You are on page 1of 3

ECD 133 Preschool Learning Plan Format

Activity Name: Rock it!

Age of Child(ren): 3 year

Setting: Individual
Developmental Focus: Cognitive
Key Content Focus: Science: Earth Science
Key Content Area Concepts: Earth Science: Rocks can be many sizes,
shapes, weights, colors, and textures.
Key Content Area Skills: Observing: Using the senses to collect
information about different textures.
Comparing & Contrasting: Discovering similarities & differences between
Classifying: Sorting rocks into groups based on their properties. (texture)
Learning Outcomes:
The child will be able to sort and compare rocks by textures.
ELS: AL-3K-1.1: Learn about the properties and characteristics of
materials and equipment through exploring and imaginative play.
Other standards:
(MS) 3. With guidance and support, collect, sort, identify, and describe
objects in the natural world (e.g., rocks, soil, leaves).
(pg. 30-31: earth science domain: number 3)
(IL) 11.A.ECd- Collect, describe, compare, and record information from
observations and investigations.
(pg. 57: Preschool Benchmarks: fourth on down from the top)
Materials to collect/prepare:
- Lesson Plan
- Book: Rocks Hard,Soft,Smooth, and Rough by: Natalie M. Rosinsky
- Rocks (variety of colors and sizes)
- Sorting Cards (Texture- rough, smooth) (if needed: Size-small, medium,
large, Color- red,orange,blue,pink,purple,yellow)
- Paper
- Crayons in a container
- Camera
Clean up:
- A zip lock bag for rocks
- Hand sanitizer
- Paper towel (if needed)
- Container for crayons
Transition/warm up/introduction:

We are going to start out by reading a book. It’s called Rocks Hard, Soft,
Smooth, and Rough by Natalie M. Rosinsky. We are going to read the book
together, and talk about the different kinds of rocks.
Adult Procedures:
1. Introduce the activity. Explaining how to do the activity.
2. Allow the child to explore the rocks for a bit.
3. Place the texture cards down to let the child look at.
4. Let the child think about the textures of the rocks.
5. Ask questions to give follow up support of the child’s decision on rock
6. Talk to the child about the rocks under each texture section.
7. After talking to the child about the rocks under the sections, the child
will compare the rocks from one another.
8. Observe the child’s representation of what they learned about the rock
textures. Making observational notes of what the child has learned.
Child Procedures:
1. First the child will listen to the teacher explain the activity.
2. Next the child will explore the rocks for a little bit.
3. Then the child will watch the teacher place down the texture cards.
4 Then the child will think about the texture of the rock.
5. Then the child will place the rocks under one section card.
6. Then the child will or will not rethink the placement of rocks.
7. Then the child will make final decisions on the textures of rocks.
8. Finally the child will compare the rocks from one another.
9. Lastly the child will make a representation of what they learned with a
picture or scribbles.
Conversation to Support Learning/Talking with Children:
Tell me about the rocks under the rough section?
How did you know that the rock goes under that section?
What would happen if we had all different kinds of rocks?
Can you tell why you put that rock under that section?
What makes that rock different from the other rocks?
Observations and Assessment:
Hoping that the child will be interested with the rocks. He will be
curious with the rocks being in their raw form rather than a tumbled form. I
will watch the child explore and investigate the rocks/ textures. Then the
child will be able to place the rocks under one of the three texture cards.
Once the sorting is over the child will be able to compare the rock’s different
textures. The child will be able to make a representation of what they learned
through pictures, scribbles, or both.
Accommodations for individuals:
Simplification for atypical learners:
- For children who may not meet the developmental milestones of
sorting the rocks by textures.
- Maybe simply naming the textures with the child, and helping them
sort the rocks together.
- Also maybe taking away one of the cards away to make it easier to
make a sorting decision.


Challenge for advanced learners:
Children who meet higher developmental milestones may be able to
sort the rocks by more than one section.
Having the child sort the rocks by texture, size, and color may pose as
a harder challenge.
Maybe also having a mixture of tumbled, half rough and polished, and
all raw can make comparing a harder challenge.