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TOSD Endorsement Program

Teacher Candidate: Abigail Erchick

Subject/Grade/Program Type: Science/
3rd/ inclusion

Date: 2/7/16

Title of the Lesson: Introduction to rocks

Lesson Essential Question: What is a

Topic or Big Idea: Knowing the difference
between what a rock and a mineral is.

Unit Essential Question: What is the
difference between rocks and minerals?
How do they compare and contrast?

Extending Thinking

Assessment Lesson

**The delivery of your lesson is always contingent upon the content you intended to
deliver. Sometimes you may address all of the elements in the template and sometimes
you may not. This template is a guide to ensure you are addressing the essential
elements of a lesson plan to ensure students will be able to demonstrate enduring
This is an Introduction/Acquisition lesson. This will be the second part of the mineral
and rocks unit. The lesson will help the students identify what a rock is in relation to
what a mineral is and what the difference between them are. An Extending thinking
lesson will be done during the Valentine's day party. The students will make rock crispy
treats to demonstrate that they are able to understand the relationship between what a
mineral is and how many minerals make up a rock.

Student Learning Outcome(s): What should students know and do as a
result of the lesson? (Component 1C)


Students will be able to verbally identify the 4 characteristics of a rock as
how it differs from that of a mineral.
Students will be able to list the characteristics of a rock and compare and
contrast them to those of a mineral in a group graphic organizer.


Standard(s): What are the standard(s) addressed by this lesson? Does
the lesson have an interdisciplinary focus? (Component 1A)

Include number
and text of each
standard being

Compare and contrast the most important points and key details presented
in two texts on the same topic.
SCI.3- - [Content Statement] - Earth materials in nature include
rocks, minerals, soils, water, and the gases of the atmosphere. Attributes
of rocks and minerals assist in their identification.

Common Core

Relevance/Rationale: Why are the outcomes of this lesson important in
the real world? Why are these outcomes essential for future learning?
(Components 1A,1C)
The students need to know that there is a difference between pieces and
wholes. That a mineral is itself a whole but is also a part of the make-up of
a rock.

(Classes with
ESL Coteacher)

Statement of Language Objective: How will the student demonstrate
understanding using the four domains of reading, writing, speaking, and/or
listening? (Components 1B, 1C)

Students will demonstrate understanding by reading or listening to the
textbook passage or screen cast provided for them in their science
independent work. Students will be a part of a discussion about rocks in
their small group lesson. Students will write about the difference between
rocks and minerals on an exit slip made for the students to complete at the
end of the lesson.
Model of

Statement of Adult Roles: How will the other adults in the classroom
support students? (Component 4D)

Each teacher in the room will have a small group that will rotate over the
course of two days that they will facilitate the lessons to.
Set /Activating

Do Now / Warm-up: How will you engage students in learning? How will
you connect the lesson to their prior knowledge? (Component 1E)

Students will listen and or read a passage from the text. They will explore
videos about rocks and do a diagram on a volcano to see where a specific
type of rock comes from.
Introductory /
Short Lecture/

Teacher Directed Activities: (Teaching of the new concept): How will
you aid students in constructing meaning of new concepts? How will you
introduce/model new skills or procedures? What instructional strategy(ies)
will you introduce, re-introduce or utilize to ensure comprehension?
(Component 1E)
Teachers and students will explore different types of rocks. They will
discuss the definition of a rock, and how it differs from a mineral. Students
will explore the rocks samples, and will identify that they are not living,
solid, made in nature, but that they are not pure unlike minerals which are.

Teacher Guided

Teacher-Monitored Activities: What will students do together to use
new concepts or skills? How will you assist students in this process?
(Component 1E)
Students while having explored the rock samples will then complete an IXL
review of choosing which one presented is an example of a rock based
upon the properties that they have just learned. The teacher will scribe for
the students during discussion the differences reviewed in screencast
between a rock and a mineral.

Practice or

Practice Activities, Refinement, and Extension: What opportunities will
students have to use the new skills and concepts in a meaningful way?
How will students expand and solidify their understanding of the concept
and apply it to a real-world situation? How will students demonstrate their
mastery of the essential learning outcomes? (Components 1E, 1F)
Students will get to make Rock crispy treats as an extended lesson. This
demonstration using food will model how the smaller pieces that make up
the rock crispy treat represent the minerals that make up a rock and when
they undergo a physical change of temperature or pressure they will
solidify and create a rock.

What does
success on
this lesson’s
outcomes look
What is the

Assessment: How
will you & your
students know if they
have successfully met
the outcomes? What
specific criteria will be
met in a successful

ßClosure Activities:
How will you assist
students in reflecting
upon what they
learned today and
are preparing for
tomorrow’s lesson?
What homework will

Assessment: How will
you ensure that all
students have mastered
the identified learning
indicators? How will you
assess their learning
daily? How will you

evidence of



be assigned to help
students practice,
prepare, or elaborate
on a concept or skill

assess their learning at
the end of a unit?

IXL is leveled for the
students and the
percentage that they
got correct will be
recorded and will be
able to be seen by the
teachers. This can also
be applied through the
discussion that the
students will direct in
small group.

Students will fill out
an exit slip that will
be differentiated for
their level of

Students will do a screen
cast of being able to
compare and contrast
different types of
minerals and rocks. They
will be reviewing the
flashcards daily as well
as listening and or
reading a related
passage each day to
retain the information.

What texts, digital resources, & materials will be used in this lesson?
(Component 1D)
Science textbook
Goggle classroom, screen cast, video links, read works, brain pop
Rock samples
Index cards

Access for

How will you ensure that all students have access to and are able to
engage appropriately in this lesson? Consider all aspects of student
diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)
All students have access to the Google classroom for the science lessons
and screen casts as well as for links for videos and worksheets for
diagrams will be provided. All students will have an active part in the
discussion during the small group lesson as well as they will each have
access to their IXL accounts to review and to show that they know the
difference between rocks, minerals and other substances.


What curriculum modifications and/or classroom accommodations will you
make for Students with learning differences in your class? Be as specific
as possible. (Component 1B, 1D)
The exit slips will be differentiated for each student based upon the level

that they are on academically. This will help them to keep engaged in the
content as well as feel good about being able to participate in the
questions. IXL is also differentiated for each student on their own accounts
so questions asked will be leveled for them.