You are on page 1of 4

Inquiry Lesson Plan: Engage, Explore, and Explain

Teacher Candidates: Topic: Grade Level:

Katherine Rice Rocks and Minerals High School
Title of Lesson: (Phrase as a driving question)
What are rocks and minerals and how does the Earth recycle them?
Strand 1: Inquiry Process, Concept 1: Observations, Questions, and Hypothesis,
PO4: Predict the outcome of an investigation based on prior evidence,
probability and/or modeling.
Strand 6: Earth and Space Science, Concept 1: Geochemical Cycles, PO2:
Demonstrate how dynamic processes such as weathering, erosion,
sedimentation, metamorphism, and orogenesis relate to redistribution of
materials within the Earth system.
Learner Outcomes: (Worded for clarity, these must all be evaluated for achievement) Students
will be able to:
Differentiate the 3 rock types by classifying them as sedimentary, igneous, or
Be able to write and communicate the difference and similarities between rocks
and minerals.
Actively discuss with classmates and demonstrate each dynamic process such
as weathering, erosion, sedimentation, metamorphism, and orogenesis.
Evidence of Mastery: Students will be assessed by pre-lab kahoot of rocks and
minerals; this is strictly for student recall of previous information and students should
pass with 70%. Post-lab kahoot of rocks and minerals will show improvement from pre-
lab kahoot and students should pass with 80%. Students will complete the lab and a
lab report with essential questions answered. Lab, Rubric, and essential questions for
lab report shown below, students should pass with 85%.
Process Skills: (Skills are you introducing or reinforcing: ex: observation and measuring ):
Students will be categorizing samples based on the information they will be collecting
during the lab. After the lab, students will be working on their cooperative skills to
discuss their investigation, categorization, and why with a group to understand how
rocks and minerals are similar but different.
Lesson Summary and Justification: (Summary gives detailed information about what
students are doing. Justification why is this lesson being taught): Student will be exploring how
rocks and minerals are made and recycled in the rock cycle by the dynamic processes
of weathering, erosion, sedimentation, metamorphism, and orogenesis. They will
need to know the basic identification first from the lab in order to effectively
communicate which type of rock/mineral will be effected. This lesson is being taught
because it is a pre-requisite for the students to understand how these dynamic
processes affect and attribute to the rock cycle.
Background Knowledge: (What do students need to know to complete this lesson?): This
lesson will build on the prior knowledge students should have of the 3 different types
of rocks igneous, sedimentary, and metamorphic Students shouldnt have had to
connect how rocks are made and recycled during dynamic processes.
Alternate Conceptions: Students will not know that rocks are made up of minerals
and may classify all the minerals in the lab as rocks. Students may also have a hard
time in the later units if they dont pass this lesson. The units to come will build off of
this lesson as we will go into more depth with other dynamic processes.
Key vocabulary: (list and define) Materials: (list item and possible quantity)
1. Sedimentary-Rock that has formed 1. Rock Identification Kits
through the deposition and -Kits will compose of 9 rocks, 3 from
solidification of sediment, especially each type of rock. They will be granite,
sediment transported by water (rivers, basalt, obsidian, schist, gneiss, marble,
lakes, and oceans), ice ( glaciers ), and limestone, sandstone, and slate. There
wind. will also be 5 minerals, quartz, pyrite,
2. Igneous: formed through the cooling labradorite, corundum, and mica. The
and solidification of magma or lava. lab calls for 1M Diluted Hydrochloric
3. Metamorphic: rock which has been Acid HCL with dropper goggles, paper
changed by extreme heat and towels, lab apron (I will not be using this
pressure. and will be showing a video
demonstration instead. Therefor I will
not need a lab apron, disposable gloves,
goggles, or paper towels.), hand lens,
and a streak plate.
2. Kahoot and Lab Papers
3. Notes and Power Points
Engage: Get the students interested in the topic and provide a direction for the
lesson. Bring in my own samples of rocks and minerals and ask questions like what is
the different and what is similar and why?
Teacher Will: Pass out 5 samples and have students write down 4 different things
that they notice about each sample. Students will make a graphic organizer of their
choice once all samples have been seen to categorize similar and different
characteristics. Have students write out running hypothesis about how rocks and
minerals are similar, which will be used during the lab.
Explore: A hands-on activity for the students to explore the topic. Rock Identification
Lab (Use 9 rocks, granite, basalt, obsidian, schist, gneiss, marble, limestone,
sandstone, and slate. Use 5 minerals for extra credit, quartz, pyrite, labradorite,
corundum, and mica.
Teacher Will: Set up rocks and minerals at Students Will: (list all steps) : Watch
tables around the room a short way away teacher demonstration and HCL video.
from each sample. Since I will not be using Use hand lens and naked eye to
HCL for this lab I will not need to put on a determine texture from crystal size
lab apron, gloves, or goggles. I will (bigger crystals are a course texture and
demonstrate how to use a hand lens to smaller crystals are a fine texture). List
observe the samples texture (bigger all colors present in sample. Crystals
crystals are a course texture and smaller that are large a visible to the naked eye
crystals are a fine texture.) If sample has and smaller crystals may require a hand
more than one color list all colors. Crystals lens to see. For composition, recall the
that are large a visible to the naked eye and video and note on lab paper why this
smaller crystals may require a hand lens to rock will fizz when HCL is dropped on it.
see. Due to safety reasons, the Continue to minerals when all rock
composition part of this lab I will label all samples have been completed. For
samples that will react with HCL and show a minerals, the student will repeat the
short video of HCL reacting with limestone. I same steps from the rocks but add the
will answer the questions on the key to streak by passing the mineral over the
determine the name of the sample I have plate and recording the color remaining.
tested. Ask students to repeat these steps Students should note the difference in
for the other samples in groups of 3. Let the chart from rocks to minerals. Once
them know that the 5 minerals are for extra completed students should be filling out
credit and will require the same steps questions from the lab. Students will
except students will use a streak plate to type out a lab report using the questions
find the streak of the mineral. Take mineral from the lab, the hypothesis from the
and pass over the streak plate and record engage section, and a conclusion
the color left on the plate. Walk around the section.
room and ask students questions depending
on the sample in front of them. For igneous
rocks ask students if they are double
checking the crystal size. For sandstone
ask students if this sample has layers and
what dynamic process could have made
them. For limestone ask students to recall
the video and why they think HCL fizzed.
Co-Teaching Strategy/Differentiation: SPED students will get a different lab with
extra clues as to what the rocks/minerals will be. SPED helper will get a picture key to
lab. If able, the ELL students will pair up with bi-lingual student to better understand
the concept of the lab. If there is no one to pair ELL student with provide pictures for
each step of the lab and a sentence breakdown for the hypothesis and conclusion.
Advanced students can complete extra rocks/minerals.
Explain: In this section the following three things occur: (1) students share what they
discovered in Exploration, (2) through questions teacher guides students to discover
concepts and introduces vocabulary, and (3) at end of Explain teacher states exactly
what students should have learned from lesson.
Teacher Will: Ask students to group up by Students Will: Group up by number
number and share what rocks/minerals they and share what rock/mineral they had
had trouble with and why. Ask each group trouble with and why. One student will
what was their hardest sample and why? I keep track of the difficult rocks/minerals
would expect them to have trouble with the to share with the class and make sure
minerals as their composition may look everyone gets a turn to talk. Allow for
differently in pure form. After discussion, I guided discussion of trouble rocks and
will show power point that rocks are made have class come to conclusion of what
up of different minerals and how the earth these are and why they are different.
makes and recycles these rocks with
dynamic processes. During power point
introduce vocabulary and ask how each of
the 3 types of rocks are made and recycled
and by what dynamic process.
Co-Teaching Strategy/Differentiation: Make sure there is only 1 ELL and 1 SPED
student per group and assign roles to make sure each student has a turn to talk.
References Used: Lab downloaded from Limestone

Rubric for Lab and Lab Report: (40 points total)

Exceeds Above Meets Opportunit Fall Below

Expectatio Expectati Expectatio y for Expectati
ns (5) ons (4) ns Improvem ons (1)
(3) ent (2)
Pre-Lab Completed Includes Partially Includes Not
fully and elements completed elements complete
turned in of 3 and and turned of 1 and 3. d or not
on time, 5. in on time, turned in
before lab. before lab. on time.
Lab Table fully Table Table not
completed. partially complete
completed. d.
Questions Questions Questions Questions
fully partially partially
completed completed complete
in in d in
paragraph paragraph paragraph
form with form with form with
at least 5 at least 3 at least 1
sentences. sentences. sentence,
or not
d at all.
Lab Report Lab report Lab report Lab report
fully partially not
completed, completed, complete
typed, and typed, and d on time.
submitted submitted
on time. on time.
Hypothesis Clear and Clear and No
concise concise hypothesi
with with partial s.
thought. thought.
Procedure Procedure Procedure Procedure
listed out listed out not listed.
fully. partially.
Discussion Discussion Discussion Discussio
from class from class n from
fully listed. partially class not
listed. listed.
Conclusion Conclusion Conclusion No
should list should list Conclusio
results results n listed.
from lab, from lab,
whether whether
those those
results results
match the match the
hypothesis, hypothesis
and a real .