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Name: Ashley Gupton

Class: ELED 3221

Date: 10/27/14
edTPA Indirect Instruction Lesson Plan Template
The Three Rock Groups
Big Idea: I want students to know the three different types of rocks; Igneous, Sedimentary, and
Grade Level: 4th
NC Essential Standard(s): 4.P.2.3 Classify rocks as metamorphic, sedimentary or igneous
based on their composition, how they are formed and the processes that create them.

Next Generation Science Standard(s): 4-ESS1-1 Identify evidence from patterns in rock
formations and fossils in rock layers to support an explanation for change in a landscape over
Four Strands of Science Learning:
Strand 1: Understanding the definitions of three different rocks. Being able to use the
terminology correctly.
Strand 2: Making rock models and being able to explain which rock is which using defending
Strand 3: Thinking like a geologist.
Strand 4: Being able to point out the different types of rocks outside of class.
21st Century Skills: Collaboration: Scientist have to be able to work with people and draw off
others ideas. Productivity & Accountability: In order for me to assess student they will have to
be held accountable for engaging in conversation and finishing their assessment. This skill will
be used all through school and in their career one day.
Academic Language Demand
Language Function: I choose compare and contrast because the student will be comparing
and contrasting the different types of rocks.



Compare/contrast Describe


Scientific Vocabulary: Rock, Mineral, Igneous, Sedimentary, Metamorphic, fossil

Instructional Objective: Given a blank piece of paper students will be able to correctly write
the three names of rocks and give a description of what they are.

Prior Knowledge (student): I expect students to have seen rocks before and maybe even know
there are different types.
Content Knowledge (teacher): The teacher should know the three different types of rocks. The
teacher should have some basic knowledge on how the rocks are formed. Teacher should also
know that a geologist is a scientist who studies rocks.
Connections to Students Lives: Students will always see rocks; gravel driveway, climbing big
mountain rocks, bathroom counter top of granite. It may also create interest for some students
wanting to be a scientist as a geologist.
Accommodations for Students with Special Needs (individual and/or small group): For my
one EC student he will be able to use the handout to remember the different types of rocks.
Materials and Technology Requirements: 20 reading handouts, Highlighter, Tinfoil, Crayon
shreds, Gum, M&Ms, 20 blank sheets of paper
Total Estimated Time: Reading (10mins), Experiment (15mins), Notes (10mins),
Source of Inspiration for the Lesson: Pinterest
Safety Considerations: Follow classroom rules, if not behaving we cannot do the lab

Content and Strategies (Procedure)

Engage: Have all students stand up and dance to We Will Rock You (The Rock Cycle) 1min
and 30 seconds song about rocks. Where do we see rocks? DO you know how many types of
rocks there are? Lets read from the article Minerals, Rocks and Soil
Explore: Now that we have read about the three different types of rocks lets make them. For
Metamorphic rocks they will chew gum (heat and pressure) to change the rock, then will stick it
on their paper and add M&Ms to it (made of different rocks). For Sedimentary rocks they will
take different color Play Doo (minerals) and place them on tinfoil in layers (new layers on old
layers) then press together (pressure). For Igneous rocks teacher will have a candle lit with hot
liquid wax, then she will blow it out and students will come back in two minutes to look at it and
see it has cooled and hardened.
Explain: After making the rocks we will talk about the rocks. Which one do you think was a
metamorphic/ sedimentary/ igneous rock? They can use their reading handout to back themselves
up. I will guide them to finding the correct answer and questioning them when right and wrong
to make them think and support their answer.
Elaborate: Now on you are going to take out a blank notebook paper and split it into three parts.
Each part should have the name of the rock and a description of that type or rock. You can draw
your example of what you made to help.
Evaluate: I will informally assess students while we are talking about the rocks and analyzing
why we think they are what they are. The paper with descriptions will be formally assessed. The
students will need to have all the three rocks correctly labeled and described.
To be completed after the lesson is taught (if applicable)
Assessment Results of All Objectives/Skills:
Reflection on Lesson:
CT signature/confirmation: _________________________________ Date: ________________