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Lesson Idea Name: Learning the Rock Cycle


Content Area: Science
Grade Level(s): 3rd
Content Standard Addressed: S3E1. Obtain, evaluate, and communicate information about the physical
attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes
(color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be
studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and
metamorphic are studied in sixth grade.)

Technology Standard Addressed: Knowledge Constructor and Digital Citizen

Selected Technology Tool:


☒ Movie (list application):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students can watch the video at home after the lesson or before as
many times as they want. This helps students who may have trouble processing the information or DLL
students who need to listen to the video several times to better understand the content. Students will also
have the ability to see the pictures to go along with the content and that will help many visual learners better
understand. This activity also allows students to the ability to express what they have learned in a different
way, which would help students who are more hands on. It may also be easier for students with physical
disabilities to use an iPad than it would be for them to write.

Lesson idea implementation:


The teacher will display the video as a short preview for the lesson at the start of the class, and this will
introduce the unit and the lesson. The teacher will then use the information from the video to start a class
discussion about rocks and how they are different. Students will then be given materials to start an
experiment to learn about rocks. Students will organize the rocks based on how hard they are, the color of
the rocks, and the grain. Then students will create hypothesis guessing where the rocks came from based on
their information they found in the experiment. ESOL students will be given a copy of the worksheet for the
experiment in Spanish and English. Students will work as groups.

Students will then turn in their experiment materials to the front of the class and will turn in their worksheets
from the experiment to the front of the class as well. The teacher will then grade the students based on
creativity, correct answers, and logical thinking. Students should make sure to use the Mohs hardness scale.
Students will be asked to write a reflection after their graded papers are returned to earn back points if

Spring 2018_SJB
MultiMedia Tools
needed or just to practice self-reflection. Students will then use the video as an example to create their own
video about their theories of where the rocks are from. To extend this lesson an expert geologist could come
into the classroom or the students could publish pictures of their work online. The lesson will end with the
students completing their video and a class discussion to cover any questions students may still have.

Importance of technology:
Technology is important for this lesson so that the students have an example of what their video should look
like and so that students can have an interesting video to introduce the lesson. The project could be
completed with just the reflection, but the video is more fun and brings the lesson to higher Loti. Google
images would be helpful for students to find other images relating to their hypothesis.
Inspiration (optional): N/A
Internet Safety and Student Privacy:
Some issues students may have is openly searching Google images for photos to use in the video, and
students should be taught to make sure not to break copyright as well. If students use images with
watermarks it could cause there to be issues with copyright. Students must also make sure that if their work is
not published they do not accidentally publish their personal information. To minimize these, I would watch
over students as they use the Internet and provide as many images as I can for them so that they do not have
to go out onto the Internet to search. I would also be sure to show parents what we are doing and ask their
permission before starting this lesson. I would also show administrators my lesson plan and video so that they
know what the intended purpose for the students is. I would also make sure to teach/remind students of
Internet safety such as personal information and accessing safe sites, and acceptable use policies when using
the Internet.
Reflective Practice:
These activities would be great to help students start learning the material and practicing using the information learned
in the lesson. This lesson also helps students learn to be more comfortable with technology and create a fun product
that can be viewed by other teachers and students. This lesson could be further extended by having a geologist come
into the classroom and publishing the videos online. Another way this lesson could be further extended would be for
students to use other sections of this standard to create a longer and more complex movie of the entire unit.

Spring 2018_SJB

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