KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: _Caroline Bruder________________________________ Cooperating Teacher: _________________________________________________ Group Size: 24___________________ Allotted Time: 45 minutes________ Subject or Topic: Observing and Taking Apart Mock Rocks Date: September 24th & 25th, 2014 Coop. Initials: ________________ Grade Level: 3rd grade Section: _____________________

STANDARD:
A. 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties. B. CC.2.4.3.A.1 Solve problems involving measurement and estimation of temperature, liquid volume, mass, and length. I. Performance Objectives A. The third grade students will be able to list properties used to describe rocks by completing the Earth Materials Notebook. B. The third grade students will be able to correctly measure the dimensions of a mock rock by using a meter tape and recording the answers in the Earth Materials Notebook. C. The third grade students will be able to see the similar qualities between a mock rock and a real rock by doing the Mock Rock Inquiry and completing the Earth Materials Notebook.

II. Instructional Materials A. For each group of 4: 1. 2 paper plates 2. 1 meter tape 3. 2 hand lens 4. 1 balance 5. 2 plastic cups 6. 1 set of metric mass pieces 7. Colored pens or pencils 8. 2 Mock rocks 9. 4 paper plates 10. 2 nails 11. 4 vials, 12-dr., with caps 12. 4 sticky notes B. Mock rocks recipe (1) C. 1 large magnifying glass D. Earth Materials Notebook E. Letter home to parents (sent the night before) F. 5 baskets of various rocks (different colors, sizes, texture, etc.) G. Mock Rocks Guided Notes and answer key H. Mock Rocks Prezi Presentation (see link under Resources) I. Rock from home J. Back up rocks in case students didnt bring in rock from home K. My Pet Rock paper L. Any craft materials you wish to use for the Pet Rock decorating (felt, markers, glue, etc.) M. Whiteboard or smartboard

III. Subject Matter/ Content A. Prerequisite Skill 1. Rock: made up of minerals that have formed as part of the earth's surface 2. Mineral: a solid that occurs naturally from non-living things 3. Rock cycle: the way in which rocks are formed 4. Igneous rocks: rock that forms from cooled magma 5. Magma: rock that has melted inside the earth 6. Lava: magma that reaches the earth's surface 7. Sedimentary rock: rock that forms when layers of sediment build up and get cemented together over time 8. Metamorphic rock: rock that has been changed into a new rock by heat and pressure 9. Weathering: process where rock Larry is dissolved, worn away or broken down into smaller and smaller pieces. 10. Erosion: when rocks and soil are carried away by water, wind, ice, or other natural forces 11. Deposit: a natural layer of rock or other material 12. Depositing: to put something in a new place or location 13. Using a hands lens 14. Diameter: the distance across circular objects 15. Circumference: distance around a circular object 16. Depth: how thick an object is 17. Dissolve: when some substances mix with water, they break down into smaller pieces (it looks like theyve disappeared into the water) 18. Background on poetry B. Key Vocabulary 1. Geology: the study of the materials that make up planet Earth 2. Geologist: scientists who study planet Earth 3. Pick: a tool used to take apart rocks found C. Big Idea 1. Observing properties of mock rocks and minerals

IV. Implementation A. Introduction 1. Collect the homework from the night before. 2. Have the students take out the rock they collected from home. If some students didnt bring in rocks, have extra rocks they can use for this activity. 3. Pass out the Pet Rock paper (see attachment). Have the students decorate the pet rock. They can either use cut outs or draw directly on it (or both). a. Hints: i. Darker rocks make it difficult to see written decorations ii. Dont use good markers, the rocks will ruin them iii. Dont use glue sticks, they wont stick to the rocks 4. Have the students display their rocks somewhere in the room to dry. B. Development Day 1 1. Pass out guided notes for the Power Point (see attachments). 2. Geology What is it SLIDE: Read off the slide. The teacher will ask the students, "What are some things a geologist might study?", "How can geologists use what they find?" 3. The teacher will say, "Today we are going to be like geologists to discover properties about rocks." 4. Sorting Rocks Activity SLIDE: Read the directions and then divide the students into groups of 5 and give them a basket of rocks to sort. 5. Follow the directions on the slide to complete the activity. 6. On the board, write down all the ways the groups sorted their rocks. 7. Properties of Rocks SLIDE: Read the two ways geologists use the properties they find In

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9. 10. 11. 12. 13. 14. 15. 16.

rocks. Answer the question on the slide by referring back to the Sorting Rocks Activity slide. Add more properties about rocks to the list. Have the students copy the list down on the back of the Mock Rock Guided Notes paper or on another piece of paper. Mock Rocks SLIDE: Read off some of the ingredients in mock rocks so students can have a better understanding of what went in the mock rocks (see attachments). The teacher will remind students, "Remember boys and girls, the mock rocks should be treated like real rocks." Earth Materials Notebook SLIDE: Collect the Mock Rock Guided Notes and hand out the Earth Materials Notebook. On a piece of large paper with a marker, create a content chart/list of important things that have been learned. Some questions to include in the content chart are: What are some properties that help us determine one rock is different from another?, Geologists look for different properties because..? Record the answers. Divide the students into groups of 4, and have them assign a getter to go and get 2 paper plates, 1 set of measuring tools, and colored pencils or crayons, and 2 mock rocks. The groups of four will then split into pairs to complete pages "Mock Rocks 1" and "Mock Rocks 2". While the students are working, go around and make sure the students are using the measuring tape and balance correctly. Also make sure they have enough detail under observations for the Mock Rocks 1 page. For homework: assign the finishing of pages 2 and 3, and to review the Rock Cycle Concept Map (definitions of rocks and minerals).

Day 2 17. Tell the students to pull out their Earth Materials Notebook and open it to pages 2 and 3. 18. Refer back to the content chart and review the vocabulary from the day before along with pages 2 and 3 in the Earth Materials Notebook. 19. Today we are going to be geologists again and your challeng e is going to be to separate and identify as many of the ingredients as you can in your mock rock. 20. In addition to measuring tools, geologists use other tools when they work with rocks. When they take rocks apart, they use a pick. 21. "A pick is a tool used to take apart rocks found. 22. Show the students the nails and tell them that these are going to represent a geologists pick. 23. Remind students to be careful with the nails because they have a sharp edge. If possible, have students wear safety goggles during this part of the lesson. 24. Put the students into the same groups as the day before and have the getters go and get 4 paper plates, 2 mock rocks, 2 nails, 2 hand lenses, and a plastic cup for their group. 25. Instruct the students to take their rocks apart, sort the ingredients, and record their observations on the "Mock Rocks 3" page. 26. The list of mock rock minerals they found should go at the bottom of page 4. 27. As the separate their rocks, have them put all the grey materials on the paper plates, and all the gravel and shells in the plastic cups. 28. Pull out the content chart again and ask two more questions: Can you identify the ingredients that make up your mock rock?, If you put all your ingredients back together, would the new rock be the same as your original rock? 29. Record the answers. 30. Ask the getters to bring up the plastic cups to the materials station (wherever the teacher is keeping materials). 31. Ask the students to look close at the grey material. Prompt their thinking by asking whether the material could be broken down further (this can be written on the concept chart). 32. Ask them to share their thinking. If no student suggests it, ask what they think would happen if they gray material were mixed with water. Discuss what could happen when the grey material is mixed with water. 33. Bring out the vials and explain the plan of adding the water to the left over grey material. 34. Here is a procedure that works well: a. Fill the vials one-third full with leftover grey material. b. Add water to the vials until it is about 1 cm from the top. c. Snap on the cap of the vial and hold it tightly while shaking for a few minutes.

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d. Observe the contents and draw a picture in the first vial. e. Record observations on page 5 after shaking. Do a demonstration of the above procedure for the students. Have the getters get 4 vials and 1 cup of water for their groups. Have the s tudents do the procedure in #34 (including the drawing and recording of observations). Have a discussion about what just happened with shaking their vials. Questions to include: How has adding water help separate the ingredients?, What do you notice about the way the materials are settling?, What do you think will happen if we let them settle overnight?. When they are done shaking and their vials, have the students draw what their vial looks like and observations about their vials and its' contents on the "Rock in Water" page of their Earth Science Notebook. Have the getters return the cups to the materials station and take the vials to a safe plac e to settle overnight. Use the sticky notes to label the names of each student on the vial.

Closure 1. Have the students put away their Earth Materials Notebooks. 2. Read the book, "Rocks: Hard, Soft, Smooth, and Rough" by Natalie M. Rosinsky 3. Use the characteristics mentioned in the book and compare them with characteristics they've learned in class. 4. Draw a venn diagram or other type of comparison chart to compare some properties mentioned in class and in the book.

D. Accommodations / Differentiation 1. Jane Doe has autism. 2. All directions are written and given verbally clearly with no figurative language so that everything is direct and understandable. 3. The lesson was taught using a variety of methods to reach many types of learning: visual, kinesthetic, and auditory. E. Assessment/Evaluation plan 1. Formative a. Earth Materials Packet b. Guided Notes c. Response Sheet d. Pet Rock activity 2. Summative a. There is no summative for this lesson.

V. Reflective Response
A.

Report of Students Performance in Terms of States Objectives

B. Personal Reflection a. Were the students engaged enough throughout the lesson? b. Was the lesson split up so that it wasnt short or long on time? c. How could this lesson be improved? VI. Resources A. B. C. D. FOSS Earth Materials Book BrainPopJr.com http://prezi.com/srxu8znal_iz/?utm_campaign=share&utm_medium=copy http://www.amazon.com/Rocks-Smooth-Amazing-SciencePicture/dp/1404803343/ref=sr_1_5/181-66761832407900?s=books&ie=UTF8&qid=1383073502&sr=1-5