Lesson created by: Heather Daily, Heather Soucy, Quinn Carter, Lindsey

MacMillan, Annemarie Tapp, Michael Smith, Rosalyn Comer, Amy Burnette, Paula
Thomas-Lee
Title of Lesson: Rockin n' Rappin
Grade level: Kindergarten
Content Standards: SKE2. Obtain, evaluate, and communicate information to
describe the physical attributes of earth materials (soil, rocks, water, and air).
a. Ask questions to identify and describe earth materialssoil, rocks, water, and air.
b. Construct an argument supported by evidence for how rocks can be grouped by
physical attributes (size, weight, texture, color).
c. Use tools to observe and record physical attributes of soil such as texture and
color.
Arts Standards:
MKGM.2 performing on instruments, alone and with others, a varied repertoire of
music:
a. Echo simple rhythmic patters using body percussion as well as classroom
instruments with appropriate technique.
TAESK.3 Acting by developing, communicating, and sustaining roles within a
variety of situations and environments
a. Uses voice to communicate ideas and emotions
b. Uses body to communicate ideas and emotions
Lesson Procedures:
a. Hook (something to get the students' attention) Put rocks in the boxes and
have students put their hand in the box so they can use vocabulary to
describe what they feel. Have them guess what is in the box. Then have them
describe the rock
 b. Instructional Steps
EXPLORE: Have rocks out on the table and the students can move
around and write words on the paper that describe rocks.
Talk about the words as a class, share words that they came up with,
and then the teacher shares the most important words.
Teacher the Rock Song and sing it together as a class.

Rock Song
We will we will rock you, rock you
We will we will rock you, rock you
Rocks are large
Rocks are small
Rocks are heavy or light
Rocks are smooth
Rocks are rough
Rocks are dark or light
We will we will rock you, rock you
We will we will rock you, rock you
c. Formative checks (progress checks throughout the lesson) The teacher will
observe the student as they come up with vocabulary to describe rocks.
d. Summative assessment (description): Students will complete their Rock
Report for the teacher to grade. Students look at the rock and write the color,
size, shape, and texture.
e. Closing (how you will end the lesson): Have a student share their Rock
Report with the class using the vocabulary they learned from the lesson.
Differentiation (support/scaffolding):

Touching the rocks to better understand the vocabulary.

Show the students vocabulary cards along with vocabulary words to make
connections.
Show specific students rocks at recess so they are exposed to more rocks and
practice using the vocabulary.
Acceleration (extension):
TAESK.3 Acting by developing, communicating, and sustaining roles within a
variety of situations and environments
c. Uses imagination to create, revise or add to ideas
Tableaux: students act out what a looks like.
Pantomime/charades a drawn rock: Guess My Rock
Key words/vocabulary:
Large, small, heavy, light, smooth, rough, dark, and light
Resources Ideas to present/display student learning

Box of rocks
Magnifying glass
Hidden box
Rock Song
Vocabulary recording sheet