questions about objects, and the environment.
How do I group rocks?

Conduct simple investigations. The properties of rocks relates to their formation.
Scientific Inquiry is a thoughtful and coordinated attempt to search out, describe, explai
predict natural phenomena.
How do I describe this rock?
How are rocks formed?

Use data to construct reasonable explanations. Knowing the properties of rocks and
minerals allows us to make practical use of them.
How do the properties of rocks affect what they are used for?
Reading/Language Arts Objectives:

Explore and develop vocabulary (mineral, hardness, color, luster, texture, igneous,
sedimentary, metamorphic, rock cycle, and classify) through various texts and songs.
Students interpret, analyze, and evaluate text in order to extend understanding and
appreciation.
What strategies do I have to understand new words?

Read and write a variety of science-related fiction and non-fiction texts. Students
communicate with others to create interpretations of written, oral, and visual texts.
How does sharing and listening affect my understanding of what I have read?

Seek relevant information in books, articles, and electronic media. Students use
appropriate strategies before, during, and after reading in order to construct meaning.
How do I know which reading strategies to use for this text and my
purpose?
LEARNING/TEACHING
ACTIVITIES
1.The Story of
Pompeii

The teacher will read
the text aloud to
students to build
interest among rocks
and its effects on the
earth changing.
 Students will share
background
knowledge on rocks
and create a KWL
chart to document
their knowledge as
well as questions to
be answered within
the unit.
Materials:
 Step Into Books: The
Story of Pompeii
 KWL Chart
 Pencil
2. The Pebble
Pass
 Students will identify
characteristics of
NCTE/IRA
Standards
Student
Performance
Indicators
IRA Teacher
Competencies
(Program Portfolio
2.
Students read a
wide range of
literature from
many periods in
many genres to
build an
understanding of
the many
dimensions (e.g.,
philosophical,
ethical,
aesthetic) of
human
experience.
4.1
Use student’s
interests, reading
abilities, and
backgrounds as
foundations for the
reading and
writing program.
11.
Students
participate as
knowledgeable,
reflective, creative,
and critical
subcategory
addressed)
2.2
Use a wide range
of instructional
practices,
approaches, and
Frameworks
Standards
Science
Frameworks
OR
Math
Frameworks
OR
Social Studies
Frameworks
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.2
Seek relevant
information in
books,
magazines,
and electronic
media.
B INQ.1
Make
observations
and ask
questions
about objects,
organisms,
and their
environment.
State
objective3.3
Earth materials
have different
physical and
rocks through
touching, and
looking at various
rocks.
 Teacher will review
characteristics of a
mineral from
previous unit and
introduce the
properties of the
mineral that are in a
rock.
 Students will record
their observations in
their Science
Notebook along with
a picture of their
rock.
Materials:
 One rock per student
 Science Notebook
 Pencil
members of a
variety of literacy
communities.
3. The Big Rock
2.
Students read a
wide range of
literature from
many periods in
many genres to
build an
understanding of
the many
dimensions (e.g.,
philosophical,
ethical, aesthetic)
of human
experience.



Teacher will read The
Big Rock aloud to
students.
Prior to reading,
review the genre of
the text (non-fiction),
and review strategies
for reading nonfiction- (slowing
down reading rate,
orally re-stating new
information as you
read). Record the
strategies on the easel
for students to view.
Tell students to
monitor their thinking
while reading the text
and think about
various strategies that
helped them
understand the text.
methods, including
technology-based
practices for
learners at
differing stages of
development and
from differing
cultural and
linguistic
backgrounds
4.1
Use students’
interests, reading
abilities, and
backgrounds as
foundations for the
reading and
writing program.
chemical
properties.
District
StandardsB INQ.1
Make
observations
and ask
questions
about objects,
organisms,
and their
environment.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.7
Read and
write a variety
of science
related fiction
and nonfiction texts.

Teacher will review
thinking as the text is
read.
 Students will be
introduced to the
terms geologist,
granite and define the
words in their
Science Notebook.
 Ask which reading
strategies helped
them to better
understand the text.
Materials:
 The Big Rock
 Easel
 Pencil
 Science Notebook
11. Students
participate as
Students will observe
knowledgeable,
a mock rock, a cookie
reflective,
(oatmeal raisin, or
creative, and
oatmeal chocolate
critical
chip, or Keeblers
members of a
Rainbow Cookie) the
variety of
ingredients that
literacy
make-up the cookie
communities.
or mock-rock.
Students will discuss
findings from their
cookie experience
and respond in their
Science Notebook to
the question: How
was this cookie
similar to a rock?
Share in a discussion
how the cookie was
similar to the rock
through the make-up
of ingredients, or
minerals.
Review the following
terms as students
4. Cookie Rock



4.1
Use students’
interests, reading
abilities, and
backgrounds as
foundations for the
reading and
writing program.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.3
Design and
conduct
simple
investigations.
B INQ.5
Use data to
construct
reasonable
explanations.
share: mineral,
hardness, color,
luster
 Students record their
new findings in their
science notebook
along with a picture
of their cookie rock.
Materials:
 Cookie with several
observable
ingredients (chips,
raisins, m&ms,
oatmeal)
 Science Notebook
 Pencil
 Crayons
5. Foss

Article
Review strategies of
reading Non-fiction
text: Read at a
slower pace;
Noticing- re-read new
information when
something doesn’t
make sense,
summarizing new
information in your
own words.
 Read the article: Rock
of Ages from the
Earth Materials book
as a shared read. Tell
students their purpose
for reading is to find
out what rocks are
useful in creating
monuments?
 Ask students to
answer the following
questions in a thinkpair-share format:
Why are rocks and
minerals chosen to
1.
Students read a
wide range of print
and non-print texts
to build an
understanding of
texts, of
themselves, and
of the cultures of
the United States
and the world; to
acquire new
information; to
respond to the
needs and
demands of
society and the
workplace; and for
personal
fulfillment. Among
these texts are
fiction and
nonfiction, classic
and contemporary
works
1.3
Demonstrate
knowledge of
language
development and
reading acquisition
and the variations
related to cultural
and linguistic
diversity.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.2
Seek relevant
information in
books,
magazines,
and electronic
media.

create monuments?
Ask students to create
a paragraph in their
Science Journal to the
following question:
Suppose you could
honor someone or
something special
with a monument.
Whom or what would
you choose to honor
and what type of rock
would you use?
Materials:
 Article: Rock of Ages
 Non-fiction reading
strategy list from
easel
 Science Notebook
6. Take It For
Granite



Students will observe
samples of minerals
(previously identified
from a mineral unit of
study) and a rock.
The students will be
asked to locate the
only rock among the
substances (granite).
Students will be
asked to identify
which minerals are in
the rock granite.
Students will record
their observations of
the minerals within
an Earth Material
booklet. Then record
their observations on
the rock to identify
the minerals within.
Students will share
3. Students
apply a wide
range of strategies
to comprehend,
interpret, evaluate,
and appreciate
texts. They draw
on their prior
experience, their
interactions with
other readers and
writers, their
knowledge of word
meaning and of
other texts, their
word identification
strategies, and
their
understanding of
textual features
(e.g., sound-letter
correspondence,
sentence
structure, context,
graphics).
4.1
Use students’
interests, reading
abilities, and
backgrounds as
foundations for the
reading and
writing program
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.5
Use data to
construct
reasonable
explanations.

their findings as a
class.
Review the
vocabulary terms:
mineral, hardness,
color, luster
Materials:
 Samples: All placed
together in a cup:
Granite (rock)
Calcite, feldspar,
hornblende, mica,
and quartz (minerals)
 Mineral Identification
Sheet from Foss
activity. (previously
completed.)
 Penny, paperclip for
testing hardness
 Earth Materials
Notebook
 Pencil
7. Walk Through
the Rock Cycle


Students will
participate as active
observers. A few
selected classmates
will walk through a
diagram of a rock
cycle while the
teacher reads aloud a
selected text
explaining the
process rocks travel
through the cycle.
Review the
vocabulary terms:
igneous,
sedimentary,
metamorphic, rock
cycle, and classify
11. Students
participate as
knowledgeable,
reflective,
creative, and
critical
members of a
variety of
literacy
communities.
4.3
Model reading
and writing
enthusiastically as
valued lifelong
activities
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.4
Employ
simple
equipment
and
measuring
tools to
gather data
and extend
the senses.

Students will create a
picture of the rock
cycle in their Science
Notebook.
Materials:
 Life-sized diagram of
The Rock Cycle
 Science Notebook
 Crayons
 Pencil
8. The Rock
Factory

Cyber Lesson:
Summarizing
Information
 Students will write a
summary of the rock
cycle in written form
in their Science
Notebook to
accommodate their
illustration from
activity 7.
Materials:
 The Rock Factory
 Science Notebook
 Pencil
 Computer with
Internet Access
 Sticky Notes
9. Pebbles and
Rock Puppet
Show


Students will perform
puppet show reader’s
theater in small
groups focusing on
expression.
Review how the three
different types of
rocks are formed as a
whole class.
8.
Students use a
variety of
technological and
information
resources (e.g.,
libraries,
databases,
computer
networks, video)
to gather and
synthesize
information and to
create and
communicate
knowledge.
12.
Students use
spoken, written,
and visual
language to
accomplish their
own purposes
(e.g., for learning,
enjoyment,
persuasion, and
the exchange of
information).
2.2
Use a wide range
of instructional
practices,
approaches, and
methods, including
technology-based
practices for
learners at
differing stages of
development and
from differing
cultural and
linguistic
backgrounds.
State
objective3.3
2.1
Use instructional
grouping options
(individual, smallgroup, wholeclass, and
computer based) as
appropriate for
accomplishing
given purposes.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.2
Seek relevant
information in
books,
magazines,
and electronic
media.
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.7
Read and
write a variety

of science
related fiction
and nonfiction texts.
Pass out examples of
the three different
kinds of rocks.
Materials:
 Puppet Show:
Pebbles and Rocks
 Three different types
of rocks samples:
granite (Igneous),
sandstone
(Sedimentary), and
marble
(Metamorphic).
10. Let’s Go Rock
Collecting




Teacher will access
prior knowledge in
collections and the
various types of
collections people
share.
Share various types
of rock collections
people might have as
well as various types
of rocks: Igneous,
Metamorphic, and
Sedimentary.
Teacher will read
aloud Let’s Go Rock
Collecting to
students. Tell
students to monitor
their thinking while
reading the text with
strategies good
reader’s use when
reading Non-fiction.
Review strategies
from easel
Ask which reading
strategies helped
them to better
understand the text.
1.
Students read a
wide range of print
and non-print texts
to build an
understanding of
texts, of
themselves, and
of the cultures of
the United States
and the world; to
acquire new
information; to
respond to the
needs and
demands of
society and the
workplace; and for
personal
fulfillment. Among
these texts are
fiction and
nonfiction, classic
and contemporary
works
1.4
Demonstrate
knowledge of the
major components
of reading
(phonemic
awareness, word
identification and
phonics,
vocabulary and
background
knowledge,
fluency,
comprehension
strategies, and
motivation) and
how they are
integrated in fluent
reading.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.2
Seek relevant
information in
books,
magazines,
and electronic
media.

Students will respond
in their Science
Notebooks: What are
three different types
of rocks? How are
they formed?
Materials:
 Let’s Go Rock
Collecting
 Non-fiction reading
strategies list from
easel
 Science Notebook
 Pencil
11. Rock Poster

Students will discuss
the three different
types of rocks
discussed in previous
lessons with a talk
partner.
 Refer to the text Let’s
Go Rock Collecting
to share examples of
rocks.
 Students will begin
researching
information to create
a poster including
facts of the three
different types of
rocks, examples of
each and their uses.
Students will
continue their poster
at home. This will be
an ongoing research
project that will be
turned in within one
week.
Materials:
 Let’s Go Rock
Collecting
 Poster Paper
4.
Students adjust
their use of
spoken, written,
and visual
language (e.g.,
conventions, style,
vocabulary) to
communicate
effectively with a
variety of
audiences and for
different purposes
2.2
Use a wide range
of instructional
practices,
approaches, and
methods, including
technology-based
practices for
learners at
differing stages of
development and
from differing
cultural and
linguistic
backgrounds.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.6
Analyze,
critique and
communicate
investigations
using words,
graphs, and
drawings.


Pencil
Crayons
12. Houseful of
Rocks

Place a variety of
household items in
front of students.
Some can be made
from rocks and
minerals, and some
not.
 Ask students to
identify which items
are made from rocks.
Share how rocks are a
part of our everyday
lives. Brainstorm
other materials from
everyday lives that
are rock products.
Materials:
 Salt, pencils, jewelry,
pottery, statues, nail
files, chalk, vitamins,
powder, toothpaste,
make-up, face scrubs
(rock and mineral
based)
 Cotton, cork, rubber,
paper, cardboard,
wool, beeswax, wood
(non- rock products)
13. Everybody
Needs a Rock


Teacher will read
aloud, Everybody
Needs a Rock by
Byrd Baylor
Compare the author’s
views on rocks and
the previous lesson’s
use of rocks in their
12.
Students use
spoken, written,
and visual
language to
accomplish their
own purposes
(e.g., for learning,
enjoyment,
persuasion, and
the exchange of
information).
4.1
Use students’
interests, reading
abilities, and
backgrounds as
foundations for the
reading and
writing program
9.
Students develop
an understanding
of and respect for
diversity in
language use,
patterns, and
dialects across
cultures, ethnic
groups,
geographic
regions, and social
roles.
4.3
Model reading and
writing
enthusiastically as
valued lifelong
activities.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.1
Make
observations
and ask
questions
about objects,
organisms,
and the
environment.
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.7
Read and
write a variety
of science
related fiction
and nonfiction texts.
Science Notebooks
using a Venn diagram
to compare and
contrast.
Materials:
 Everybody Needs a
Rock by Byrd Baylor
 Science Notebook
 Pencil
14. Pebble PickUp


Ask students to bring
in personal rock
collections for those
who have them, or
ask students to find
10-20 rocks and sort
them. Students may
choose to sort the
rocks at their choice.
Tell students to label
their rocks by
classification.
Ask each student to
share their favorite
rock and the
characteristics of that
rock.
11.
Students
participate as
knowledgeable,
reflective, creative,
and critical
members of a
variety of literacy
communities.
3.2
Place students
along a
developmental
continuum and
identify students’
proficiencies and
difficulties
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.3
Design and
construct
simple
investigations.
Materials:
 Student Rock
Collections
15. If I Were a
Rock


Ask students to
choose a rock from
the table.
Students will
independently
complete a
descriptive paragraph
about himself/ herself
5.
Students employ a
wide range of
strategies as they
write and use
different writing
process elements
appropriately to
communicate with
different
audiences for a
variety of
purposes.
3.2
Place students
along a
developmental
continuum and
identify students’
proficiencies and
difficulties
State
objective3.3
Earth materials
have different
physical and
chemical
properties.
District
StandardsB INQ.1
Make
as a rock, in terms of
properties, uses, how
it was formed, and
the journey it may
have come through
during its life. Hand
out “If I Were a
Rock” planning
worksheet as a guide.
Students may use any
completed projects as
a means to verify
information for the
paragraph, i.e.
Science Notebook,
poster.
 Students will
complete a final draft
describing themselves
as a rock and the
process they traveled.
Through to get to
their
 Teacher will use
attached rubric for
assessment.
Materials:
 Various types of
Sedimentary,
Igneous, and
Metamorphic Rocks
 If I Were a Rock
planning sheet
 If I Were a Rock
rubric
 Pencil
observations
and ask
questions
about objects,
organisms
and the
environment.
BINQ.4
Employ simple
equipment and
measuring tools
to gather data and
extend the senses.
TOOLS AND RESOURCES:
(List and briefly annotate websites, 5 annotated children’s texts, specific software and
hardware,
and other needs to support this unit)
Children’s Books:
Bailey, J. (2003). The rock factory: A story about the rock cycle. Minneapolis: Picture Window
Books.
The Rock Factory will be used for students in the cyberlesson as tool to allow students to learn
about the process the rocks travel through. This text will also enable students to work on their
summarizing techniques through the strategy of recording important words or phrases, not entire
sentences. The book walks students through the various stages of the rock cycle.
Baylor, B. (1974). Everybody needs a rock. New York, NY:
Aladdin Paperbacks.
Everybody needs a rock is written as a poem. It states the purposes and use of a rock. This text
will be used to prepare students to share their rock collections and the reasons they collect rocks
or sort rocks.
Delta Education. (2005). Rock of ages. Earth materials. (pp. 24-29).
Nashua: Delta Education.
The article Rock of Ages, from the book Earth Materials discusses the uses of rocks around the
world in the form of statues, specifically the sphinx, as well as The Great Pyramid. The article
talks about the different types of rock used to make the statues, and the process the Egyptians
created to make these magnificent monuments.
Gans, R. (1984). Let’s go rock collecting. New York, NY:
Harper Collins.
Let’s Go Rock Collecting explains the various forms of rocks and specific examples of each. The
book clearly states the definition of each type of rock, and provides illustrations for students to
visualize and create associations of the various forms of rocks. Students will respond to the
questions: What are three different types of rocks, and how are they formed?
Hiscock, B. (1999). The big rock. New York, NY: Aladdin
Paperbacks.
The Big Rock walks the reader through time to explain how the rock came to be where it is in the
land. It explains how rocks are the only thing to survive all aspects of time through the time of
dinosaurs to the Ice Age, and the present time. The students will learn new vocabulary words
through the text and record their meanings.
Lingelbach, J. and Purcell, L. (1999). Hands on Nature: Information
and Activities for Exploring the Environment with Children. Vermont: Vermont
Institutue of Natural Science.
The students will perform a reader’s theater from the book, Hands on Nature: Information and
Activities for Exploring the Environment with Children. The reader’s theater reviews the
different forms of rocks and each character is an example of each type of rock, such as Sandy
Sandstone.” The character goes on to interact with other rocks and they explain their uses.
Websites:

Interactive Rock Animation:
http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm
This website allows students the opportunity to fully visualize the various aspects of the rock
cycle. It shows close ups of what the process looks like with some real photographs. Students
will be able to click on pictures to continue the cycle.

Rock and the Rock Cycle:
http://www.windows.ucar.edu/tour/link=/earth/geology/rocks_intro.html
The Rock and the Rock Cycle shows a short diagram of the rock cycle. It also lists three
different types of rocks and allows students to click on each type of rock to locate more
information on the facts. As the students click on the various types of rock they are also able to
see specific examples of the types of rock.

The Earth Floor: The Rock Cycle:
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
The website gives a very brief overview of the rock cycle and lists information in a
paragraph format. The information provides the reader with a insight into the mechanics
behind the cycle of a rock.
 The Rock Cycle Song: http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm
The website provides lyrics to a song about the rock cycle that aids students recollection of the
three different types of rocks and the definitions of each type of rock.
Research Articles:
Brassell, D. (2006/2007) Inspiring young scientists with great books. The Reading Teacher,
December 2006/January 2007, 336-42.
Varelas, M., Pappas, C., Kokkino, S., & Ortiz, I. (2008) Students as authors. Science and
Children, 45 no7 58-62.
Other Materials:



Science Notebook
Pencils
Foss Kit: Earth Materials with minerals and rocks

Construction Paper
ASSESSMENT
(How will you assess the students’ learning? List rubrics here, and attach them to your
outline. Be as specific as possible.)





The Rock Cycle Illustration
My Rockin’ Rock Poster
Cyberlesson
If I Were A Rock
Science Notebook Rubric
CREDITS (INCLUDING CONTACT INFORMATION) (Record the names, websites
of those who contributed to the development of this learning activity)
 Kathy Sobeleski- Former Science Coordinator of Region 14 Schools
 Mary Hamor- Third Grade Teacher; Mitchell Elementary School
 Region 14 School District curriculum
 http://web.mac.com/mcmainr
REFLECTION:
(What are the ah-ha’s/experiences you had in developing this unit. How might it connect to
your own teaching to enhance student learning?)
The Changing Earth unit is one that has been implemented into our curriculum for the past few
years. At the start, teachers were apprehensive to teach new curriculum in science because we had so
many questions left unanswered. I find that science can be tricky to teach because we don’t focus on
it as much as we do Language Arts in our undergraduate degrees, or even professional development.
Teachers come into the classroom with varied background knowledge and are supposed to send
students on to the next grade with the same knowledge. Even though there is a curriculum, teachers
need to have a clear understanding of the content they are teaching. I found that within my school,
we are all reaching out to different sources and teaching different lessons within the Changing Earth
curriculum. Therefore, when this project was assigned, I was excited. I would have the opportunity
to finally put together a productive unit that covers our curriculum and can be shared with my
teammates.
I find that I still learn more about the content of this unit each time I teach it. Yet, we did find it
difficult to always provide visuals for the students to connect with, such as visualizing the rock cycle.
I really enjoyed putting together activities for my students to complete throughout the unit, but
mostly in the cyberlesson. When researching various sites to use, I found one in particular that
allowed my students to clearly visualize what the different parts of the cycle would look like actively,
and also showed some photographs for students to see. I found that this website truly allowed the
class the opportunity to grasp the rock cycle concept in the visual form, and research further
questions they had that had not been addressed in the previous lessons.
I also really enjoy the concept of integrating the content area into my literacy block. Time is
certainly of the essence in today’s classroom, and integrating fiction books, and various non-fiction
books or articles allowed me to more time to focus on the science content area. This year in
particular, I have four students that receive extra reading support in the form of pullout. These
students are pulled during the science block of our day; therefore they miss out of all science lessons.
Integrating the some of the science concepts to my literacy block, allowed them the opportunity to be
exposed to the content, of which they thrived.
A final piece to the unit that I find extremely beneficial is the writing component. In researching
various forms for students to grasp concepts and new terms, I find that allowing students the
opportunity to write their learning down is so effective. It allows each one of them to sort out their
thinking, and explain it. It also allows me the chance to really check for understanding, and go back
to something a majority of the class didn’t understand. The writing piece also allows students to take
hold of their own learning, instead of me always talking or reading. At the start of the unit, students
may have a difficult time with the writing, because they haven’t had to take charge of putting new
learning in black and white with the application of new vocabulary words. Yet, as the unit
progresses, they should become more comfortable to apply new vocabulary words appropriately not
only within their writing, but also within their discussions.
In the future, when I implement with more classes, there may be challenges implementing the
cyberlesson. This year, I have a special education teacher in my classroom full time. This allows me
the opportunity to reach out to small groups in depth and read the cyberlesson text at their pace. In
future years, I may not have this legacy. Another aspect that is challenging revolves around the
amount of guided reading within the unit. I would like to implement more texts specifically aimed at
guided reading in the subject of rocks and minerals.
Overall, I feel this unit will be extremely beneficial to my students. They will enjoy discussions,
hands-on activities, writing, reading, and most of all exploring new knowledge through the
cyberlesson. The unit integrated all aspects of our district objectives, and curriculum. I plan on
sharing this unit with my teammates, so that all of our students leave third grade with an appropriate
and similar experience of exploring “The Changing Earth.”
GRADING CRITERIA CHECKLIST
Objectives/Purposes (3 points)
articulates big understandings
articulates skills and strategies/performance objectives to be
addressed. (3 points)
Activities are tied to appropriate standards on grid.
NCTE/IRA Standards,
RDG DEPT. PROGRAM STANDARDS
CONTENT STANDARDS Science Frameworks OR Math
Frameworks OR Social Studies Frameworks
CHECKLIST FOR ACTIVITIES GRID (8 points)
1) Opportunities for student collaboration in varying grouping
formats,
2) Activities that are engaging and build on multiple ways of
learning, and personal background experiences
3) An opportunity for student inquiry,
4) Include opportunities for differentiation
5) Is there a multicultural component? critical literacy component?
6) A variety of print and nonprint resources,
7) Integration of Reading, Writing, Listening, Speaking, Viewing and
Visually Representing
8) Opportunities for students to read/write in your selected
content area of focus.
9) Opportunities for students to cross from one media to another in
their study of this unit- i.e. moving from one genre to another, from
one media to another literacy to music, to art, to movement, to
drama.
10) Integrates new literacies and technology
Assessment Component (3 points)
Rubric Development for activities: Demonstrates specific desired
outcomes.
Annotated bibliography (2 points)
five related books are summarized with bibliographic inf.
personal responses to books
description of how the book will be used to support unit
Final reflection (3 points)
narrative including:
Brief overview of unit and previous history, if any
Convincing explanation of how it fits in curriculum and to intended audience
Discussion of anticipated benefits and challenges
Ah-ha’s in the development of the project
Assessment Rubrics
Scientific Drawings : The Rock Cycle
4
3
Title
Title is informative, centered,
and larger than other text.
Title is informative
Title is informative
and larger than other and centered.
text.
The title is
incomplete and
does not clearly
indicate what is
pictured.
Labels
Every item that needs to be
identified has a label. It is
clear which label goes with
which structure.
Almost all items
(90%) that need to
be identified have
labels. It is clear
which label goes
with which structure.
Most items (75-89%)
that need to be
identified have
labels. It is clear
which label goes
with which structure.
Less than 75% of
the items that
need to be
identified have
labels OR it is not
clear which label
goes with with
item.
Drawing - details
All assigned details have
been added. The details are
clear and easy to identify.
Almost all assigned
details (at least
85%) have been
added. The details
are clear and easy
to identify.
Almost all assigned
details (at least
85%) have been
added. A few details
are difficult to
identify.
Fewer than 85%
of the assigned
details are
present OR most
details are difficult
to identify.
Accuracy
95% or more of the assigned
structures are drawn
accurately and are
recognizable. All assigned
structures are labeled
accurately.
94-85% of the
assigned structures
are drawn accurately
and are
recognizable. All
assigned structures
are labeled
accurately.
94-85% of the
assigned structures
are drawn accurately
and are
recognizable. 9485% of the assigned
structures are
labeled accurately.
Less than 85% of
the assigned
structures are
drawn AND/OR
labeled
accurately.
Spelling
All words are spelled correctly All common words
in the title, labels and
are spelled correctly
caption/description.
in the title, labels
and description. 1-2
scientific words may
be misspelled.
75% of the words
are spelled correctly
in the title, labels,
and description.
Fewer than 80%
of the words are
spelled correctly
in the title, labels,
and description.
CATEGORY
2
1
Total:
Making A Poster : My Rockin’ Rock Poster
CATEGORY
4
3
2
1
Graphics Originality
All of the information
used on the poster
reflects an
exceptional degree
of student creativity
in their creation
and/or display.
Most of the
information used on
the poster reflects
student creativity in
their creation and/or
display.
Some of the
Little information is
information is made created solely by the
by the student, but is student.
based on the
designs or ideas of
others.
Required
Elements
The poster includes
all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Labels
All items of
importance on the
poster are clearly
labeled with labels
that can be easily
read.
Almost all items of
importance on the
poster are clearly
labeled with labels
that can be easily
read.
Several items of
importance on the
poster are clearly
labeled with labels
that can be easily
read.
Labels are too small
to view OR no
important items were
labeled.
Overall
Presentation
The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms of
design, layout and
neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Total:
Science Notebook Rubric
Category
Information is
clear and
detailed
Information is
accurate
Illustrations
Neatness/
Organization
4
3
2
1
Entry describes
information
learned with
explicit
details/evidence
explaining the
concepts.
All information is
completely
accurate.
Entry describes
the information
learned some
details/evidence
explaining the
concepts.
Entry describes
some of the
information
learned.
Entry lacks
information
covered in
lessons.
Most information
is accurate.
Some
information is
accurate.
Information is
frequently
inaccurate or
incomplete.
Clear, accurate
illustrations are
included.
Illustrations are
labeled neatly
and accurately.
Notebook entries
are recorded and
organized in an
extremely neat
and orderly
fashion.
Illustrations are
included and are
labeled neatly
and accurately.
Illustrations are
included and are
labeled. Some
pieces are
inaccurate.
Notebook is put
together in a
legible manner
with some dates
listed. The
student’s work is
legible.
Notebook is put
together with
some dates listed.
Some parts may
be difficult to
understand.
Illustrations are
missing OR are
missing
important labels
with inaccurate
information.
Notebook is not
put together in a
neat manner,
and dates are
missing. The
student’s work
is difficult to
read and hard to
understand.
Total:
If I Were A Rock Rubric
Criteria Exemplary Accomplished Developing Beginning
4
3
2
1
Name of rock
and include
characteristics
of the rock on
information
sheet
Sentence
structure,
capitalization,
punctuation
Information is
complete and
accurately stated.
Information is
accurate, but not
complete
Information is
accurate, but not
accurately stated
Information is
inaccurate, and
incomplete.
All sentences are
complete with
capital letters and
correct
punctuation.
All sentences are
complete with
missing capitalization
and punctuation.
Not all sentences
are complete and
lack of
capitalization and
punctuation.
Incomplete
sentences with
missing capital
letters and
punctuation.
Parts of a
paragraph
Paragraph
includes topic
sentence,
conclusion
sentence,
and supporting
sentences.
Includes only 2 of the
following components
of a complete
paragraph: topic
sentence, conclusion
sentence,
and supporting
sentences.
Includes only 1
of the following
components of a
complete
paragraph: topic
sentence,
conclusion
sentence,
and supporting
sentences.
Information is
list-like and
missing
important details.
Paragraph lacks
a topic
sentence,
conclusion
sentence,
and supporting
sentences.
All information
Integrate
information in is included in the
paragraph and
paragraph
has been
elaborated.
All information is
included in the
paragraph and has
very little elaboration.
Score
Very little
information is
included in the
paragraph.
Total:
Cyberlesson Rubric
SCORE
4
3
2
1
STICKY NOTES
All sticky notes are in
order of sequence
with appropriate
words to help create a
summary.
Most sticky notes are
in order of sequence
with appropriate
words to help create
a summary.
Sticky notes are not in
order of sequence.
Recorded words are
not helpful in creating
an accurate summary.
SUMMARY
All parts of the rock
cycle were accurately
addressed with
specific labels or
names in my summary.
Most parts of the rock
cycle were accurately
addressed with labels
or names in my
summary.
Sticky notes are in
some order of
sequence with some
appropriate words to
help create a
summary.
Some parts of the rock
cycle were addressed
with a lack labels or
names in my summary.
Misunderstandings are
present.
SONG
I included all parts of
the rock cycle with
three different types
of rocks to a tune.
Lyrics are accurate.
I included most parts
of the rock cycle with
three different types
of rocks to a tune.
Lyrics are accurate.
I included all parts of
the rock cycle Lyrics
are have some
inaccuracy. The tune is
not familiar for
classmates to sing.
I did not include all
parts of the rock cycle
with the different
types of rocks to a
tune.
I have answers to my
questions along with
new facts written in
my own words about
new information I
learned from the
websites.
I have new facts
written in my own
words about new
information I learned
from the websites.
I have two new facts
written in the some of
my own words about
new information I
learned from the
websites.
I have one fact written
with the words of the
website.
I have shared and
listened to my partner.
I shared but didn’t
actively listen to my
partner.
I listened to my
partner, but I didn’t
share.
I did not share or
listen to my partner.
WEBSITE RESEARCH
PARTICIPATION
.
Little information of
the rock cycle was
addressed in my
summary. The
summary has
inaccurate information.
Total: