Lesson Cycle - Erin Halley

Lesson Title/Topic: Rock Stars (Exploring Three Types of Rocks)

2nd Grade Science

Concept: Three Types of Rocks: Igneous, Sedimentary, and Metamorphic

Standards/Rationale: 112.13b7A - Observe, describe, and compare rocks by size, texture,

and color.

Learning Target: (Language Objective: Assessment:

Students will be able to define “igneous,” Completed Rock Star Observation Sheet
“sedimentary” and “metamorphic” orally
and in writing. Content Objectives:
Students will record their observations
about the three types of rocks. (Written on
board for ELL learners, with key words
underlined.)The student will record
observations on the Rock Star Observation
Sheet about igneous, sedimentary, and
metamorphic rocks, describing their size,
texture, and color with 70% accuracy.

Materials: Rocks, Big post-it sheets, small post-its, Online Stopwatch, Kids Bop youtube video,
and Observation Sheet.

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Prior to the start of the Lesson Cycle, the
teacher will pre-teach the terms: igneous,
sedimentary, metamorphic, and geology to
ELL students, using TPR, with teacher
modeling/acting out the words with visual
cues, having student repeat the words and
motions until they are able to repeat/
comprehend the words independently.
Write a one word rock fact on a post-it
and stick it on the graphic organizer.
Beginning ELL students will be allowed to
write their rock facts in their first language,
if unable to write them in English.

Focus/Mental Set:
Begin the class by playing an audio clip
of “Party Rock” (song about rocks) to
grab kids’ attention as they enter.
(Youtube link: https://www.youtube.com/
watch?v=SpIAdkhYQeY). Ask kids:
“Who wants to be a rock star? What do
you think we are going to study today?
(Hold up a rock.) That’s right! Rocks!”
Say: “Last year you learned that rocks
can be found in nature. I want you to
each think of one word to describe
something you know about rocks. (Hold
up rock again.) For example, I might say
that this rock is smooth.”
“Use the post-it on your desk to write
down the word you think of, and then
come and stick your post-it on my poster
about rocks. You have 3 minutes to think of
a word, write it down, and put it on the
poster.” (Use online timer as a visual for
students.)
Teacher Input: Touch and observe each type of rock as it is
The teacher will explain that there are introduced by the teacher.
three different types of rocks: Igneous,
Sedimentary, and Metamorphic. The
teacher will pass around an actual
example of each type of rock as it is
introduced. Visual representations of
each type of rock (Scholastic Study Jams
Slide Show) will be shown on the
screen. The teacher will also introduce Work in pairs and complete word maps for
these terms, using Vocabulary Word the key vocabulary words.
Maps:
Igneous = Volcanic rock. Formed from
cooled lava.
Sedimentary = Made of small pieces of
sediment, (such as rocks, minerals, sand,
plant or animal remains).
Metamorphic =Rock that has been
changed by extreme heat and pressure.
Texture = the way that something feels to
the touch.
Geology = The study of the physical
features of the Earth.
Share their observations (with a partner)
The teacher will check of understanding about the sample rocks that the teacher
of the vocabulary words before presents. Then, as a class, students will
proceeding, by asking each pair to share brainstorm a list of descriptive words
1 thing from each of their Word Maps related to the types of rocks they will
before proceeding to the next. encounter. The word bank will be written
on the board for the remainder of the lesson
cycle.

The teacher will preview the Rock Star

Observation Sheet (that students will use
in their Rock Star Stations) with the
students. Using an ELMO, the teacher
will first model observations about a
sample rock for the students. For the
second sample, the teacher will ask or
student input. The teacher records
students’ descriptive word list on the
board.
Guided Practice:
The teacher will introduce the Inside
Outside Circle Structure to the students.
The class will be divided the class into
two groups. One will be the outside circle
and one will be the inside circle. The
teacher will put “Igneous Rocks” on the
board and ask students to think for 10
seconds about Igneous Rock facts. The
teacher will ask the “outside circle”
students to share their answers with the
“inside circle” classmate facing them.
After 1 minute (with timer), the teacher
will invite the “inside circle” students to
share their answers. After 1 minute (with
timer), the circle will rotate and new
pairs will form. (Repeat this cycle for
Sedimentary and Metamorphic Rocks).
Independent Practice:
The teacher will assign student pairs and
explain the stations (Igneous,
Sedimentary, and Metamorphic) inviting
the students to be “geologists.” They will be
given their Rock Star Observation Sheet
and will be instructed when to move from
station to station (5 minutes at each station)
to complete their Rock Star Observation
Sheet. Directions will also be written on the
board. Teacher will check for understanding
with ELL students before, during and after
the independent practice.
Closure:
The teacher will give students an exit
ticket to complete, with the 3 types of
rocks listed and multiple choice
definitions to choose from.
Participate in a cooperative learning
activity, recalling and sharing (with
multiple partners) information they’ve
learned about the three types of rocks. ELL
Students will be given a Vocabulary Study
Guide of terms and simple definitions to
bring with them to the Inside/Outside Circle
activity.
The students will work in pairs, rotating
through three stations (Igneous,
Sedimentary, and Metamorphic). They
will use their Rock Star Observation
Sheet to record the size, texture, and
color of the rocks at each station. After
students finish the stations, they will
discuss the rocks’ similarities and
differences with their partner. Students will
be reminded to refer to the word bank on
the board to help them complete their
sheets. Beginning ELL students will be
allowed to write their observations in their
first language, if unable to write them in
English.
The students will complete the Vocabulary
Exit Ticket before leaving class.
Options:
Enrichment: Reteach:

Modifications/Correctives:
Student with Dyslexia (With IEP): Give
student a set of lesson notes to follow along
with during Direct Teach. Exempt student
from taking notes during this time.
Substitute a graphic organizer for the
student to use to record observations, rather
than the Rock Star Observation Sheet.
Allow student to tell teacher their answers
for their Exit Ticket and have teacher scribe
them onto paper for them. Remind student
that he may take extra time to complete the
RockStar Observation Sheet and Exit
Ticket, if needed. 



Student with Asthma: Remind student that
they are welcome to drink from their
personal water bottle during class, as
needed. Dismiss student at the appropriate
time to the nurse’s office to take their
medication.

Student with Poor Vision: Position student

near the front of the room near the screen/
board, with an unobstructed view. Remind
student that their student buddy is ready to
assist if needed with note taking. Print Rock
Star Observation Sheet and exit ticket in a
large font for student’s use. Remind student
that she may take extra time to complete the
Rock Star Observation Sheet and Exit
Ticket, if needed.
Essential Vocabulary for ELLs:
1. Igneous
2. Sedimentary
3. Metamorphic
4. Texture
5. Geology
6. Observation
7. Same
8. Different

Red text: ELL Comprehension Strategies 


Blue text: ELL Instructional Strategies

References: