Saint Marys University of Minnesota

Learner-Centered Instruction Model (LCIM)

Teacher____Jared Cruz_________ Subject___1st Grade Science____ Date__09/09/2015_
Standards and Objectives
Prior knowledge activation
(Standard 2)
I can group rocks by color. I can describe the color of rocks.
(student misconceptions?)
1.3.1.3.1

Earth materials include solid rocks, sand, soil

and water. These materials have different
observable physical properties that make them
useful.

Introduction / Anticipatory Set (Standards 2, 5, 7)

What students will know and be able to do, attention getter
(ENGAGE/EXPLORE)

Purpose (Standard 5)
Why learn this?
The solid materials found on
Earth are found all around
us and are used for many
purposes.

Today we will be starting our science work. In science, we will

start with an investigation of earth materials, solid materials that
we have all around us. What are these materials that I am
holding up?
Presentation / Modeling / Checking for Understanding
(Standards 1, 2, 4) Main concepts, how they will be introduced,
monitoring questions / techniques (EXPLAIN)
Today you will each be getting some rocks to investigate. For a
while you will work by yourself, then you will work with a partner
to find words to describe your rocks.
Everybodys rocks will be a little bit different, some are larger,
some are smaller, some have different shapes.
When I give you your rocks you may go to your desk to look at
them. I want you to look at them very closely. When the chime
sounds, come back to the carpet, leaving your rocks at the table.

Adaptations for diverse

learners (Standard 3)
Media / Materials /
Resource
5 different rocks in plastic
bags (all students receive the
same ones)
A paper plate for each
student
Lined paper for writing

I will need the table managers to distribute paper plates to each

table.
(Students have 5 minutes to do an individual investigation.)
Learning activity / Guided practice / Monitoring (Standards
2, 4) How students will practice, integrate, and extend concepts
and skills (ELABORATE)
(Once back on carpet.)

Adaptations for diverse

learners (Standard 3)

Now that you know more about your rocks, we will see if our
rocks have any similarities with a partners rocks. You will get a
partner at your table and figure out how you can match your
rocks. We will not be matching by size or shape. How will you do
it?
If you do not have a partner, raise your hands the teachers will
find one for you.
(Release back to tables. Let match for 5 minutes.)
(Ring chime.)
How many matches did you find?(Get a couple responses.)
Now we will pass out lined paper to your pairs. You can write on
the paper how you would describe your rocks. We will collect
those words as a class next. (5 minutes)
(Call on individuals to add words to our class list that describe the
rocks from the class. Use document cam if necessary to show the
rocks. Students may stay at their tables unless its a distraction. 5
minutes)
Closure (Standard 4) How lesson will be summarized
(Students return rocks to plastic bags. Table managers collect
rocks and paper plates. Students wash hands. Students then return
to carpet.)
Today we learned to match/group our rocks and to describe them.
Tomorrow we will work with different rocks.
Assessment (Standard 8) How student learning will be assessed
(EVALUATE)

Adaptations for diverse

learners (Standard 3)

How many matches did you find? (Individuals show numbers on

fingers at closure.)
Post-Lesson Reflection (Standard 9)
If you were to teach this lesson again to the same group of
students, what would you do differently? The same?
Time allocation, directions, materials, presentation, etc.

Information source(s)

What do most of your students know and are able to do as a

result of this lesson?

Information source(s)

Identify those who had difficulty with this lesson. Why?

What could you do differently for them next time?

Information source(s)

Based on todays lesson, what do you plan to do next with this

class?

What grouping(s) will you

use?