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Indirect lesson plan

CANDIDATE NAME: Andi Lougee DATE/TIME: ______________


ESTIMATED LESSON LENGTH: _____________ GRADE LEVEL: 3rd grade
SETTING: [ X ] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL
CONTENT AREA: Science
LESSON TOPIC, CONCEPT or SKILL: students will learn about the rock cycle
LESSON RATIONALE: This is important because it shows what the earth has been through to get it to
what it looks like today.
CALIFORNIA COMMON CORE STATE STANDARDS or the CALIFORNIA STATE CONTENT STANDARDS:
4-ESS1-1.
Identify evidence from patterns in rock formations and fossils in rock
formations and fossils in rock layers for changes in a landscape over time
to support an explanation for changes in a landscape over time.
[Clarification Statement: Examples of evidence from patterns could include
rock layers with shell fossils above rock layers with plant fossils and no
shells, indicating a change from land to water over time; and, a canyon with
different rock layers in the walls and a river in the bottom, indicating that
over time a river cut through the rock.] [Assessment Boundary:
Assessment does not include specific knowledge of the mechanism of rock
formation or memorization of specific rock formations and layers.
Assessment is limited to relative time.]

ELD STANDARDS: For this lesson plan it is not necessary to include ELD standards, but you may attempt
identifying them.
VOCABULARY/ACADEMIC LANGUAGE NEEDED:
Sedimentary rocks are types of rock that are formed by the deposition and
subsequent cementation of that material at the Earth's surface and within bodies of
water. Sedimentation is the collective name for processes that cause mineral and/or
organic particles (detritus) to settle in place. sedimentary, metamorphic, igneous
STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT: Describe the strategies you will utilize
to support academic language development. Consider: how will you use reading, writing, listening, and
speaking to explicitly teach and then encourage the use of academic language?
OBJECTIVE(S): students will know the stages of the rock cycle and the normal rotation of the cycle.
ASSESSMENT: This is a summative assessment activity through which the teacher will determine if
students know the topic or meet the goal for this lesson. Describe the procedures for the assessment.
This is the third component to plan when using Backward Design.
INSTRUCTIONAL STRATEGIES: Indirect Instruction
You may include a more specific listing of strategies that are characterized as indirect instruction
strategies.
REQUIRED TEACHER BACKGROUND INFORMATION needs to know about the rock cycle
TASK ANALYSIS: students will need to know that not all types of rock are the same.
PROCEDURES:
General Outline: The 5 Es based on the Constructivist Approach
Engage:
1. Distribute a sedimentary rock to each group of around 4 kids. Ask students to
come up with descriptions and characteristics of the sedimentary rock. Once given
about 3-4 minutes ask for some of the descriptions to write on the board. (These
will most likely be that the rock is easily breakable, has layers etc.)
2. Have all kids return the sedimentary rocks to a box then give each group of
students a metamorphic rock. They will complete the same thing as before
coming up with descriptions of the rock but this time they will list a few ways this
rock was different than the first. Write all on board (rock is hard, has a swirl
pattern in the rock, cannot see grains, etc.)
3. Have the kids return the metamorphic rock to a box then give each group an
igneous rock. They will complete the same things as before, coming up with
descriptions of the rock and also listing differences. Write all on board.
(rocks have lots of holes, has patterns through the rock, no swirls, etc.).
4. Once the board has the characteristics of the three types of rocks tell the students
that these three rocks are the major types of rocks called sedimentary,
metamorphic, and igneous.
5. Explain that we will be using starbursts to show the different types of rock
Explore:
1. Each student will be given 3 starbursts (one pink, one yellow, one red)
2. Have students unwrap their starbursts and cut up the pieces to make sediment (these do
not need to be a specific size). Stick the pieces of cut up starburst together to make the
sedimentary rock (very grainy, you can see each piece of color distinctly)
3. Next the students will be advised to roll the starbursts in their hands and breathe hot air
on it for around 90 seconds. This creates our second type of rock, Metamorphic(swirly,
no grains).
4. For the last type of rock, we will be using a hairdryer to quickly melt the starbursts. Have
teacher aids help to melt students projects. This turns the project into a igneous rock
(holes in the candy, no swirls, etc.)
5. Discuss the similarities between the rocks we had passed around earlier to the candy rock
cycle we have just created.
Explain:
Q. Ask what was needed to turn the sedimentary rock we had first started off with into a
metamorphic rock.
A. it heated and compacted the sediments we started out with.
Q. What did we use to turn the metamorphic rock into igneous?
A. Heat

Elaborate:
The students will draw diagram showing the different rock types we had talked about today and
write down characteristics near the type, then using arrows and words describing how we saw
the candy turn into the next stage of the rock cycle.

Evaluate:
A paper showing the rock cycle will be given to each student and they have to fill in the
blanks to what the different type of rock goes where on the diagram.
3pts if the students gets all three types of rocks correct
2pts if they got one wrong
1pts if they answered none correct.
UNIVERSAL ACCESS: Explain how you will adapt the lesson to provide access for these three subgroups of
learners:
- Students who need extra support, including students with IEPs (Individualized Education Plans)
Use many props like the rocks and make everything very visual for them

- Students who need an extra challenge (such as GATE or Gifted students)


Challenge them to try to skip steps of the rock cycle and see if a rock can go from igneous to
metamorphic
- English Language Learners
Use many props like the rocks and make everything very visual for them
CONTENT INTEGRATIONS/EXTENSIONS:
Can be drawn for an art project, especially the metamorphic rock with the swirls.
MATERIALS/EQUIPMENT NEEDED:
The three types of rocks, starbursts of three different colors, plates, hair dryers, and rock cycle sheets for
kids to fill in

RESOURCES/SOURCES: Homeroom, Mrs. Mathis' "Starburst Rock Cycle." Starburst Rock Cycle. N.p., n.d.
Web. 27 Feb. 2017.

(The last two sections are for lessons taught in student teaching placements)
PERSONAL TEACHING FOCUS: (where you want your supervisor to focus the observation) For this
lesson plan it is not necessary to include a focus because it is information for an observer who will see
you teach the lesson.
ASSESSMENT OF PERSONAL TEACHING FOCUS: For this lesson plan it is not necessary to include because
this is a reflection done after teaching the lesson.