NAME: STACY WALD, BRANDI PINEDA, APRIL YOST, AJA HARGER DATE: 11/21/10 NEVADA STATE COLLEGE TEACHER

PREPARATION PROGRAM LESSON PLAN FORMAT

Lesson Topic: Rock Cycle Description of Classroom:
This is a 5th grade science class, co-ed with 24 students. There is one hearing impaired student in the class and three behavioral students in the class, two of which are English language learners

Background:
Day 1 students learned about Sedimentary, Igneous, and Metamorphic Rocks. Day 2 students studied more Rocks as well as practiced/reviewed the definitions of Sedimentary, Igneous, and Metamorphic Rocks. This lesson plan is Day 3 of learning about the Rock Cycle.

Content Objective(s): (These objectives are listed on the board and gone over with the students at the beginning of class)
y y The learner will create a model of the Rock Cycle by applying heat and pressure to gum and then by putting gum and Pop Rocks in their mouth and onto a plate with no errors. The learner will study sedimentary, igneous, and metamorphic rocks and then record 3 facts about each with 85% accuracy.

Language Objective(s): (These objectives are listed on the board and gone over with the students at the beginning of class)
Students will be able to: y Listen to the teacher explain the Rock Cycle. y Speak/work with their groups during center time while observing rocks as well as in partners during selected times. y Read what they have learned to the class. Students will read (together as a class) the content objectives that are written on the board.

Nevada Standards:
E.5.C.2 Students know water, wind, and ice constantly change the Earth s land surface by eroding rock and soil in some places and depositing them in other areas. E.5.C.3 Students know landforms may result from slow processes (e.g., erosion, and deposition) and fast processes (e.g., volcanoes, earthquakes, landslides, flood, and human activity). E.5.C.4 Students know rock is composed of different combinations of minerals. E.5.C.5 Students know soil varies from place to place and has both biological and mineral components. N.5.A.6 Students know models are tools for learning about the things they are meant to resemble.

Key Vocabulary:
y y y Heat: A degree of warmth or hotness. Pressure: the act of pressing Example: he used pressure to stop the bleeding. Crystals: A solid composed of atoms arranged in an orderly pattern

y y y

Sedimentary rocks: Crushed rock and organic material layered and compacted into new rock Igneous rocks: The oldest type of all rocks is the igneous rock. The word "igneous" comes from a Greek word for fire. Rocks formed from melted rocks. Metamorphic rocks: Metamorphic is a Greek word: Meta: Change Morph: form which mean to change form; rocks that have been altered (or changed form) by pressure and heat.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Process Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Teaching Science through modeling (showing the students how to make a simple model, and make predictions based on prior knowledge, correcting students language or grammar gently but effectively), Discovery Learning (looking at various rock samples), cooperative learning (working in groups of four as well as partners), guided discussion (discuss why a rock falls into a certain category, interesting facts about rocks), and Organizational strategies (Graphic Organizer of rock cycle and outlining the rock cycle with their own experiment.)

Warm Up Activity: 15 minutes Review Warm Up:

Have students get into groups of four. Once they are in their groups have students create working definitions of Heat, Pressure, and Crystals based on the last two days we have spent studying rocks. Tell students to make a hypothesis about what will happen when heat and pressure is applied to rocks. Regroup after 5 minutes and start the model- we will answer this question after the demonstration. (Before starting, remember to allow the students wait time after asking them questions as well as remind students that we are scientists working on an investigation of the rock cycle. They must behave like scientists and treat all their materials with respect.) Take out a piece of bubble gum, hold it up and say "This represents a Sedimentary Rock." Put it in your mouth and begin chewing it. Ask the students, "What am I doing?" Of course they will say chewing gum. Ask them to think scientifically and ask them, "What am I doing to the gum." (Leading questions: Is it cold inside my mouth, NO, so I am applying heat, YES! What is happening when my teeth come down on the gum? I am applying pressure. So is the gum being changed? Yes!) Pull the

gum out of your mouth and place it on a clean dish. Now open up a packet of "Pop Rocks" and pour some onto the gum. Ask the students, Based on our key vocabulary, what do you think Pop Rocks represent? Then kind of squeeze or fold them into the gum. Hold up the gum and say this represents an Igneous Rock. Now, place the gum (igneous rock) in your mouth and chew. Ask the students: What am I doing? Hopeful they will answer, applying heat and pressure. Here pressure is more intense to crush the "Pop Rocks" (crystals). Chew until all the "Pop Rocks" are mixed in as part of the gum. Pull out the gum and say this represents a Metamorphic Rock. Tell students I have just shown you the Rock Cycle. Then tell the students they are going to create their very own Rock Cycle! Ask students to share with the class if their groups hypothesis was accurate based on the demonstration just shown. Give me thumbs up if your hypothesis was correct. Call on a few students to share some of their hypothesis. (this will help clear up and misunderstandings) Then go over the definitions of Heat, Pressure, and Crystals as a class by incorporating everyone s ideas and making a working definition. This is an example of what the model should look like:

Lesson Sequence: 45 minutes

Ask students to get into groups of four. In those groups student will work together to come up with definitions for: Heat, Pressure, and Crystal. The teacher will walk around the class guiding/helping students create definitions. After 5 minutes have groups come back to whole class. Then as a class and with the help of the teacher the class will come up with working definitions of those words. Hand out a form that has the diagram of the rock cycle (see rock cycle picture below). Read over the cycle with students. Then hand out three pieces of bubble gum (per student) and one package of "Pop Rocks" and 4 paper plates per group of four. Let students create their own "Rock Cycle" within their group. First they will divide a paper plate into 3 sections and label those sections Igneous rock, metamorphic rock and sedimentary rock.

Have a real example of each rock category for students to observe. At rock stations students will observe all three categories of rocks. There will be three different rock stations; Sedimentary, Igneous, and Metamorphic. After each student completes their Rock Cycle students will partner up with one person out of their group of four to learn about the three different types more in depth. Each rock station will have magnifying glasses, books, and fun facts about the rock type. At the end students will come back to their Rock Cycle and write independently 3 facts down for each rock type on their plate. Then as a class students discuss what we have learned for the day. (see review/assessment)

Accommodations:

I will accommodate to the hearing impaired child by setting him/her up front in the classroom so that he/she can hear me well and have a clear view what is going on. As for the behavioral students, I will keep these three students close by me especially because we are working with gum; I would really like to keep them more toward the front of the class so that I can make sure they stay on task. For ELL students: Engaging activity, modeling, group work, partners, picture books, rock centers, and back ground information. Give students a sufficient amount of wait time for responses.

Materials and Resources:

Bubblegum, Pop Rocks, Plates, and a variety of Rocks. http://www.lessonplanspage.com/ScienceTheRockCycleWithGumAndPopRocks38.htm

Practice/Application: (this will be done on Day 4, as a review)

Rock cycle simulation (meaningful activity): Each student will be given a different rock made from construction paper. (The students can volunteer to bring a specific type the day before so that all types will be represented.) **Red=Igneous, Blue=Sedimentary, Brown=Metamorphic** This game is similar to Heads Up, 7 Up. Three students will volunteer to bring their rocks to the front of the room. These students will say Heads down, rocks out! All students will put their rocks on their desks, close their eyes and put their heads down. The 3 volunteers exchange their rock with another classmate and return to the front of the room. When all volunteers are back at the front, they say, Head up, rock check! The 3 students who now have different rocks must state the change and why it happened. If he/she can do so, he/she takes the volunteers spot; if not he/she sits back down. Example: If a student began with an igneous rock and it changes to a metamorphic rock, he must say the igneous rock was changed by heat and pressure.

Review/Assessment:
At the end of class we will go over each rock type. The students will be called upon to give facts about a certain rock type. This will allow the teacher to know who learned something. Students will be graded on their Rock Cycle and the facts that they were required to provide. For homework, students will have the opportunity to choose one of the following activities as their assignment: y y y Make a diagram that shows the similarities and differences with each type of rock. Venn Diagrams and Bubble Maps would work well. Write a fictional story about the adventures of a rock. Stories should dramatize their understanding of the rock cycle. The rock should be telling the story. Draw a representation of the rock cycle. Include pictures of what rocks would look like at each point in the cycle.

Reflection:
I think this activity is going to go great! It has a great warm up activity for the students that help the teacher learn about their prior knowledge as well as teach them a little bit about what they will be focusing on for the day in a fun way. Think that the centers will have to have several resources, especially if there will be several students at one booth.