Lesson Plans Final

Learning Experience Plan
Subject: High School/Middle School Earth Science

Grade
Grade level: 9th/8th
Unit: Rocks, Minerals & Earths Natural Resources

periods/84minutes)
Length of LEP (2days/2
Topic: What is a Mineral?
Content Standards:
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth
materials, meteorites, and other planetary surfaces to construct an account
of Earths formation and early history.
HS-ESS2-2. Analyze geoscience data to make the claim that one change to
Earth's surface can create feedbacks that cause changes to other Earth
systems.
Literacy Standards:
Speaking and Listening Standard 1: Prepare for and participate
effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and
persuasively
Writing Standard 10: Write routinely over extended time frames (time
for research, reflection and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes and audience.
Language Standard 3: Apply knowledge of language to understand how
language functions in different text, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Learning Experience Outcomes
(knowledge/skills)
Students will:
- Identify types of minerals based
on chemical and physical
properties
- Recognize and categorize
minerals out side the classroom
- Evaluate the NYS Earth Science
Reference table in order to
Learning Experience Assessments

- Homework will be assigned to
assess student understanding
- Teacher prepared notes will be given
to outline student understanding
- An exit slip will be collected to check
for understanding and further
clarification
- The sponge activity will be assessed
to confirm prior knowledge and
differentiate types of minerals

Analyze the minerals using correct
scientific terminology.
connect future concepts

Discussion will be used to
assess/activate prior knowledge and
connect the topic at hand
Differentiation
1 The teacher will be aware of the auditory learners in the class through the use
of small discussion groups in class during the sponge activity and the
anticipatory set. The teacher will make the students discuss and explain their
findings for their mystery items as well as the mineral assigned. The teacher
will explain the content and verbalize the information that must be copied down
in the teacher prepared notes worksheet. The sponge activity may require
some students to listen to their item to help identify and classify. For some
minerals, the acid test could require listening to the reaction occurring to make
sense of the concept.
2 The teacher will be aware of the visual learners in class through the teacher
prepared notes that are available to all students but also primarily directed at
approaching students. The teacher will also have the smart board presentation
with the notes worksheet on them to fill in with students and the Earth Science
reference table with pictures and graphs to be consulted as required. The visual
learner will be addressed in the sponge activity through the use of their eyes to
assess the characteristics of the mystery item and in the direct instruction
when required to use visualization to characterize the mineral.
3 The teacher will differentiate the kinesthetic learners through the use of hands
on activities with the mystery item (sponge activity) and mystery mineral
(direct instruction) allowing students to get up and move when required to
teach other students as well as physically hold and feel the item. Students will
be allowed to choose their partners and move where the feel most comfortable.
4 The teacher will be aware of the different levels of language proficiency and the
language used in the direct instruction on the notes worksheet which will be
clear and concise with directions that are easy to understand. This way,
students who do not speak English as a first language will not be overwhelmed
by the basics of the English language or even those with problems such as
dyslexia or ADHD will all have a fair opportunity to focus on the basic principles
they are discovering with peers. Asking students to make a list of
characteristics allows for students with limited vocabulary to use what they
know and potentially learn from their peers to make connections to other words
that could be used to describe the mineral or item.
5 ELL students are addressed by the teacher through the use of the teacher
prepared notes and the ESRT with pictures and graphs. These notes can be
used by all students but especially the ELLs. Small group discussions when
trying to teach their peers will be good for these students because they wont
be overwhelmed by the teacher and it creates a safer environment.
6 The use of the hands on items in the sponge activity and the direct instruction
will meet the needs of all types of learners, especially the ELL students, as they
are speaking in a casual environment and are able to physically make a
connection.
During sponge activity and direct instruction, monitor the students during their
discussion to ensure that all

voice their opinions.
Approaching
Closely monitor those
students who have not
had previous exposure to
the material in grammar
school by routinely taking
note of their level of
understanding and class
contributions to
discussions and activities.
types of students are being heard and being allowed to

On-level
Keep track of those
students who are familiar
with the topics to make
sure they stay focused
and dont lose sight of
what they have previously
learned or confuse the
material as they learn it
again.
Beyond
Have students who are
mastering the material help
those who are struggling
with it to reinforce their own
understanding of the
material.
When applicable, ask
students challenge
questions in their paired
discussions and have them
explain with on level
students listening to the
answer
Curriculum Integration
Technology will be integrated (the use of smart board and PowerPoint as needed )
English/Language arts will be integrated (The discussion, exit ticket and teacher
prepared notes.)
Material
s
Procedures/Strategies
Black
Bags/box
es
Day 1 (add additional days as needed)
Box of
minerals
Teacher
Prepared
notes
(workshe
ets)
Exit Slip
index
cards
ESRT
Powerpoi
nt
Sponge Activity: (5 minutes) The teacher will begin the lesson by stating
At each table you will find a mystery box with items in it. Follow the
directions below to classify your item. Once you complete the step write
down any characteristics you can to determine what it is. You will have 3
minutes to complete the task individually.
1) Gently shake the bag/box.
2) Stick your hand in and feel your item
3) Waft from the top of the box/bag.
4) Take the item out of the bag ad look at it.
The teacher will have the directions written on the board as well. After 3
minutes the teacher will have the students pair off and try to guess each
others items based on the characteristics and description. The items will
be assorted so that each table has completely different items such as, a
pencil, a beaker, a sponge, a bell. The students will be given 2 minutes to
discuss with a partner while the teacher walks around and listens to assess
Glass
understanding.
Acid
Anticipatory Set: (10 minutes) For this lesson the teacher will segue from
the sponge activity into the group discussion. The teacher will pose the
question What did you do to figure out what item you had? Based on
student responses the teacher will have students make a list of the words
on the board and gently guide them to the overall idea that senses were
used to determine physical properties. From here the teacher will explain
Based on both physical and maybe even chemical properties we can
classify the exact type of minerals and rocks.
Nails
Pennies
Magnifyi
ng
Glasses
Streak
Plates
Activating Prior Knowledge Students will have prior knowledge of the items
within their boxes/bags, as they will have come in contact with them in the
classroom. The students will have been given the Earth Science Reference
Table and will have discussed what an element is and what a compound is.
Students will have heard some terminology that will be commonly used,
for example, Color Crystal, Density, Taste as they expand on their new rock
and mineral vocabulary.
Direct Instruction (15- 20 minutes) (input, modeling, check for

understanding)
The teacher will then pull out a mineral (Graphite) and have the students
again make a list of characteristics using the initial questions in the sponge
activity. The teacher will now distribute the ESRT to students, to examine
as a new form to identify the mineral. The teacher will have the students
work as a class to determine Graphite based on both their own
observations and making the connections to the table and graph. Students
will go through the teacher prepared notes as they determine the Graphite
sample. Going through characteristics step by step and filling in notes as
needed. The teacher will have an ELMO so all students can see but will
also have students volunteer to come up and test each characteristic.
Students will be instructed that based on the characteristics on each
mineral, they will be able to narrow down the options and determine
whos who. Students will be asked to be the expert of a specific
mineral to teach the class (or a partner of their choice) and have their
peers guess based on the observations. Students may not work with a
student at their table and must get up and move to another area. Student
will follow the questions initially assigned in the sponge activity as well as
the ESRT to make sense of the mineral and fill out the worksheet to
present to the class. Students will discuss their findings with their partners
to see if they have mastered their concepts and were able to identify their
partners mineral.
Guided Practice (how students will demonstrate their grasp of new

learning)
Students have had guided practice of how to identify a mineral through
the direct instruction section and by completing the mystery mineral
(graphite) activity before the teacher gives them the answers. Students
will see the mineral through the ELMO and will be asked to come to the
front and analyze as the teacher checks for understanding based on
student observations. The teacher will take notes at the front based on
what the students discover. Students will activate the prior knowledge of
how to describe something based on observation through senses and
chemical testing. The students will be given the opportunity to justify why
they thought what they did about the class mystery mineral should there
be differences in opinion. The teacher will clarify only when required and
the answer cannot be determined after student analysis.
Independent Practice (what students will do to reinforce learning of the
lesson)
Students will have to complete their own teacher prepared notes which will
be collected at the end of class. Students will work independently to
develop their personal mineral mystery analysis and determine which
mineral it is. As they analyze and observe a form will be completed to be
collected to check for understanding. If time permits, an exit slip will be
required.
Closure (action/statement by teacher designed to bring lesson

presentation to an appropriate close)
Upon completion of the class mineral mystery, the teacher will ask does
anyone have any questions? and Did anything confuse you or not make
sense? With 2 minutes remaining in the period, the students will be
required to complete their stop light exit slip, where they will have to
reflect on their individual mineral experience. Green=Something Mastered
Yellow= Something that still some clarification
Red= Something that was not clear and needs to be revisited before
moving on.
LESSON PLAN OUTLINE

1) Students enter the classroom and obtain a mystery item
a. Students will listen to the verbal instructions as well as the

written directions on the board
2) Students begin to construct a list of characteristics of the items
follow the steps provided.
3) Students will pair off and begin to describe their item with only the
characteristics listed.
4) The teacher will pose the question to the class What did you use to
describe your items?
a. Students will come discuss and share their items and ideas
b. Students will come to the board and make a list of the ways
they determined their item.
5) The teacher will explain, Based on both physical and chemical
properties, we can classify the exact mineral or rock.
6) Students are given/shown one specific mineral and asked to
describe the visual characteristics as a class.
7) As the students describe one of the characteristics, the notes of
each will be added as well.
a. Colorb. Streakc. Lusterd. Cleavagee. Fracturef. Hardnessg. Elements/Compounds8) Teacher will guide students to the next property, and eventually
have students recognize the composition section to explain the
chemical properties of a mineral and testing that can be done.
9) Students will have students work independently on a different
mineral to teach to other groups or partner.
10)
Students will present at the end of class and finally complete
and exit slip
11)
Homework may be assigned to check for understanding and
to expose students to the topic in the following lesson.

Grade
Unit: Rocks, Minerals and Earths Natural Resources
LEP (2days/2 periods/84minutes):
Grade level: 9th/8th

Length of
Topic: What is a Rock?

Content Standards:
MS-ESS1-4. Construct a scientific explanation based on evidence from rock
strata for how the geologic time scale is used to organize Earth's 4.6-billionyear-old history
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and
rocks, continental shapes, and seafloor structures to provide evidence of the
past plate motions.
Literacy Standards:
Speaking and Listening Standard 1: Prepare for and participate
effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and
persuasively
Reading Standard 4: Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning and tone.
Language Standards 6: Acquire and use accurately a range of general
academic and domain specific words and phrases sufficient for reading,
writing, speaking and listening at the college career readiness level;
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
(knowledge/skills)
Students will:
- Identify types of rocks based on
chemical and physical properties
in order to categorize these
specific steps.
- Describe categories of rocks and
discuss their characteristics in
order to expand their science
vocabulary
- Hypothesize the names or rocks
based on application of the NYS
reference table for Earth Science
- Estimate the densities of specific
rocks based on their compositions
in order to determine where they
are formed and how.

- A summative assessment will be
distributed to begin before the end
of the unit.
- A Homework assignment will be
assigned to assess understanding
- Teacher prepared notes will be given
to outline student understanding
- The sponge activity will be used to
assess prior knowledge
- Discussion will be used to help
students make connections to topic
at hand and activate prior
knowledge
Differentiation
of small discussion groups in class during the sponge activity, anticipatory set
and guided practice. The teacher will explain the content and verbalize the
information that must be copied down in the teacher prepared notes worksheet.
learner will be addressed in the direct instruction through the use of the ELMO
and the close up visuals of specific rocks and the sponge activity where
students will be able to read the description words.

The teacher will differentiate the kinesthetic learners through the use of hands
on activities with the direct instruction and the guided practice rock
identification kits allowing students to get up and help when required in the
direct instruction.
language used in the direct instruction on the notes worksheet, which will be
they are discovering with peers. In the sponge activity, students will be aware
of what an egg is and students who may not have an expansive vocabulary
may still be able to participate.
be overwhelmed by the teacher and it creates a safer environment. Student
groups will be assigned to ensure that all student needs are met.
9
discussion to ensure that all types of students are being heard and being allowed to
voice their opinions.
Approaching
On-level
Beyond
Keep track of those
what they have previously material.
contributions to
discussions and activities. again.
English/Language arts will be integrated (The discussion and teacher prepared notes.)
Social Studies will be integrated (Briefly when discussing the aging of rocks)
Material Procedures/Strategies
s
Teacher
prepared
notes
Poster
board
and
markers
Sponge Activity The teacher will begin the lesson by having each student
take a number 1, 2, or 3 from a bag as they walk in the room. When every
student has a number, the students will move to the area of the room with
their groups that correlate with their number. 1 is sedimentary, 2 is
igneous, 3 is metamorphic. On the count of three, students will be given 2
minutes to write down anything that comes to mind when their specific
word. Before they begin the teacher will distribute markers and the poster
paper to write on as well a rock that matches to their specific type to use
Rock
identifica
tion kits
ESRT
ELMO
Summati
ve
Assessm
ent
workshe
et
Homewor
k (Admit
Slip)
as inspiration. When the teacher calls time the students will bring their
posters up to the board and line them up next to one another.
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson) The teacher will ask the students what are some characteristics
that were similar in all three? followed by what were characteristics that
were specific to each type of rock? the teacher will allow students to
discuss and point out things both on the paper as well as observations
from their rock. Once the students have discussed the teacher will say
today we will take a closer look at these types of rocks and characteristics
that make them unique to one another.
Activating Prior Knowledge Students will activate prior knowledge after
completing the mineral lesson on the concept of how different
characteristics can play a major role in determining which item it is. From
here students will build on what was previously learned and apply this to
determining types of rocks. Students will have prior knowledge of some
rocks they see in their lives, inside and outside their homes. Students will
have prior knowledge of the teacher prepared notes style and therefore
will know what is expected and to typical format of the lesson.
Direct Instruction (input, modeling, check for understanding) The teacher will begin
the direct instruction by having students pull out their teacher prepared
notes or notebooks and begin to fill in the notes of each type of rock. At
each table, there will be a rock identification kit with numbered rocks for
the students to work with while completing the notes. As the teacher
explains each step and characteristics of the specific rock the students will
be asked to identify the rock within their kit that could fall into this
category. (Guided Practice) Throughout the direct instruction students will
be asked to discuss as an entire class and draw conclusions based on the
questions asked. The teacher may also use an ELMO if it is necessary to
display the rock for the entire class. When the students have identified the
three types of rocks the teacher will move on to have students discuss the
summative assessment that will be given at the end of the unit.
Guided Practice Students will have guided practice predominantly in the

direct instruction section of the lesson. Students will go through the notes
and address the rocks that fall into each category as they are described in
the notes. Students will have guided practice in the sponge activity as well
as in discussion of their ideas on each type of rock. When presented with
the summative assessment for the end of the unit.
Independent Practice: Students will independently practice their questions

on the summative assessment for homework. The students will also
independently practice their discussion of understanding based on the
guided practice and sponge activity. Students will be asked to work
independently in the sponge activity using on the prior knowledge they
have.
Closure The teacher will close class by asking the students to discuss with
the person next to them one thing they learned today in class. The teacher
will walk around the class and listen to the conversation-taking note of any
misconceptions or common understandings by the students. At this time
the teacher will pass out the homework of an admit slip to be handed in
with three questions pertaining to the summative assessment that will
come at the end of the unit.

9th/8th Grade
Grade level:
Unit: Rocks, Minerals and Earths Natural Resources

(3days/3 periods/126minutes)
Length of LEP
Topic: The Rock Cycle

Content Standards:
MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and
the flow of energy that drives this process.
HS-ESS1-5. Evaluate evidence of the past and current movements of
continental and oceanic crust and the theory of plate tectonics to explain the
ages of crustal rocks.
MS-ESS1-4. Construct a scientific explanation based on evidence from rock
strata for how the geologic time scale is used to organize Earth's 4.6-billionyear-old history
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and
rocks, continental shapes, and seafloor structures to provide evidence of the
past plate motions.
Literacy Standards:
Speaking and Listening 4: Present information, findings and supporting
evidence such that listeners can follow the line of reasoning and the
organization, development and style are appropriate to task, purpose, and
audience.
Reading Standard 2: Determine central ideas or themes of a text and
analyze development; summarize the key supporting details and ideas.
Language Standard 3: Apply knowledge of language to understand how
language functions in different text, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Writing Standard 10: Write routinely over extended time frames (time for
research, reflection and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes and audience.
(knowledge/skills)
Students will:
- Compare/contrast the different
steps of the rock cycle in order to
distinguish the different parts and

- Homework will be assigned to
assess student learning
- Teacher prepare notes will be given
to outline student understanding.
why they occur naturally and are

constantly changing.
Hypothesize the next step in the
rock cycle based on prior
knowledge and general
characteristics of each rock
Identify types of rocks based on
chemical and physical properties
in order to categorize these
specific steps.
Analyze the rocks in order to
differentiate each and construct
the cycle based on observation.
(Chart)
The sponge activity of listing ways
to prepare eggs will be assigned to
assess prior knowledge and connect
to the topic at hand.
Discussion will be used to
assess/activate prior knowledge and
to lead students to the concepts and
topics pertaining to this lesson.
Differentiation
of small discussion groups in class during the sponge activity, anticipatory set
and guided practice(lab). The teacher will make the students discuss and
explain their findings for their cooking eggs list as well as the direct instruction
while referencing the rock identification. The teacher will explain the content
and verbalize the information that must be copied down in the teacher
prepared notes worksheet.
learner will be addressed in the lab activity through the use of the graph to
determine the route their rock takes.
14 The teacher will differentiate the kinesthetic learners through the use of hands
on activities with the lab activity and the guided practice rock identification kits
allowing students to get up and move when required to move to their lab
stations as well as when they need to touch their rock kits to participate in
class.
language used in the direct instruction on the notes worksheet, which will be
they are discovering with peers. In the sponge activity, students will be aware
of what an egg is and students who may not have an expansive vocabulary
may still be able to participate.
be overwhelmed by the teacher and it creates a safer environment. Student
groups will be assigned to ensure that all student needs are met.
discussion to ensure that all types of students are being heard and being allowed to
voice their opinions. During the lab activity students will be assigned to a group so the
teacher can monitor all groups and ensure that different types of learners are in each
group.
Approaching
On-level
Beyond
Keep track of those
what they have previously material.
When applicable, ask
contributions to
students challenge
discussions and activities. again.
questions in lab section and
Allow these students to
during the closure before
work on conclusions with a
writing conclusions, have
partner during the lab
them explain with on level
activity should they need
students listening to the
extra support.
answer.
English/Language arts will be integrated (The discussion, exit ticket and teacher
prepared notes.)
Art will be intergraded (in the lab activity, students will color their rock cycle diagram.)
Material
s
Procedures/Strategies
Teacher
prepared
notes
Day 1
Smartbo
ard
(powerpo
int)
Rock
Cycle
Road trip
Lab
Rock
identifica
tion Kits
ELMO
(add additional days as needed)
Sponge Activity (5 minutes) On the board the teacher will have written
EGGS-perimenting in the kitchen. The teacher will greet the students and
begin the lesson by saying Good morning class, were going to start class
with an individual rapid fire assignment. On your own, make a list of as
many different ways to cook eggs. Ready? Go! When 1 minute has
passed, the students will partner up with one other student and compare
their answers. The teacher will walk around and listen to the discussion
and finally ask for volunteers to come to the board and write as many
different ways down.
Anticipatory Set: (5 minutes) For this lesson the teacher will segue from
the sponge activity into the group discussion. The teacher will pose the
question How can all of these dishes have the same composition of
eggs but are considered different? the students will share their
understandings, with the teacher gently guiding them towards the correct
response if needed. The teacher will then confirm that Rocks form from
the same composition, however the end result is based on the process or
Workshe
ets/home
work
Earth
Science
Referenc
e Tables
Crayon
Rock
Example
s
preparation just like the Eggs. Today we will look at the rock cycle which
determines what rock you produce.
Activating Prior Knowledge Students will activate prior knowledge to
perform the sponge activity in relation to different ways they have seen
eggs prepared in their own lives. The students will also have prior
knowledge of minerals from the previous lesson, which will be referenced
when explaining rock composition. Students will have prior knowledge of
rocks from previous classes as well as in their daily lives where students
often come in contact with rocks without realization. Students will have the
teacher prepared notes for the entire unit from the first lesson and will
have been asked to briefly skim through to get an idea of the information
they will learn over the next few weeks.
Direct Instruction (15 minutes) For the rock cycle, the teacher will explain the
process and use crayon rocks previously created by the teacher as an
example to demonstrate concepts of weathering and erosion,
solidification, compaction, and melting. The students will follow along in
their teacher prepared notes and eventually students will be asked to
complete their lab activity with the partners in order to explain the process
of the rock cycle. Students will complete their diagram in tables as they go
through the notes. (guided practice)
Guided Practice (10minutes) Teacher will take note of the rock choices by
each student and clarify should there be any misunderstanding. Students
will complete the Rock Cycle Road Trip Lab in groups of 4-5 to put
together their own rock cycle. Students will be asked to actively participate
not only in the note taking section of the class but also in the completing
on the sponge activity. The students will be given the teacher prepared
notes to fill in and to be able to compare it with what prior knowledge they
had before the lesson began. Students will be able to make comparisons
with what they believed to be true about the rocks and practice making
connections to the knowledge they already had in regard to rocks they
often see every day.
Independent Practice Homework will be assigned for students to complete
at home and bring in the following day. A worksheet outlining the track of a
specific rock will be assigned. Students may begin working on the
homework when they have finished their lab activity.
Closure (10 minutes) Upon completion of the lab, students will return to
their desks with their groups where they will work on a written conclusion.
As students come back to their classroom tables form the lab benches, the
teacher will meet with them and again ask if there are any questions.
Students will work independently on their conclusions until the end of the
period as well as the homework assigned.

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Learning Experience Plan

Subject: High School/Middle School Earth Science

Grade level: 9th/8th

Unit: Rocks, Minerals & Earths Natural Resources

Length of LEP (2days/2

Topic: What is a Mineral?

Learning Experience Assessments

differentiate types of minerals

connect future concepts

discussion to ensure that all

types of students are being heard and being allowed to

Day 1 (add additional days as needed)

Direct Instruction (15- 20 minutes) (input, modeling, check for

Guided Practice (how students will demonstrate their grasp of new

Closure (action/statement by teacher designed to bring lesson

LESSON PLAN OUTLINE

a. Students will listen to the verbal instructions as well as the

Learning Experience Plan

Grade level: 9th/8th

Topic: What is a Rock?

Learning Experience Assessments

students will be able to read the description words.

Guided Practice Students will have guided practice predominantly in the

Independent Practice: Students will independently practice their questions

Learning Experience Plan

Unit: Rocks, Minerals and Earths Natural Resources

Topic: The Rock Cycle

Learning Experience Assessments

why they occur naturally and are

(add additional days as needed)

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