Clinical Practice

Lesson Plan Template

Fall 2013

Teacher Candidate: Shakema Smith Subject/Grade: Science/3rd

Lesson # ___2___ Date and Time of Lesson: October 10, 2013 at 1:00 p.m.

Learning Objective: The students will be able to classify sedimentary rocks based on the basis of their properties with 90% accuracy. Alignment with Standards: Standard 3-3.1: Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. EEDA - Section 59-29-135: Character education SSCA Description of student behavior.
VA2-2.3 Select and use various elements and principles of design to communicate his or her ideas, feelings, and stories through works of visual art.

Developmental Appropriateness:
The learning objective is developmental appropriate because students are able to work together as partners to complete this lesson, which is something they enjoy doing. It is also developmental appropriate because the students are able to observe the rocks properties, write about it, and draw a picture example. The learning objective is developmental appropriate for the students emotional need by the students being able to receive constructive criticism.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) The students will complete a pre-assessment that contains the property definitions for sedimentary, metamorphic, and igneous rock. The postassessment will be the identical. Use of Formative Assessment I will use the assessment to show me what the students know about sedimentary, metamorphic, and igneous rocks. I will also use it to plan out my lessons. I will use the post-assessment to show me if the student understood the lesson or not. If the majority of class did not understand the lesson I will re-teach the lesson.

The students will be able to classify sedimentary rocks based on the basis of their properties with 90% accuracy.

Clinical Practice

Lesson Plan Template

Fall 2013

Accommodations:
I will partner the higher students with the lower students for they can focus and help each other out. The early finishers will glue their note taking sheet in their science notebooks. The slower learners will receive help from an early finisher or me.

Materials:
Example of a sedimentary rock, plate tray, rock note taking sheet, science notebook, color pencils, spoons, paper towels, white and wheat bread, and grape and apple jelly.

Procedures:
1. We will be finishing our rock lesson today. We will be focusing on the sedimentary rock. In yesterdays lesson, what were the two rocks we learned about? 2. We will be going to the lab again today. I need you to remember those good character traits. Be positive, respectful, and hardworking. (EEDA) Also remember there will be no name calling, hands and feet will be kept to yourselves, and no hurting each other. (SSCA) I want you to listen and pay attention. Line up students to go to the lab. 3. When entering the lab, students will sit quietly in their seats with their partners. Students will have their note taking sheet out from yesterday. Lets review the property definitions of a metamorphic and igneous rock. Now we are going to go over the properties of a sedimentary rock. Students will fill in the blanks on their note taking sheet as I read through the definitions. 4. When note taking is over, I will have one partner to get a plate with all of the rocks on it and take it back to their seats. The sedimentary rock has been added to the plate tray. 5. You now have an example of a sedimentary rock added to your rock tray. The students will begin observing the rocks. The students will be asked to sort out the rocks based on anything they see similar or different. (What properties did you use to sort the rocks?) Allow a couple of groups to share their observations. 6. The students will now discuss with their partners the following questions: a. How does each rock feel? b. How does each rock look? c. Which rocks are heavy? d. Which rocks are light? e. How are they all alike? How are they different? Ask a couple of groups to share their answers for at least two of the questions above. 7. I want you to pick up the sedimentary rock. What do you notice about the sedimentary rock? (allow a few responses) Do you see how the sedimentary rock has different layers? 8. We will do a quick activity when we get back to the classroom to represent a sedimentary rock. 9. Students will place the trays back on the counter and sit back in their seats quietly. Line students up to go back to the classroom. 10. I will call you to my table in groups. While Im working with the groups, the rest of you will work on a worksheet that is about the three types of rocks. 11. Call one group to the table. Get out the white and wheat bread, spoons, paper towels, and the apple and grape jelly. Give each student a paper towel. Open the jellies and bread. Put a spoon in each jelly. 12. Now I want you to get a piece of wheat bread and spread apple jelly on it. Then I want you to get a piece of white bread and place it on top. Now we are going to spread the grape jelly on top of the white bread and place a piece of wheat bread on top. This sandwich represents the different layers of a sedimentary rock. You may eat the sandwich if you would like and quietly go back to your seats. (repeat this procedure with the rest of class) 13. Closing: What did we learn today? What was the type of rock we discussed today? Describe a sedimentary rock. Describe the activity we did to represent a sedimentary rock.

Clinical Practice

Lesson Plan Template

Fall 2013

Activity Analysis:
One activity the students will be doing is sorting out the igneous, metamorphic, and sedimentary rock based on their properties. The activity supports the lessons objective by the students being able to classify the rocks based on their properties. The activity meets the students needs because the activity is hands-on, which is what the students enjoy doing. The sandwich activity supports the lessons objective by the being able to describe one property (layers) of a sedimentary rock. The activity meets the students needs because the activity is hands-on learning.

References: Rocks and Minerals STC Kit