Wesleyan College Lesson Plan Template - Revised 4/17/13

Educating Exemplary Teachers

Lauren N Grnaiela
Metamorphic Rock Unit: Lesson 4 Venn Diagram
45mins
6th Grade

Thursday, October 24th, 2013

EDU 380

Rationale / Purpose for Lesson:

Relate content literature, reading guides, diagrams and exploration, to reference
and study content
Apply use of different study procedures
Synthesizing the interlocking connection of each rock of the rock cycle

Summary of Lesson:
Creating Venn diagrams comparing and contrasting metamorphic, igneous, and
sedimentary rocks referring to the book and the notes extracted from the previous
lesson.
Reevaluation of Anticipation Guide hypothesis

STANDARDS
SUBJECT AREA STANDARDS
IRA/NCTE/NSTA/NCTM/NCSS
(Circle the one that applies)
3. Students apply a wide range of strategies
to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior
experience, their interactions with other
readers and writers, their knowledge of
word meaning and of other texts, their
word identification strategies, and their
understanding of textual features (e.g.,
sound-letter correspondence, sentence
structure, context, graphics).

GEORGIA COMMON CORE

STANDARDS OR GEORGIA
PERFORMANCE STANDARDS
1. GPS:
S6E5. Students will investigate the
scientific view of how the earths
surface is formed.
c. Classify rocks by their process of
formation.

2. ELACCGPS:
L6-8RST1: Cite specific textual
evidence to support analysis of
science and technical texts.

NATIONAL TECHNOLOGY STANDARDS (NETS)

NA

Learner Outcomes / ObjectivesStem:

Students will be able to. . .
a. Relate content literature, reading guides,
diagrams and exploration, to reference and
study content
(Synthesis)
b. Outline and differentiate how
metamorphic rock formation conditions are
similar and different from igneous and
sedimentary rock
(Outline & Synthesis)

ASSESSMENTS/ EVALUATIONS
a. Venn diagram created from content
(text book and notes), indicating
page of reference
b. Post Study response; evaluation of
Anticipation Guide hypothesis

c. Evaluate and modify their hypothesis of

rock identities from the Anticipation Guide
RESOURCES/MATERIALS/SETTING, AND GROUPS
1. McDougal Littell. (2005). Earths Surface. Houton Mifflin Company. Evanston, IL.
Section 3.4: Metamorphic rocks form as existing rocks change, pg. 96-97
Section 3.1: The rock cycle shows how rocks change, pg. 78-80
2. Metamorphic Rocks Content to Know: Reading Guide
3. Metamorphic Rocks Triple Venn Diagram: Teacher Guide
3. Metamorphic Rocks Triple Venn Diagram
4. Metamorphic Rocks Anticipation Guide
5. 1 Igneous (granite), 1 sedimentary (conglomerate), 1 metamorphic rocks (marble)
MOTIVATION Opening (Motivation/Anticipatory Set/Hook/Building or Activating Schema):
Today we will be comparing and contrasting metamorphic rock with sedimentary and igneous
rocks, reviewing the text books, and our notes. We will use a triple Venn diagram to help us
map out the similarities and differences. Remember the hypothesis we made on the identities
of the 3 rocks? We will also revisit our anticipation guides to see if any of our opinions have
changed after all our studying.

PROCEDURES OF THE LESSON

1. Pass out the Triple Venn Diagram. Explain the process of writing similarities and
differences in Venn diagrams. Explain that information will be gathered from Section 3.4:
Metamorphic rocks form as existing rocks change, pg. 96-97, then from Section 3.1: The rock
cycle shows how rocks change, pg. 78-80, to supplement the information collected.
2. The search for information will begin in Section 3.4, using notes and the textbook. The
teacher will remind of and model the process of gathering information.

Using the Triple Venn Diagram. Teacher Guide to model a think aloud; stopping at key
points indicated by key words, subheadings, diagrams, etc Remind students to write the page
numbers next to the information collected, for future reference and rechecking.
4. Next the students will focus search for information in Section 3.1, to add to their information
5. If students or teacher feel the need to supplement additional or recalled information they must
support the information by searching for and providing a page #. Explain that this reinsures
info is supported, remembered correctly, and is valid.
6. Once the information is compiled and examined, the students should refer to their
Metamorphic Rocks Anticipation Guide, and re-observe the rocks. Re-explain rationale for
anticipation guides for students to self-monitor learning; what they previously believed before
learning, and what the end result of their learning is.
8. Students should write their modified or same hypothesis in the Post Study half of the
Metamorphic Rocks Anticipation Guide
7. Hold a discussion to share results, compare and contrast each students findings
8. Reveal rocks identities, discuss
ACCOMMODATION/MODIFICATION/DIFFERENTIATION
Lesson 1 models gathering information via content text and paraphrasing info for note taking; if
continual modeling is necessary teacher will for as long as needed. If students show signs of
need for gradual release or independence, this may implemented as well.
Closure:
Now we have more study references. Please review youre your study guides. We will be
reviewing and closing the unit the next class
HOMEWORK:
Review Reading guide