Name: Amanda Cole Class: ELED 3221 Date: March 17, 2014 The Three Types of Rocks _____________________________________________________________________________

Central Focus/Big Idea: Understand how each type of rock is formed and how they are similar and different to each other. Subject of this lesson: The different types of rocks. Grade Level: 4th NC Essential Standard(s): 4.P.2 Understand the composition and properties of matter before and after they undergo a change or interaction. Next Generation Science Standard(s): 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time 21st Century Skills: first would be initiative and self-direction because they will have to be responsible for during and after their reading to jot down details and their thinking in their science journal and they need to be able to do that on their own. Then productivity and accountability, which is similar to the first one in that, they will do their reading and write down details and their thinking without being distracted and get down it done efficiently. Academic Language Demand Language Function: Retell because after learning about the types of rocks they will need to be able to retell the information about the rocks in order to completely understand the rocks they need to tell someone else about it. Summarize because again after learning about the types of rocks they will need to be able to summarize the information to show that they understand what they were taught. Lastly explain in order to again show that they understand the material and are able to clearly and efficiently explain the subject. Analyze Interpret

Argue Predict

Categorize Question

Compare/contrast Describe Retell Summarize

Explain

Scientific Vocabulary: Sedimentary Rocks, Metamorphic Rocks, Igneous Rocks, Granite, Obsidian, Basalt, Relative Age, Rock Salt, Shale, Limestone, Conglomerate, Marble, Gneiss.
Instructional Objective: Students will be able to understand the three types of rocks in and

show their understanding in written form in their science journal.

Prior Knowledge (student): Have a basic knowledge of rocks and what they are. Content Knowledge (teacher): What the three types of rocks are and how they are formed. Examples of the different types of rocks. Accommodations for special needs the two students with autism will get extra help either during the lesson or after to make sure they get the information. The students with ADHD will get reminders to stay on task and get done what they are supposed to. Materials and Technology requirements: Science Book, Science Journal, Whiteboard, Smart board.

Total Estimated Time: 15 to 20 minutes Source of lesson: Textbook, MacMillian McGraw-Hill Safety considerations: Make sure they are staying in their seats and not doing anything crazy.

Content and Strategies (Procedure)

Engage: I will begin by showing them a song on the three types of rocks to get them excited and interested in rocks. If the video does not work I will ask them about the Bill Nye video they watched last week to help them refresh their memory and introduce more about the types of rocks we will be talking about. They love any videos so this will excite them and get them more interested in learning. Explore: After introducing the topic of the three types of rocks, I will have the students read four to five pages in their textbooks. While they are reading they are to occasionally stop and jot details and their thinking in their science journal. They will create a t-chart in their journal to write the details and thinking. They should write enough to help them explain and understand about the three types of rocks. Explanation: When they are finished reading and jotting we will have a group discussion on what they wrote down. We will go by the rocks one by one by how they are listed in the book. I will ask can anyone tell me about sedimentary rocks and so on with each type of rock. If they do not answer right away give them little hints like do you remember what igneous means? so basically more specific questions to help them out more and so more will actually participate. They are to use their science journals for help and they were supposed to write down information to help them talk about the different rocks. Elaborate: After our discussion students will each get a piece of construction paper to make a foldable to put in their science journal. They will fold the top part hotdog way to give enough room to have three slots for each of the three types of rocks. They will then cut three slots and write each of the rock names on each of the three slots. Then under each slot they will write down about the type of rock to help them understand and know each type of rock better. They will use the information they wrote down in their science journal to help them fill out the foldable. Students are allowed to talk during this and help each other out Evaluate: After and during the students have finished and are working on their foldable to see that they are writing down correct and helpful information for them to use in the future. They are allowed to make it pretty if they would like as long as they are writing down the right information first because that is the most important part. To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________