Lesson Plan Format

Candidate Name: Leanna Zuccarelli and Rebecca Whitney

Title of Lesson: Types of Rocks
Content Area: Science
Grade Level: 3rd grade
Goals/Objective:
Goal #1: Students will learn about the three types of rocks.
Objective #1: Given an instructional video and note-taking sheet, the students will
create a rock handbook with with correct labels and descriptions for each type of rock
with 100% completion and 80% accuracy.
Goal #2: Students will be able to identify the three types of rocks.
Objective #2: Given each type of unidentified rocks at each station, the students
will be able to identify which each type of rocks are at each table based on their
completed note-taking sheet with 100% completion.
Objective #3: Given a Kahoot quiz and ipads, the students will take the Kahoot
quiz about rock types with 100% completion and 75% accuracy.
State Standards:
S3.D.1.1.1: Recognize that rock is composed of different kinds of minerals.
Student Background Knowledge:
What prior knowledge and skills do the students need in order to be successful in reaching
the goals of this lesson?
Prior to this lesson, the students will already know that rocks are made of different materials. In
order to be successful in this lesson, the students will understand that not all rocks are the same
and that rocks have different characteristics that make them a specific type of rock. The students
will be able to write in complete sentences.
How will you know if students have the knowledge and skills they need in order to be
successful?
We will know that the students have the prior knowledge and skills they need in order to be
successful in this lesson by group discussion prior to the lesson. During the group discussion the
teacher will ask things such as:
What is a rock?
What are rocks made of?
Are all rocks the same?
What are some different types of rocks?
What makes rocks different?

Based off the students answers to this questions, the teachers will know if the students are ready
to proceed with the lesson. This part of the lesson will not actually be displayed in our coteaching demonstration due to lack of time.
Materials/Resources:
Igneous, metamorphic, and sedimentary rocks (if we cant find the rocks then use
pictures)
YouTube video- https://www.youtube.com/watch?v=jPgE74Vltdc
Smart board
Note-taking guide worksheet
Kahoot quiz
iPads for Kahoot quiz
Methods:

Lecture
YouTube video presentation
Note taking
Group exploration activity
Individual assessment using Kahoot

Accommodations/Modifications for students with disabilities:

Trisha
According to Best, Rowe, Ozuru and McNamara (2005), Many students lack the
necessary prior knowledge and reading strategies to generate inferences and thus comprehend
science texts only poorly. To accommodate Trisha, I would provide the student with a list of
vocabulary words with definitions to be used during the duration of the lesson. Trisha also
benefits with her peers, so I will intentionally place Trisha with a specific group of students
during the lesson.
Reference:
Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S. (2005). DeepLevel Comprehension of
Science Texts: The Role of the Reader and the Text. Topics in Language Disorders, 25(1),
65-83.
Chris
Chick and Hong (2012) explore Differentiated Instruction in Elementary Social Studies.
They explain a method of Tiered learning experiences. It can be implemented in a variety of
ways. Work cards, for example, provide students in each group with directions and a description
of products they need to create to demonstrate their learning outcomes. Using this information, I
would implement work cards for Chris during this lesson. I would give Chris work cards to

outline the lesson. His work cards would include step-by-step procedures for completing the
beginning, middle, and end of the lesson.
Reference:
Chick, K., & Hong, B. (2012). Differentiated instruction in elementary social studies: Where do
teachers begin. Social Studies Research and Practice, 7(3), 112-121.
Ray
Ray often gets distracted during group discussions. During the anticipatory set and the
lecture, Ray should be seated in the front of the class near the teacher. This way, the teacher can
monitor Ray at all times and make sure he is paying attention. When the students are completing
their worksheet and working on the mystery rock activity, Ray should be provided a simple
checklist to ensure he is staying on task. The checklist could be as simple as:
Fill out the first page of the worksheet
Sedimentary rock
Igneous rock
Metamorphic rock
Fill out the second page of the worksheet
Mystery rock 1
Mystery rock 2
Mystery rock 3
Log into Kahoot Quiz
Reference:
Segal, J., & Smith, M. (2014, December 1). Teaching Students with ADD / ADHD. Retrieved
February 17, 2015, from http://helpguide.org/articles/add-adhd/teaching-students-with-a
dhd-attention-deficit-disorder.html
Jennifer
Udvari-Solner (1992) states that students with disabilities may benefit from using the
same materials as other students in class and require slight variations or need alternative
materials. Materials may be changed or created to be more manipulable, concrete, tangible,
simplified and matched to the student's learning style or comprehension level. To accommodate
Jennifer for this lesson I will give her site words for the lesson beforehand so she can become
comfortable with them. Jennifer will have site words along with picture definitions to have
during the lesson time and stations.
Reference:
Udvari-Solner, A. (1992). Curricular Adaptations: Accommodating the Instructional Needs of

Diverse Learners in the Context of General Education.

Instructional Procedures:
Anticipatory set (5 minutes):
The anticipatory set will be a YouTube song about the three types of rocks. This video discusses
the three types of rocks and how they are made. The students will watch the video and take notes
at the same time to ensure their engagement. The students will be provided a note-taking sheet.
After the video is over, we will ask for volunteers to explain what they wrote down for each type
of rock. This is the time for student to check their answers! They will need to have correct
answers for when they move onto the Mystery Rock Activity in the procedures part of the
lesson.
Procedures: (12 minutes total):
During the procedures part of the lesson, the students will have the opportunities to be true
geologists! In the Mystery Rock Activity, the students will have a chance for students to
explore the three different types of rocks. In this part, we will be using Station Teaching. The
class will be split up into three parts by counting off by threes. A mystery rock will be at each
table. The students task is to determine which type of rock is at each table. On the back of their
worksheet, the students will complete the Mystery Rock Activity. They will determine what
type of rock each mystery rock is, defend their choice, and draw a picture. They will have 4
minutes at each station (this would usually be longer but since we only have a short amount of
time it will only be 4 minutes). The students will be required to fill out the worksheet with 100%
completion.
Closure: (3 minutes):
The closure and assessment will be in one activity. The students will complete an online quiz
called Kahoot. The Kahoot quiz will have The students would typically use iPads but in this
case, our classmates will use their cell phones. They will answer a few questions about each type
of rock and then at the end, identify the classification of each mystery rock.
Assessment/Evaluation: (1 minute):
The assessment is the Kahoot quiz (technology based) and the worksheet. The worksheet will be
collected and graded.