Secondary Lesson Plan Template Grade level and subject discipline: Length of class: 7th grade science 50 min

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning goals will I address?): I can explain the chemical and physical processes that form rocks and minerals and cycle Earths materials. LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy): After students match rocks with how they are formed, they will classify these formations into three groups. Description: The goal for today is for students to consider how rocks are formed and what different types of rocks are. KNOWLEDGE (What facts, concepts, or SKILLS (What skills will they need to be taught vocabulary words will students need to in order to accomplish these objectives?) know or be taught in order to accomplish Critical thinking these objectives?) Observing Rock Mineral Sedimentary Igneous Metamorphic RESOURCES/MATERIALS NEEDED (What materials and resources will I use?): variety of rocks for each table group slips of paper explaining types of rock formation aluminum foil sediments in 2-liter bottle with water chocolate chips burner ASSESSMENT (How will I know if students achieve the learning goals/objectives?): Through class discussion and watching students glue their rock formations I will know if students achieve the learning objectives. Through class discussion during the demonstration I will also know if students are achieving the learning objectives. LEARNING PLAN (How will you organize student learning? What instructional strategies will you use? How will you scaffold for student learning?) (Write in outline format). 1. Tell students: Leave the rocks in the middle of the table while I give you instructions for today. We have been investigating minerals, but today we are going to start investigating rocks. What is the difference between rocks and minerals? 2. Tell students while passing out slips of paper: There are six rocks in the middle of your table and each of you should have a set of 6 slips of paper. It will work best for you to set the rocks in the middle of the table and have each person put their slips of paper by the rocks they think they match. After everyone has voted on the rocks, discuss why you think the rocks match with the slips of paper explaining rock formation. Try to come to a group consensus about which types of formation go with which rocks. 3. Monitor students and ask guiding questions to help students such as: a. Why does this rock match with ______________ formation? b. What do the layers in the rock indicate?

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c. What do all of the holes in the rock represent? d. What would a rock look like if it had experienced heat and pressure? e. Why would cooling quickly indicate the properties of this rock? Tell students: Once you have a group consensus, classify the rocks into three groups based on your background knowledge. Monitor student group work and ask guiding questions such as: a. Why do these two rocks fit well together? b. Why would these rocks fit better together in a group? Tell students: Glue the types of formation into your science notebook under the headings igneous, sedimentary, and metamorphic. Demonstration of sediments settling. Have gravel and sand and water in a 2 liter bottle. Show students the bottle and ask them to say observations about the bottle. After hearing observations ask the students to predict what will happen if the teacher shakes the bottle. After hearing predictions shake the bottle for students to see. Ask the students to predict what will happen when the bottle is not shaking anymore. Some of the following questions should be used: a. Why do sedimentary rocks have layers? b. Predict what will happen if I shake the sediments. c. What motion is my shaking representing? d. Why did the sediments settle in this way? e. What would happen to the water if I let it settle for days? Demonstration of metamorphic rocks. Have white chocolate and milk chocolate chips over a burner. Ask students how metamorphic rocks form and why using the two colors of chips is helpful. Melt the chocolate until it is deformed and show students a cooled metamorphic rock of chocolate chips. Ask students how this model represents metamorphic rocks well and how it represents metamorphic rocks poorly. a. How do metamorphic rocks form? b. Why is using two color of chocolate chips a better representation than using one color of chocolate chips? c. How long does it take for real metamorphic rocks to form? d. How does this model represent metamorphic rocks well? e. How does this model represent igneous rocks poorly? Demonstration of igneous rock. Have the same white chocolate and milk chocolate chips over a burner. Ask students how igneous rocks form. Keep the chocolate over the burner until the chocolate is liquid and then remove it to cool. a. How do igneous rocks form? b. How are igneous rocks different from metamorphic rocks? c. How does this represent igneous rocks well? d. How does this represent igneous rocks poorly?

Differentiation: I will be able to differentiate by walking around the room and asking guiding questions and checking in on students who need extra support. Students who need extra support will also benefit from peer discussion about the rock types and how rocks form.