1.

Lesson Design

What
This science lesson is focused on reviewing the rock cycle. Students will participate in a
group brainstorm to recall their prior knowledge about rock types, specifically how
sedimentary, igneous, and metamorphic rocks are formed. By the end of the lesson, students
should be able to explain the processes by which each can be transformed and predict the final
result: Sedimentary and igneous rocks turn into metamorphic rocks through heat and pressure,
metamorphic and sedimentary rocks melt into magma before cooling into igneous rocks, and
igneous and metamorphic rocks are formed into sedimentary rock by sediment eroding and
then being pressed together. Their final product, a rock cycle spinner, will require students to
demonstrate how these rock types relate to each other. This tool will facilitate continual review
and reinforcement of the rock cycle, accessible even outside of the lessons boundaries.
The concept that rocks are continually in a process of transformation is one that
students will engage with in two different ways; both approaches will incorporate working as a
group or with a partner. This relates back to my overarching question of having students
acknowledge and build upon others thinking. Although they are not creating any entirely new
knowledge together, the process of reviewing as a group and the responses I give as a teacher
are designed with the intent of affirming the social aspect of the learning.

How
The question of how these rocks are formed will first be posed to the group. In the process,
teacher statements will underscore the collaborative nature of brainstorming. Teacher prompts
might take the form of, Javier, would you like to add on to Nylas response? or, What do you
think about what Bilal suggested, Stephanie?
Worksheets with blanks in the rock cycle, in addition to the rock cycle spinner, will be provided
so that students have multiple ways of processing the concept and engaging with the material.
The worksheet provides a visual that students can map their knowledge onto, and the spinner
is an engaging tactile tool emphasizing the closed nature of the cycle. By checking their work
and quizzing each other in partners, students also have the opportunity to demonstrate and
strengthen their understanding. Though the worksheets and rock spinners serve as forms of
assessment, these partnerships will be framed as teams working together to check the accuracy
of their worksheets and spinners; the peer review should be more of a supportive undertaking
than a competitive one. As an exit slip, students will, on their own, revisit a portion of a quiz
they had previously taken, using their spinner as needed to complete it. This is a wonderful
idea!

Why
This lesson fits into the Rocks and Minerals unit of the district-wide science curriculum
for third grade. In class, students closely observed and took notes on rocks, saw examples of
each of the three main types of rocks, learned the definitions, and completed an activity
modeling the rock cycle with play dough. However, my classroom mentor suggested the rock
cycle would be a valuable concept to reinforce in a standalone lesson. The rock cycle ties in with
the Core Idea PS2.C, Stability and Instability in Physical Systems, and the changes in form also
correspond to Core Idea PS1.A, Structure and Properties of Matter.
End-of-the-unit quizzes helped identify which students might benefit from reviewing the
material. The rock spinner seemed like a particularly effective tool to use in this situation
because it provides students with a tool that they can take home for further study. (The name
also somewhat resembles that of a fidget-spinner a trendy toy banned from school!) Given Commented [BN1]: Yes, the almost transgressive always
that these students have been exposed to this material before, in this lesson I emphasized appeals!

different ways of visualizing the information in an effort to see what might resonate with them Commented [BN2]: I hope that you have some way to
most. track this idea. Invaluable to the teacher.
Commented [n3R2]: It was tracked using informal notes.

2. Lesson Plan

A. Goals / Objectives
Students will be able to explain the processes through which metamorphic, sedimentary
and igneous rocks transform in a closed loop. Students will demonstrate their understanding by
illustrating two different representations of this cycle. This learning and review will be
collaborative.

B. Standards and Assessment Anchors Commented [n4]: I replaced standards with ones you
PS2.C: Stability and Instability in Physical Systems preferred (that I had cited in the Why section earlier)

PS1.A: Structure and Properties of Matter

C. Materials and preparation

1. Printed picture of igneous, sedimentary, and metamorphic rock
2. Chart paper, one page with big rock cycle drawn on it, and markers
3. Rock Cycle worksheets (with accompanying writing instrument)
4. Pre-cut rock spinner base and covers (7 copies) Commented [BN5]: You are a very nice teacher. But this
5. Paper fasteners will absolutely make your lesson go more smoothly.

6. Exit slips prepared with questions Commented [n6R5]: It absolutely did.

D. Classroom arrangement and management issues

By necessity, this lesson will most likely take place in a corner hallway. There is one large
rectangular table there, with space for two people to sit on each side. The chart can be set up
on a portable easel at the head of the table. Students will remain seated for the majority of the
lesson, but may switch seats with a classmate partway through. Materials for the rock spinner
will be handed out directly to groups, while the worksheets will be passed along by students.
To proactively encourage on-task behavior, I will ask the students to agree to pay attention
and participate for our time together directly after leaving the classroom and before finding our
place in the hallway. If students get distracted, I will remind them of this commitment. It can be
hard to pay attention in the halls at times, but I have tried to account for this by having
students work in partners for much of the lesson. I will also go and work directly with partners
and students who may need extra support.

E. Plan
 1. Present three pictures of different rocks as challenge.
Ask, Who can name for me one of these rocks? How did you know it was ____? Follow up
with, X told us its ___, can someone add on to Xs answer and tell us how this rock is formed?
Repeat for other two rocks, take notes on chart paper. (5 minutes)
2. Give instructions for worksheet before passing it out: they will have one minute to label
the rocks and any arrows they can with processes of transformation, then when the teacher
says to, their job is to turn to the person next to them and together decide how what they
know and wrote on the board can be shown on the rock cycle. (Seven minutes) Commented [BN7]: I dont quite understand this direction
3. Come back to group. Teacher labels rocks on chart paper based on their worksheets. To did you change what you were trying to say around
decide how whaton the arrows?
label the rest of the cycle on chart paper, ask, Who can show me what they did first and why?
Commented [n8R7]: Changed to rock cycle instead of
and follow up with, What did your partner think? Label all arrows in this way. (Five minutes) arrows, referring to what they know and wrote on the
4. Display spinner model, making association between cycle on handout and wheel of the board as one set of knowledge to be represented.
spinner. Explain spinner is also a cycle, but they determine what happens at each stage of cycle. Commented [BN9]: Do they know what that means?
The spinner has options listed, but their job is to make sure the person using it moves the right Commented [n10R9]: Changed from choose your own
number of spots to get to the next step. Go through example with Sedimentary rock (If I start adventure
with a sedimentary rock, but then it goes through heat and pressure, what kind of rock would it
turn into? For metamorphic rock, need to label it move 2 back.) (Five minutes) Commented [BN11]: All of this sounds complicated but
5. Students work on spinners, checking in with partners until they are done and let teacher really cool. Have plenty of erasers!

know. Once they have filled it in, they assemble spinner with cover and paper fastener.
Partners should try out their partners spinner by telling them a rock, giving them a possible
transformation, and seeing if their answer lines up with their spinner. (Try it out! Switch
spinners, and see if Xs answers match up with the steps theyve written. If not, see how you
can work together to correct them.) (Fifteen minutes) Commented [BN12]: May take more time to work out
6. Pass out exit slip, ask them to work individually on it but use spinner to check their what to write based on #4.

answers. (Three minutes) Commented [n13R12]: Changed to 15 minutes from 10.

F. Assessment of the goals/objectives

Evidence of student learning will be collected through responses in group discussion, the
worksheets, the ease with which they do or not fill out the spinner, listening in on their
informal quizzing of each other, and the results of their exit slip. This information will help me
identify what stages of the transformation process may still need further clarification. Their
ability to utilize the spinner will clarify their understanding of the rock cycle as a closed-loop
system, and the results of their quiz from a week earlier as compared to their exit slips should
provide a clear baseline from which to measure growth. Commented [BN14]: Yes, this is a great design.
Commented [n15R14]: Thank you
G. Anticipating students responses and your possible responses
Students may recognize this lesson as review, and thus be reluctant to participant. I would Commented [BN16]: I think the idea of the spinner will
point out the differences in the way we can represent our knowledge, and challenge them to prevent this. You might point out that they will be making
this early in the lesson.
show me their expertise. If they are providing wrong answers in the group, I would solicit more
Commented [n17R16]: Will do
responses from other group members to see if they can correct misunderstandings before I do.
Students giving erroneous answers in the individual and partner work sections can be referred
back to the groups illustration of the rock cycle to double-check their work. If students appear
to be discouraged by the material, I will affirm that these can be tricky topics, which is why
were tackling them together, before giving them a time frame so they know how much longer
they have to work until we switch formats (back to group discussion, or moving into partner
work).

H. Accommodations
Students who find the material too challenging will always have the group-sourced
definitions and rock cycle to refer back to. On the worksheet, they may fill in whatever
information they know about the rock cycle near the appropriate diagrams, even if they wait
for the group debrief to fill in the transformation arrow labels themselves. With the spinner,
even if they rely on their partners help to figure out the steps needed to move between
transformations, reading the spinner itself will help develop understanding of the
transformations.
Students who need a greater challenge while filling out the worksheet will be
encouraged to list the physical properties of rocks that they learned about earlier on the side.
Students who finish the spinner early may turn it over, and make a game by writing a hint
describing each rock type on its opposite side. Students who need assistance securing the Commented [BN18]: You may need to offer physical help
with the fasteners.
fastener can turn to their classmates or seek help from the teacher.