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Rocks,mineralsandsoilshavecommonand
practicaluses.
CCSS.ELALITERACY.SL.6.1
Engageeffectivelyinarangeofcollaborative
discussions(oneonone,ingroups,and
teacherled)withdiversepartnersongrade6
topics,texts,andissues,buildingonothers'
ideasandexpressingtheirownclearly.
Assessment:.
Type of
Description of
assessment
assessment
(formal or informal; What will students do
formative or
to show what they
summative)
have learned?
Informal, Authentic Students will tweet
Assessment
about the effects of
rocks, minerals, and
soils in their own
lives. They will
examine tweets made
by other students and
classrooms so they
can participate in a
discussion to
compare the effects.
Modifications to
the assessment so
that all students
may demonstrate
learning
Students that
have a learning
disability related
to reading or
writing can work
with a peer to
create tweets.
English Language
Learners can also
work with a peer
and can write
down thoughts
about the
discussion if they
have difficulty
participating.
Materials: List materials for both Student Needs and Teacher Needs
(this includes all technology needs, websites, exemplars, instructional materials, etc.)
Computers
http://grouptweet.com/
Twitter accounts
Connection and collaboration with another teacher through epals.com
Example of tweets for teacher to show the class
Checklists/Rubric for students and teacher
Rocks
Minerals
Soil
Lesson Plan
Opening: The goal is for students to apply their knowledge of rocks, minerals and soils and their
influence in different cultures and environments. I would introduce this lesson by bringing in rocks, soil,
and minerals. Students would be split up into three groups, one for rocks, one for soil, and one for
minerals. Information on rocks, soil and minerals would have already been presented but as a class we
would review some of the information we had already learned. Students would be asked to look at the
item they were given and determine how this item influences their life.
Presentation and Practice: During student discussions I would walk around the classroom to listen
and informally assess student progress. As students begin to wrap up their discussions I would then
introduce the next part of the lesson. I would tell the students that they were going to use a group tweet
to tweet about the role of rocks, minerals, and soil in their life and environment. They can use pictures,
words, and even quotes. I would show them an example I had created but the example would have been
made as though I were from a different environment so that students could not copy mine. I would write
on the board #rocksmineralsandsoils so that students would remember to include this hashtag in each of
their tweets. I would also tell students that we would be collaborating with students in other classrooms
from around the country and world. At this point I would allow students to begin working on their
tweets as a group. I would monitor students by walking around to make sure all students are
contributing. Each student would be responsible for adding one tweet but tweets should not be
repetitive. After students complete their own tweets I would ask them to look at tweets from other
classrooms to compare the role of soil, minerals, and rocks in different places.
Closure: At the close of the lesson I will facilitate a whole class discussion on the differences they
found in the tweets of students in different places. I would ask them to compare and contrast and to
discuss what they learned or what surprised them. I would ask them to consider various natural disasters
we had learned about and consider the following questions: How would natural disasters affect rocks
minerals and soils in your community? How would the depletion or disturbance of rocks minerals and
soils influence your life?
Resources:
http://grouptweet.com/
www.epals.com
Checklist listed below
Rubric listed below
3 points
All words are spelled
correctly.
The tweet was
thoughtful, and creative
and clearly conveyed the
influence of the element
in the students life.
2 points
There are few
misspellings.
The tweet was generic
with little thought put
into it or a bit confusing.
1 point
Many errors in spelling.
The tweet was off topic
or did not discuss the
element.
3 points
The student contributed
2+ times to the
discussion.
Comments were
thoughtful and relevant.
The student listened to
what others were saying
and were respectful
while others were
speaking.
2 points
The student contributed
to the conversation 1
time.
Comments were
relevant but not very
thoughtful.
The student listened
most of the time but
whispered to friend a
couple times or
interrupted someone
who was talking.
1 point
The student did not
contribute to the
conversation.
Comments were
irrelevant or disruptive.
The student was
disruptive while others
were talking.