Lesson Plan

Name: Ashley Chatelain

Date: October 9, 2014
Lesson Title: What do rocks look like?
Grade Level(s): 2nd grade
Rational for Lesson:
I will be teaching my students this way because it is engaging and hands
on. This topic is appropriate because it fits with the grade standards and
encourages deep thinking. This approach will be more engaging and
motivating because the students will be actively participating in an activity
rather than just writing words on a sheet of paper or filling in an organizer.
With this approach of having students find their rock just by feeling,
students will be able to think more deeply about what rocks look like and
how different characteristics of rocks can change how they feel and
compare to each other. This is appropriate for second grade because it
uses age appropriate vocabulary and tasks that are in the students range
of abilities. I also chose this topic because I love the outdoors and I think
rocks are fun to study and compare. It is a lesson I know I would have
enjoyed as a kid, so I think that is why I will enjoy teaching it.

Utah State Core Curriculum ILO(s) and Content Standard,

2nd grade Science
Standard 2 -- Earth and Space Science. Students will gain an
understanding of Earth and Space Science through the study of earth
materials, celestial movement, and weather.
Objective 1 -- Describe the characteristics of different rocks.

Vocabulary Focus:
My vocabulary focus for this lesson will be on describing words to identify
the characteristics of rocks.
Vocab word list:
Rough

Sandy

Pale

Smooth

Crumbly

Dark

Sharp

Grainy

Bright

Flat

Muddy

One color

Rounded

Dusty

Multicolored

Oval

Soft

Scratchable

Square or rectangular

Hard

Breakable

Bumpy

Shiny

Striped

Lumpy

Sparkly

Spotted

Broken

Glittery

Streaked

Heavy

Dull

Speckled

Light

Plain

Pitted (tiny holes all over it)

Clean

Common

Transparent (you can see through it)

Dirty

Unusual

Translucent (light comes through it)

Jagged

Cold

Crystalline (has crystals in it)

Polished

Warm

Magnetic (a paper clip is attracted to it)

After the group discussion I will display this on the board so the students
can refer to it while writing their descriptions.
The students will have some pre-knowledge about these words, as they
will have used them before. But this is the first introductory lesson to using
these descriptive words to describe rocks.

Preparation/Materials:
I will take my students outside during class to find rocks. They can each
find between 3-5 rocks, ones that are small enough to fit into their pockets.
I will provide pictures/books about rocks, and I will also have a collection of
rocks for the students to look at and compare at the end of the lesson
(They will all be on a table in the back of the room for the end of the lesson
when students get their chance to go and compare the different rocks). I
will have a paper bag for each table of students, and each student also
needs a paper and a pencil.

Lesson Description:

This lesson will be during a 45-minute science block.

My lesson will begin by taking my students outside and asking them to
each find a few rocks that they can fit inside their pockets to bring inside so
we can study them. (3-5 rocks) This will be about a 5-10 minute process.
Once we come inside I will explain to my students how rocks are made
form minerals, and because rocks are made up of different minerals, rocks
can look different from one another. I will ask the students to describe their
rocks, as a class we will have a discussion on what their different rocks
look like. This will be mostly a student discussion and I will chime or clarify
when needed. This will last about 3 minutes.
I will then put a picture of a rock up onto the overhead. Again, I will have
the students describe the rock they see there. As they are doing so, I will
point out good describing words being used and I will also introduce some
new descriptive words for describing their rocks. I will use words from our
vocab list, explain ones that may be tricky such as speckled or pitted and
also tell them I am going to put a list of descriptive words on the board for
them to refer to. This discussion will be about 5-7 minutes.
I will have the students each choose one of their rocks from their pile,
study it and get to know exactly what it looks like (they can even write
down key words on a paper if they like, to help them remember). Then I
will pass out a paper bag to each table and have the students put their
rocks they chose to study, inside it. In turn, each child reaches into the
bag, feels the rocks, and tries to choose his or her own rock. They will
need to remember the way that they described the rock to help them feel
and choose the correct rock from the others. They will be in groups of
about 5 students depending on class size. I will tell the students to study
their rock and time them for one minute. They will then be given 10
minutes to complete the activity as a group.
Last, I will give my students a sheet of paper and have them write a
paragraph about their rock. I will have them write a couple sentences
about what their rock looks like, making sure to use the descriptive words
we discussed, I will also have them write a sentence or two about feeling
the rocks in the bag and trying to find their rock. What did they remember
that helped them identify their rock? Were they able to choose the right
one? After they have written this paragraph and answered these
questions, they turn in their papers. They will be given 5-7 minutes.

I will end my lesson by giving my students a chance to come look at my

collection of rocks. They will be able to compare their rocks to their friends
and to the books/pictures that I have provided as well. This will give them
time to see different styles of rocks and begin to think more about
comparison. This will be the last part of class, until the bell rings. About 57 minutes, depending on how long the student takes to write their paper. It
will give them an extra five minutes to write if needed, or if the student
finishes writing quickly, they will spend more time comparing the rocks.
This gives students lei-way and support in their ability to write their
paragraph.
This would lead to my next lesson; it will be about comparison of rocks and
how you can find different looking rocks in different places.

Assessment:
My assessment will be the paper I have my students write towards the end
of class. I will have them write a couple sentences about what their rock
looks like, making sure to use the descriptive words we discussed, I will
also have them write a sentence or two about feeling the rocks in the bag
and trying to find their rock. What did they remember that helped them
identify their rock? Were they able to choose the right one? After they
have written this paragraph and answered these questions, they turn in
their papers. This, along with the group discussion will allow me to see and
understand if the student can accurately describe the basic characteristics
of rocks.

Adaptations for Gifted/Talented, ELL and Special Education:

My adaptations for Special education students would be to do this with a
partner or support of teacher/aid. The student will be doing the same
activity of describing the rocks, just rather than writing, they will verbally
describe what their rock looks like. (I would just do one on one reaching
into the bag to find a rock) or if student is unable, just skip the activity and
focus on verbal descriptions.
For gifted/talented kids, I will do almost the same thing, I will just have
them get in smaller groups with the support of a teacher or aid, they can do
the activity with guidance and if able to they can write just one or two
sentences or if unable to write, once again they can verbally describe their
rock and how they chose theirs out of the bag.
For ELL students (depending on their level) I would put them in a group
with students who could support their English as well as help guide them if
they needed or didnt understand. I would have them complete the activity
and maybe just write one sentence or if unable, again just verbally
describe (I would go talk to them and have them tell me what they felt and

saw). However, if the students were lower level and I had a bunch of them
I would follow my same adaptation of the gifted/talented students of getting
them into a group with the support of an aid/the teacher.