I.

LESSON DATA
A. Candidates Names: Ayse Matay
B. Subject/Content Area: Science
C. Grade Level: Grade 4
D. Unit Topic: Understanding Earth and Space Systems
E. Lesson Topic: Rocks and Minerals
F. Duration of Lesson: 40 minutes
G. Materials:
9 Tea light candles
3 ice cream bowls
8 wax crayons for each group
3 ice cream scoops / 3 soup ladle
1 measuring spoon (1tbsp)
1 Tin mold
Ice/cold water for each group - for cooling rocks
One small cooler
Toothpicks
II. INSTRUCTIONAL PROCESS:
A. Standards: NYS P-12 Common Core Standards, NY State Standards and Ontario
Standards
1. NYS P-12 ELA Common Core Standards ELA & Literacy
Standard Strand: Speaking and Listening
Grade: 4
Topic Strand: Comprehension and Collaboration
Item Number and Statement: 1d. Review the key ideas expressed and explain their own
ideas and understanding in light of the discussion.
1. New York State Standards for Elementary Science
Standard 4: Students will understand and apply scientific concepts, principles and theories
pertaining to the physical setting and living environment and recognize the historical
development of ideas in science
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative
motion and perspective.
Performance Indicator: 1.2j Geological history can be reconstructed by observing
sequences of rock types and fossils to correlate bedrock at various locations.
-The characteristics of rocks indicate the processes by which they formed and the
environments in which these processes took place.
Ontario Standards: Science and Technology
Overall Expectations:
By the end of Grade 4, student will:
1. Assess the social and environmental impacts of human uses of rocks and minerals;
2. Investigate, test, and compare the physical properties of rocks and minerals;
3. Demonstrate an understanding of the physical properties of rocks and minerals

Specific Expectations:
By the end of Grade 4, students will:
3.1 Describe the difference between rocks and minerals and explain how these differences
determine how they are used.
3.2 Describe the properties that are used to identify minerals
3.3 Describe how igneous, sedimentary, and metamorphic rocks are formed
3.4 Describe the characteristics of the three classes of rocks.
A. Central Focus:
In this unit the students will learn the unique characteristics of three types of rocks
(sedimentary, metamorphic, and igneous) and how each type is formed through time due weather
influences and pressure. They will investigate the physical formation of rocks by conducting
experiments and by imitating the rock cycle. Students will be able to identify and classify the
rocks properties, and how they are used to alter the landscape. In addition, the students will learn
the environmental effects on the formation of the rocks.
B. Objectives:
The students will be able to:
Distinguish between three rock types
Classify properties and elements of formation of the rocks
Summarize how each rock was formed
Apply knowledge where the three types of rocks can be met in a real-life
C. Assessment Plan:
The teacher will formatively assess the students knowledge through:
Scientific observation worksheets and completing of the science journals
(formative). Summarizing what they have learned through class discussions, and applying
knowledge into real-life situations (E.g. What can we made of metamorphic rock?)
Posing open-ended questions before, during, and after the experiments to check the students
understanding (summative). E.g. Why do the rocks look different?
D. Opening/Anticipatory Set
1. The teacher will draw the students attention through a video introducing the rock formations
(igneous, sedimentary, and metamorphic) to the class. The video is aptly named
Introduction to Rocks
2. Teacher talk, Okay class, lets get ready to watch a video. I want you to watch it carefully
and we will talk about what the topic was after.
3. Teacher talk, So who can tell me what it was about?
4. Student talk, It was about rocks.
5. Teacher talk, Can you be more specific? Tell me more about it?
6. Student talk, There was different kind of rocks.
7. Teacher talk, Good! Lets look at the kinds of rocks and how they are made using the
SMART Board.
8. After watching the video and talking to the class the teacher will engage the students with
an interactive SMART Board presentation about the three types of rocks. The presentation
will define the important vocabulary related to the lesson. The students will have

opportunities to fill the science journals.

9. Teacher talk, Ok who can tell me what the three kinds of rocks there are?
10. Student talk, The three types of rocks are sedimentary, igneous and metamorphic.
11. Teacher talk, Very good! Now lets get started with the experiment today. Can anybody
tell me what we will be making?
12. Student talk, Rocks?
13. Teacher talk, Right. Now pay attention to these details.
F. Main Body/ Procedure:
1. Prior to starting, the teacher will review the safety rules and procedures for conducting
science experiments.
1. Teacher Talk, Now, because we are doing an experiment today we need to follow some
basic rules. Always respect each other and remember the safety rules.
2. Students will be divided into groups of 3 to perform and observe the formation of igneous,
sedimentary, and metamorphic rocks.
3. Teacher talk, Ok, everybody separate into three different groups after you count off by
three. All ones over there, all twos over there, and all threes over there.
4. Teacher talk, Ok, lets get started. First lets get set up to make the first rock.
5. The main teacher will instruct/direct the class while the other teachers will be supervising
each section helping the students to conduct the experiments.
6. Teacher talk, Who can tell me what materials are being used today?
7. Student talk, Crayons! Tea light candles, ice cream scoops, bowls!
8. Teacher talk, After lighting the candle, lets put the first color into the ice cream scoop.
Make sure you are stirring the crayons to melt them all.
9. The students will do this step with the assistance of the teacher at the station.
10. Students will follow the teachers steps as he/she talks about how the experiment is run.
11. Teacher talk, Now lets start making these other rocks.
12. Teachers will guide students through the process of creating the different types of rocks,
all the while talking about the different characteristics of each kind and taking notes in the
scientific journal. Students will compare real rocks to the rocks they make for each step.
13. Teacher will walk around the room and formatively assess the learning of the student and
provide assistance if the students need any help with their work.
G. Closure/Ending:
1. At the end of the experiment the students will evaluate their learning through discussion
about their scientific recordings.
2. Students will be selected to share their findings/observations.
3. Teacher talk, Good work with your experiments today. Lets talk about what you
discovered or what you made. What did your rocks look like; describe the characteristics
of each kind?
4. Teacher talk, Did your rocks look like the three different kinds of rocks?
5. Teacher talk, How do you think these experiments relate to what happens out in the real
world?
6. To consolidate their learning, students will note the results in the science notebook and hand
it in before they leave.

III. Reflection
1. Culturally Responsive Teaching:
In the video Introduction to Rocks there are a variety of countries and places that might
represent the students backgrounds and origins, or reminds them about their homelands. In
addition, there will be images of the rocks on the SMART Board presentation to provide visual
representation of the rock formation. Moreover, the teacher in the class welcomes students first
language to name the rocks and the processes, as well as encourages the students to listen and learn
how to pronounce science words in English. The teacher will also encourage all of the students to
equally participate in class discussions while taking turns, as well as expecting full participation
during the science activities. There will be an emphasis on respect shown toward each other in
groups and across groups. If there are issues of students disrespecting each other or making
inappropriate comments, the teacher should address these issues immediately by talking to these
students or even bringing up to the whole class in discussion.
2. Accommodations:
For English as a New Language (ENL) students their first language will be welcomed as
they learn and interact about the formation of the rocks. It can help the students feel included in
the activity, while native speakers, as well as the teacher can help with learning new science words
to increase the students academic vocabulary. The SMART Board will allow student to see
visually how rocks are formed with an animated model. Furthermore, the performance of the
experiment first by the teacher will allow ENL students to observe the process before and match
up the steps with the following actions.
The students who have special needs and require additional accommodation will be assisted
by an education assistant (if applicable), the teacher, and the students. The student who has special
needs might discuss the science experiment beforehand with the special education worker (if
applicable), caregiver(s), and the teacher in order the task to be explained and the students
accommodation will be made, so that that student can fully participate in the activity. Larger font
can be used on the SMART Board for example.
If there is a student in a wheel chair and he/she requires help moving around the classroom,
then his/her group members can take turns and help the student when needed. The teacher should
supervise it to make sure everybody is safe. Furthermore, a child who might have trouble with
fine-motor skills can work with his/her group members and they can assist with the materials when
needed. In any case the classroom must be organized in a way that gives clear access to individuals
moving about to collect materials. All tripping hazards must be cleared before and during the class
is in operation.
3. Prerequisite Skills:
The students require to self-regulate for about 40 minutes during the activity while focusing
and paying attention. The children are required to have experience working in small groups in
order to complete the task. In addition, the students should be active participants in group
discussions and group work while giving ideas, sharing materials, and working on the tasks.
Finally, the students should be familiar with science classroom and its safety rules. The Grade 4
students should be able to represent their ideas through reading and writing, according to their
grade level.

4. Anticipated Misconceptions:
Some students might not fully connect the difference between characteristics of the rocks.
The teacher will be able to catch this misconception during on-going assessment while asking
open-ended questions or observing each group as they are working on the experiments. In addition,
during summative assessment, the teacher can check on the comprehension of the material.
If several of the students are confused about the rock formations, the teacher can stop the
class and the whole class can be involved in the discussion. This can be of benefit because the
situation may demonstrate that not only one student has trouble understanding the concepts.
Finally, the students should accept that experiment might have unpredictable results, such as
the wax might no melt properly or the rocks can be ruined if improper steps were taken, such as
when the students did not follow the instructions. Therefore, the students should realize that it is a
scientific process of trying making new things, where focus should be on the process itself, rather
than on the product.
5. Academic Language:
The most important vocabulary words will involve Tier 2 and 3 scientific vocabulary
words, such as sedimentary, igneous, metamorphic, lava, magma, volcano, pressure and heat.