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Carly Jo Laughery
Fall 2021
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Table of Contents

Cover Page ..................................................................................................................................... 1

Content Outline .............................................................................................................................. 3

Rationale ........................................................................................................................................ 4

Concept Map .................................................................................................................................. 5

English Language Arts Lesson Plan ......................................................................................... 6-11

Mathematics Lesson Plan ....................................................................................................... 12-17

Science Lesson Plan ............................................................................................................... 18-22

Appendix 1 - Resources .......................................................................................................... 23-27

Appendix 2 - Glossary ............................................................................................................ 28-29

Infomercial ……………….......................................................................................................... 30
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Content Outline
● Rationale

○ The rationale explains the purpose and main aspects of the Social Studies unit as

a whole as it is broken down into three separate lesson plans of English Language

Arts, Math, and Science.

● Concept Map

○ The concept map is a visual representation of how Social Studies impacts that of

the other content areas.

● English Language Arts Lesson Plan

○ Words Rock!: This interactive English Language Arts lesson focuses on the

students ability to sort words into specific categories depending on the physical

characteristics of each rock such as color, shape, texture, and size.

● Math Lesson Plan

○ Ready 2 Rock: This interactive Math Lesson focuses on the students ability to

look at an equation and prove whether or not the equation involving addition and

subtraction is equal to the number on the opposite side of the equal sign.

● Science Lesson Plan

○ Rock Properties: This Science Lesson supports the students in understanding and

demonstrating how the properties of objects and materials can change based on

the various conditions through the use of tangible items.

● Conclusion

○ The goal of this unit is for students to recognize places that are distinctive

because of their physical characteristics (landforms and bodies of water) through

the topic of rocks.

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Rationale

The design of this unit is aimed toward the overarching goal out of the Ohio State

Learning Standards in first grade Geography. The standard states the following: Places are

distinctive because of their physical characteristics (landforms and bodies of water) and human

characteristics (structures built by people). This Geography standard will be integrated into

English Language Arts, Math, and Science lessons. The students will be able to recognize the

evident connections between each lesson and the Geography standard. Through this unit, the

students will be exploring a variety of different rocks.

The students will first engage in an English Language Arts lesson, Words Rock!. Within

the lesson, the students will be using their senses to determine the physical characteristics of

individual rocks such as color, shape, texture, and size. They will then be sorting words into

specific categories. During the Math lesson, Ready 2 Rock, the students will be looking at an

equation and proving whether or not the equation, involving addition and subtraction, is equal to

the number on the opposite side of the equal sign. This is very interactive for students as they

will be traveling, or hiking, around to each of their peers to determine whether or not their

equations are equal to one another. The Science lesson, Rock Properties, includes the use of

tangible items in order for the students to demonstrate and discuss how the properties of objects

and materials can change based on various conditions.

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Concept Map
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English Language Arts Lesson Plan

Lesson Title: Words Rock! Grade: 1st Grade

Learning Target: By using senses, students will be able to sort words into specific categories
depending on the physical characteristics of each rock such as color, shape, texture, and size.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connections
Points Standards

International Reading CCSS.ELA-LITERACY. Science:

Association (IRA) 4
Students adjust their use of
spoken, written, and visual
language (e.g., conventions,
style, vocabulary) to
communicate effectively with a
variety of audiences and for
different purposes.
L.1.5.A Students are examining different
Sort words into categories characteristics of rocks. This would
(e.g., colors, clothing) to help students to better recognize
gain a sense of the different types of rocks when they
concepts the categories learn more in depth terms.
represent.
Art:
CCSS.ELA-LITERACY. By discussing the variety of colors
L.1.1.F within each rock, the students are
Use frequently occurring able to see different colors on the
adjectives. color wheel within rocks.

Grade 1, Geography 5. Math:

Places are distinctive
because of their physical
characteristics (landforms
and bodies of water) and
human characteristics
(structures built by
people).
The students recognize number
sense as they observe many
different rocks and put the words
that describe them into categories.
Religion:
God created each rock with unique
characteristics. Through this
activity, the students are able to
recognize and discuss creation and
how all things are made in His
image.

Academic Language: color, shape, texture, size, category, characteristics, rocks, adjectives
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Students’ Needs: Prior to the lesson, the students will have learned many different adjectives in
order to assist them in using their knowledge to describe the characteristics of each rock. The
students will be able to determine whether or not the rock embodies each characteristic due to
their knowledge of each word. The previous knowledge of adjectives will be connected to the
lesson as the students categorize the adjectives into color, shape, texture, size, which allows for
them to gain a sense of the concepts in which the categories represent. During the time in which
the lesson takes place, if the students within the class do not have on a variety of different
colored shirts (everyone has on all black uniforms), each student will be given a different colored
post-it note on his or her desk. The students will then have to categorize themselves based on the
color post-it note in which they were given.

English Language Learners Special Needs

For the students who are learning English,
there will be words incorporated into the
lesson from their native languages, as well
as in relation to the different cultures.
The students who are learning English will
be provided with a list of adjectives in their
native languages and its equivalencies in
English.
English language learners will be given the
opportunity to work with a partner provided
by the teacher. The partners may help them
to make sure that they are using the words
in the correct context.
For students who are unable to move around the
classroom in order to locate different rocks, the
rocks will be placed within close reach. Therefore,
the student will be able to access the rocks in the
same manner in which the students moving around
the classroom are.
For students who struggle with classification
and/or organization, they will be able to utilize
graphic organizers. Therefore, they will be able to
organize their thoughts and be able to see what it
is that they have and the classifications of each
rock in an organized manner.
Students with vision loss will be paired with a
partner who will be able to guide the student to the
rock based on visual characteristics given by the
teacher.

Materials:
Teacher Needs: white board, expo markers, dry erase markers, variety of rocks, graphic organizer
Student Needs: paper, pencil, graphic organizer, electronic device (cell phone) with webcam or
camera, phone service

Language Function: The students will model what it means to categorize something by using
the colors of their shirts. This will allow for the students to have a visual as to what it means to
categorize something. I will also demonstrate and think aloud through the exploration of rocks,
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recognizing their characteristics, and indicating an adjective or descriptive word under each
category of color, shape, texture, and size. I will use a graphic organizer to help my students to
understand how to categorize words to describe the rocks.
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Lesson Plan
Before:
Engagement

● Teacher will begin by activating background knowledge through discussing what it

means for something to be placed into a category.
● Teacher will ask the students to look around the room at their peers and the shirt color
of each person, recognizing who has the same color.
● The students will be prompted to interact with one another in order to determine who
should be in the same category, due to having the same color shirt.
● Once the students have placed themselves into categories, the teacher will ask one
student from each group to tell the class how and why he or she decided to categorize
him or herself with the specific group, indicating the specific color or word in which the
group is categorized.
● Teacher will explain how different words may be used in order to categorize different
things.

During:
Explanation

● At this point in the lesson, to introduce the activity, the teacher will choose a rock out of
a bag and hold it up to show the students. The teacher will indicate the texture of the
rock using an adjective such as smooth. The teacher will then categorize the word on the
graphic organizer posted on the board in the front of the classroom, showing the
students that the word smooth would be placed under the texture category.

Exploration

● A variety of different rocks with all different characteristics will be placed in stations
around the room.
● The students will be given a graphic organizer to take with them as they move around
the room, exploring the different rocks, in order to categorize the words and adjectives
to describe each one.
● Within each station, the students will use their prior knowledge of color, texture, size,
and shape as they examine each rock in order to list descriptive words under each
category.
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After:
Evaluation

● After all of the students have engaged in each station, examining all of the different
rocks, they will go back to their seats with the words in which they have inserted into
each category.
● All of the rocks from each station will be put into a bag. Teacher will ask each student
to come to the front of the class and choose a rock from the bag.
● Based on the rock in which the students choose, they will describe the rock to the class,
using the terms listed in each category: color, shape, texture, and size.

Elaboration and E-Learning

● The students will be asked the question, “How do the categories help you to understand
the words within them?” The students will then share their ideas with a partner. Partners
will be determined through random selection.
● The students will be asked to find a rock outside of school. Then, create a Flipgrid
discussing anything that they have found online to elaborate on the rock. The students
will also use adjectives and words in which they have listed in each category.

Assessment:

Type of Description of Modifications Evaluation Criteria

assessment assessment
Informal Students will be For students with By walking around the room,
Assessment given a graphic intellectual disabilities, the teacher would be able to
organizer to write picture cards will be recognize if students have
down words into provided with different words that do not belong in a
different adjectives. words accompanied by a specific category, and the
As they explore picture card to better teacher will discuss with the
each category (color, represent the word. For the students which words are in
shape, texture, and cards that indicate texture, the wrong category. The
size), the teacher there will be a tangible teacher will also ask the
will walk around the object with the picture student why they think the
room, talking to the card to help the student to word is in the incorrect
students about what feel the texture. The category and why.
they are writing student will have to
down and asking categorize the picture
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them why they cards to indicate the

chose each word. characteristics of each.
Formative The students will The students who have Students will show that they
Assessment show their difficulty with elaborating understood the words that
knowledge of the and expressing their were placed into each
words that were thoughts will be given the category and the relationship
placed into each opportunity to give a in which they have with the
category (color, written (typed) response concept of rocks by using the
shape, texture, and with a picture of the rock, words accurately. The student
size) by creating a explaining what it is that will be presenting their
Flipgrid to discuss a they have found through findings, demonstrating what
rock that they found learning more about the they know by discussing a
outside of the rock. rock in which they had found
classroom. and using the correct
adjectives to describe the
rock. The students will be
required to make their video a
minimum of five minutes.

Catholic Connection: A connection can be made between the lesson and looking at God’s
creation in nature. The characteristics of each rock are different as no two rocks are exactly the
same. This is a reflection as to how we are all unique and made in the image of God.
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Math Lesson Plan

Lesson Title: Ready 2 Rock Grade: 1st Grade

Learning Target: Students will be able to look at an equation and prove whether or not the
equation involving addition and subtraction is equal to the number on the opposite side of the
equal sign.

Grade Level Guide: Content Standards

Content Curriculum Focal
Points
National Council of
Teachers of Mathematics
(NCTM)
Children develop strategies
for adding and subtracting
whole numbers on the basis
of their earlier work with
small numbers. They use a
variety of models, including
discrete objects, length-based
models (e.g., lengths of
connecting cubes), and
number lines, to model
“part-whole,” “adding to,”
“taking away from,” and
“comparing” situations to
develop an understanding of
the meanings of addition and
subtraction and strategies to
solve such arithmetic
problems.
Common Core State
Standards
CCSS.MATH.CONTENT.1.O
A.D.7
Understand the meaning of the
equal sign, and determine if
equations involving addition and
subtraction are true or false. For
example, which of the following
equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2
+ 5, 4 + 1 = 5 + 2.
Grade 1, Geography 5. Places
are distinctive because of their
physical characteristics
(landforms and bodies of water)
and human characteristics
(structures built by people).
Interdisciplinary
Connections
Language Arts: Students
will be determining whether
or not a specific statement is
true or false, becoming
experienced in the meaning
and function of the words.
Science: By manipulating
different rocks, the students
are becoming familiar with
the characteristics of each
one.
Art: As the students
determine if a certain number
is equal to that of an
equation, the students are
recognizing the concept of
balance. Therefore, when
students are creating artwork,
they are able to think about
whether or not their piece is
balanced with the amount of
objects placed on one side.

Academic Language: equal, balanced, equation, solve, addition, subtraction, true, false
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Students’ Needs: Prior to the lesson, the students will have learned about an equal sign and what
it means. Through the activities in which the students will engage in, they will develop a deeper
understanding of what the equal sign means. The students will have prior knowledge in regard to
simple addition and subtraction. The students will be able to complete the equation in order to
determine whether or not the numbers are equal. It is also important that the students have a
working understanding of what it means for something to be true and false.

English Language Learners Special Needs

For English language learners, the concept
will be modeled numerous times in order for
him or her to fully understand what is to be
done within the activity.
English language learners will be given a
one-on-one session discussing the concepts of
the lesson before the class period. Therefore,
any misconceptions or language differences
may be solved before engaging in the lesson.
In order not to confuse English language
learners, the teacher will use a limited
vocabulary rather than using synonyms for
words. An example of this would be for the
teacher to remain consistent in saying
addition and subtraction, rather than
switching the language to say plus and minus.
For individuals who are non-verbal, they will
be provided with assistive devices in order to
be able to voice their thoughts as to whether
the problem is true or false.
For individuals with dyscalculia, different
options to communicate results will be offered
rather than solely through numbers (e.g., math
manipulative, such as, rocks).
Individuals with hearing loss will be paired
with a single partner in order to compare and
discuss the equations. The students will
exchange the white boards in which he or she
has written the information. Therefore, if the
individual with hearing loss had difficulty
hearing what his or her collaborators said due
to the noise and discussion occurring within
the classroom amongst peers, there is a copy
of the findings.

Materials: dry erase board, mini dry erase boards for each student, expo markers, erasers, paper,
pencil, rocks

Language Function: I will engage in a think aloud in order to help the students understand the
thought process when solving a problem. Therefore, the students will be able to justify why and
how to carry out the problem and determine whether it is true or false. I will also use “Think,
Pair, Share” in order for the students to clarify any questions in which they may have. Each
student will be able to think about the information and consult with his or her peers. Therefore, if
students have an answer to the question, they are forming a relationship and a sense of support in
figuring out the task at hand. Then, to share with the class, they are able to choose what it is that
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they would like to share as a pair. In this way, the students within the class will be able to hear
what the students have to say. If the student was able to help interpret the problem, he or she
could present that to the class during share time.
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Lesson Plan
Before:

● Before the lesson begins, the end result will be presented. The teacher will show the
students a demonstration of how to determine whether or not an equation is equal. The
teacher will put an equation on the board (Ex: 2 + 1 = 3 + 2).
● The teacher will begin by asking the students if they believe that the equation is equal.
After the students think about this question, they will write either ‘true’ or ‘false’ on
their personal dry erase boards and hold it up for the teacher to see.
● Using rocks, the teacher will demonstrate and “think aloud” as he or she proves this
problem to be true or false.
● The teacher will explain as he or she places two rocks under the number two on the
left side of the problem, adding one more rock under the number one. Then, he or she
will write an equal sign on the board after the rocks that were just placed under the left
side of the problem, representing 2 + 1.
● The teacher will then place three rocks on the right side of the equation under the
number three and two rocks under the number two.
● As the students use addition to count the rocks on each side of the equal sign, the
teacher will write the total number under each equation. At this point, the students will
be able to determine whether or not the equations are equal to one another. (The
equation that is provided in this particular example would be deemed as false.)

During:

● The teacher will then encourage the students to engage in a “Think, Pair, Share” to
better understand the concept of counting, adding, and how to determine whether or
not the equations are equal to one another.
● Each student within the class will be given a single equation. Each student will use
rocks as manipulatives in order to determine the outcome of the equation in which he
or she has been presented.
● Once the student has figured out the answer to the equation, he or she will travel
around the room with only the equation written on a white board, interacting with his
or her peers, in order to find the equation that is equal to his or her equation. However,
as the students interact with peers, it is crucial that the answer to the equation is not
shared.
● The students will present the equation to one another, giving an opportunity to solve.
Once the answer to each equation is figured out, the students may determine whether
or not the equations are ‘true’ (equal) or ‘false’ (not equal). There will be two
equations within the class that are equal to one another. Once the students determine
the equation that is equal to their own, they will form their own group.
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● Acceptable evidence is addressed as the students are able to manipulate the problem
and find the equation that is equal. The students' knowledge will be displayed through
their ability to make the connection between the equations.

After:

● Each student will be asked to come to the front of the class with the person who holds
the equation that equals his or her own. Together, they will represent the amount of
rocks for each side of the equation.
● The students within the class will be asked to justify why the equation is deemed as
equal.
● Once the students have discussed and demonstrated the findings, the students have
engaged in learning experiences and instruction has been planned as the activities
completed were able to equip the students with the knowledge and skills to determine
whether or not an equation using addition or subtraction, are equal to one another.
● At this point of the lesson, the teacher will open the floor for any questions or
uncertainties about the concepts that occurred during the activity.
● The students will now create their own equations that demonstrate equality, using
rocks and writing out the whole equation.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment
Informal To ensure that each The assessment will To meet the standards of this
Assessment student has the end be modified in order informal assessment during
result in mind, each to ensure that each this portion of the lesson is to
student will hold up a student may simply show that the students
dry erase board with demonstrate learning are thinking about the problem,
his or her thoughts on by allowing those trying to determine whether or
whether or not the who have trouble not it is true or false. If there is
equation presented on with writing or fine more than one student who has
the board is true or motor skills to give indicated various answers, each
false. thumbs up or thumbs one will be asked to explain his
down. or her thought process in
deciding whether or not the
equation is true or false.
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Formative The students will The assessment will To meet the standards of this
Assessment show what they know be modified for those assessment, the students will
through practicing the who struggle with have to group themselves with
concept of adding, math, as they will be the correct equation, making
subtracting, and able to utilize rocks themselves equal.
finding an equation to determine the
that is equal to their correct answer to the
own. answers of his or her
peers.

Catholic Connection: This lesson connects to Catholic virtues as the students are able to help
one another and provide support through collaboration. This is extremely helpful as the students
within the classroom are forming a sense of community.
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Science Lesson

Lesson Title: Rock Properties Grade: 1st Grade

Learning Target: Students will be able to demonstrate and discuss how the properties of objects
and materials can change based on the various conditions through the use of tangible items.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Interdisciplinary Connections
Points Standards
National Science Teaching Ohio Learning Standards, Religion: All things were
Association (NSTA) Grade 1, Physical Science: intricately created by the
Standards for Teaching Motion and Materials Creator Himself. It is a beautiful
Preparation 1.PS.1: Properties of objects connection as to how we are
and materials can change. Created perfectly in His image
PS1. A Structure and and then how different things in
Properties of Matter: How do life will shape us into who He
particles combine to form the Grade 1, Geography 5. Places has made us to be.
variety of matter one are distinctive because of their
observes? Matter can be physical characteristics Math: The students could
described and classified by its (landforms and bodies of calculate the angle at which the
observable properties, its uses, water) and human material changes the property of
and by whether it occurs characteristics (structures built the rock. An example of this
naturally or is manufactured. by people). would be the angle that the river
flowed to change the property
or the land formation of the
area.

Language Arts: This lesson

could lead to a cause and effect
discussion as to the cause of
properties changing and the
effect on each specific rock.

Academic Language: properties, characteristics, materials, conditions, cause, matter, structure,

sedimentary, metamorphic, engineer, gizmo

Students’ Needs: Prior to the lesson, the students must have learned about how to identify the
different characteristics of a variety of rocks. In turn, the students will be able to better
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understand and make a connection as to how each rock may change when met with something
that could have the potential to change its properties. The previous knowledge of rock
characteristics in regard to the color, shape, texture, and size would allow the student to use
context clues to determine how different aspects could change the characteristics.

English Language Learners Special Needs

English language learners will be shown For students with vision loss, provide a
images from their homeland with captions in text-to-speech device that allows for the
both their native language and in English. individual to be able to have access to all
information.
English language learners will hold up a For students who struggle with organization, an
yellow card if more explanation is needed. outline will be provided for the Know,
The yellow card indicates the need for extra Want-to-know, and Learned (KWL) chart rather
support. than creating it from scratch. Therefore, the
students will be able to see exactly what it is
needed in order to accurately complete the chart.
English language learners will be given the Each individual will be given the opportunity as
opportunity to read an article in relation to to how he or she would like to communicate his
the information and findings in their home or her understanding of the properties and how
language in order to make connections and each changes. Students will be able to
better understand the concepts. communicate the information through things
such as a powerpoint presentation, video, song,
poster, objects, or paper.

Materials:
Teacher Needs: white board, expo markers, erasers, anchor chart, tape, magnets, colored
markers, computer, projector, internet connection, sand, various rocks, tools (e.g., hammer,
screwdriver.), water, cups, plates, gloves, protective goggles
Student Needs: paper, pencil, colored markers, gloves, protective goggles

Language Function: I will help to engage the students in a KWL (K - what the students already
know, W - what the students want to know, L - to be completed after the lesson to show what the
students have learned) chart in order for each to be aware of their knowledge. The students will
then be engaging in a variety of different experiments in which they will be testing how the
different components may change the property of each rock. Therefore, the students will be able
to justify how the rock properties come to be changed and determine whether the prior statement
is true or false. The students will also be presenting their findings, using academic language, in
order to accurately inform their peers.
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Lesson Plan
Before:

● Before the lesson begins, the students will collaborate in creating a KWL chart (K -
what the students already know, W - what the students want to know, L - to be
completed after the lesson to show what the students have learned) based on the
question, “What are some things that may change the property of a rock over time?”
● Students will be shown photos of different rocks and elements in which they would be
able to alter the property of the rock. The students will then have to match the rock to
the potential condition, which caused the rock to be this way.
● The students will come to the board one by one to choose a rock to match to the
condition in which it caused its property to be changed or altered.
● Once the student chooses, he or she would explain why the particular match was made.
The rest of the students within the classroom would either agree or disagree (by
showing a thumbs up or thumbs down).
● At this point, the teacher will step in to explain and verify the thoughts of the student.

During:

● After discussing and matching the rock shown to various conditions in which could
change the property of the rock, the students will conduct experiments to prove the
statements to be true. Each student will be provided with different types of equipment
in order to carry out this task.
● Students will be paired at random in groups of two. The groups will include students
pouring water on hills of sand and tapping a rock with a hammer to indicate other
natural causes of why and how the properties of a rock could change.
● Teacher will walk around the classroom, providing assistance to students, and
discussing why and how the particular things are happening to the properties of each
type of rock, making connections to how this would occur in the environment.
● The students will create a journal entry in order to keep track of what had happened
during the experiment.

After:

● At the conclusion of the experiment, each pair of students will come to the front of the
classroom to present their findings and show the rock in which they had manipulated,
changing the overall properties. The students will make connections to how this would
occur in a natural setting.
● At this point in the lesson, the gizmo, created by the engineers, will be presented as a
supplemental resource for the students to deepen their knowledge, going further into
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the concept of how properties may change when eroded sediment is being carried by a
river down a mountain. The students will interact with the gizmo by shaking a pan with
the eroded sediment, or sedimentary rock, creating heat energy and pressure to form a
metamorphic rock.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment
Informal Students will be For students who Students will show that they
Assessment collaborating in order struggle with fine motor understood the lesson
to create a KWL chart skills and are unable to through discussing what
showing what each write with a pencil, they they have learned, bringing
student feels that he will be given the option up at least one point
or she knows, wants to speak to the class in discussed from class. If any
to know, and then, order to express of the previous statements
following the lesson, thoughts. in the K or W column of the
what he or she has chart was incorrect or
learned. misleading, a student may
correct or reword.
Informal Students will give a Students who are The students will show that
Assessment thumbs up or thumbs non-verbal will use an they understand the content
down to indicate assistive device in order by correctly siding with at
whether they agree or to allow them to add least 7/10 of the matches.
disagree with the input into the
statement of their conversation.
peers. Then, they will
discuss amongst
themselves to
determine the correct
answer.
Formative The students will The assessment will be Students will be able to
Assessment show what they have modified as each student present and discuss at least
learned through will be given the option three key points and
presenting their to present the demonstrate accurate
findings from the information to the class information for a total of
experiment. through things such as a ten minutes.
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powerpoint presentation,
song, and visuals.

Catholic Connection:
It is important to recognize the importance of how all things were intricately created by the
Creator Himself. It is a beautiful connection as to how we are Created perfectly in His image and
then different things in life will shape us into who He has made us to be.
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Appendix 1 - Resources

Language Arts Lesson Resources:

Husty, S., & Jackson, J. (2008). Multisensory strategies for science vocabulary: Support learning

about properties of matter for ELL - and all - students with these techniques. Science and

Children, 46(4), 32.

6E Model:

Peters, J.M. & Stout, D. L. (2011). Science in elementary education: Methods, concepts, and

inquiries (11th ed.). Boston: Pearson.

Graphic Organizer:
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Math Lesson Resources:

Backward Design Model:

Parker, W. C. (2012). Social studies in elementary education (14th ed.). Boston: Pearson.

Sample Equations: A list of created equations for the students as they are each provided with
one to find the equal. The pairs may include:

3+1=5-1 3+2=2+3

2+2=6-2 1+3=2+2

4+2=3+3 9-3=7-1

6 + 1 = 10 - 3 2+3=1+4

5+5=4+6 6+1=8-1
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Science Lesson Resources:

KWL Chart:

Beers, K. (2003). When kids can’t read, what teachers can do: A guide for teachers 6-12.

Instructions from Engineers for Gizmo:

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Glossary Resources:

Mirriam Webster (n.d.). Retrieved from https://www.merriam-webster.com

● The definitions of each word within the Glossary have been retrieved from the Merriam
Webster Dictionary. The definitions have been modified in order to meet the needs of first
grade students.
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Appendix 2 - Glossary

Adjective: describing word

Balanced: equal amounts

Category: group of similar things

Cause: reason for something to happen

Characteristics: special quality or trait

Color: quality such as red, blue, green, yellow, etc.

Conditions: the surroundings of something in regard to its quality or characteristic

Engineer: designer or builder

Equal: same amount

Equation: mathematical statements where the two values are equal

False: not true

Gizmo: an interactive device that brings to life some educational concept in a meaningful,

hands-on way

Materials: matter that can be used or made to create something else

Matter: substance of which a physical object is composed

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Metamorphic: a stage in the rock cycle that changes rocks by pressure, heat, and water that

results in a more compact rock

Properties: quality or attribute that is specific to all members of a certain class

Rock: a solid, mineral like substance

Sedimentary: a type of rock formed by or from deposits of sediment

Shape: particular form

Size: how big or small something is

Solve: find an answer to the problem

Structure: the way something is built

Subtraction: to take away one number from another

Texture: visual or tactile surface characteristics and appearance

True: correct
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Infomercial

Click on the link to be directed to the infomercial in regard to the Integrated Social
Studies Unit, Rocking with Rocks:

https://youtu.be/vhO_bCMibTo