KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidates: Jaymee Griffin & Janel Derr Date:

Cooperating Teacher: Coop. Initials:
Group Size: 25 Allotted Time: Grade Level: 3
Subject or Topic: Sedimentary Rocks Section: ELU 545

STANDARDS:

Pennsylvania Science Standard - 3.1.3.A9

● Ask questions about objects, organisms, and events.
● Plan and conduct a simple investigation and understand that different questions
require different kinds of investigations.
● Use data/evidence to construct explanations and understand that scientists
develop explanations based on their evidence and compare them with their
current scientific knowledge.

Pennsylvania Science Standard - S3.D.1.3.1

● Identify ways that cause Earth’s surface to be constantly changing (e.g., wind
and water erosion, contraction and expansion of surfaces).

Pennsylvania English Language Arts Standard - CC.1.4.3.A

● Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

I. Performance Objectives (Learning Outcomes)

Learners will be able to:

● Explain how sedimentary rocks form.
● Identify the different types of sedimentary rocks.
● Analyze a set of sedimentary rocks and record their characteristics.

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II. Assessment/Evaluation plan
A. Formative (informs instruction)

Assessment: Documentation Tool: Scale:

(e.g. product, quick (e.g. rating scale, (performance levels)
response, interview) rubric, checklist,
anecdotal notes)
● Learners will take ● Teacher will record ● "+” Learner
notes in their learning using a “+”, completed
Science notebook “/”, or “-” rating for accurate notes
and on the rock each learner. about sedimentary
cycle graphic rocks.
organizer and the ● “/” Learner
Rock Cycle completed some
Doodle Notes accurate notes
sheet about about sedimentary
sedimentary rocks. rocks.
● “-” Learner did not
complete notes
about sedimentary
rocks.
● Learners will ● Teacher will record ● “+” Learner
complete a Carin learning using a “+”, completed the
About “/”, or “-” rating for activity sheet about
Sedimentary each learner. their sedimentary
Rocks! activity rock.
sheet. ● “/” Learner
completed some of
the activity sheet
about their
sedimentary rock.
● “-” Learner did not
hand in or fill out
any of the activity
sheet about their
sedimentary rock.

B. Summative
● No summative assessment will be given.

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III. Instructional Materials
● Three pictures of sedimentary rock examples on computer to project
● Video of rock cycle https://www.youtube.com/watch?v=G7xFfezsJ1s&t=65s
● Video of sedimentary rocks (https://www.youtube.com/watch?v=NygkD8uATng)
● “The Simple Science of Rocks” book by Emily James
● 5 Sedimentary Rock Sample Boxes that contain 5 rocks inside
● 25 copies of Cairn About Sedimentary Rocks!

IV. Subject Matter/ Content

A. Prerequisite Skills
● Prior knowledge about rocks, minerals, the rock cycle, igneous and
metamorphic rocks.

B. Key Vocabulary
● Sedimentary rock- rock formed by high temperatures and pressures that
cause changes in the parent rock while in the solid form
● Compaction - weight from the layers of sediment forces out fluids and
decreases the space between grains
● Cementation - when minerals dissolved in water harden between
sediment grains
● Chemical sedimentary rocks - when minerals crystallize directly from water
● Biochemical sedimentary rocks - contains the remains of living organisms
or was formed by living organisms
● Clastic sedimentary rocks - made of clasts of minerals or rock fragments

C. New Content
● The Big Idea:
o Sedimentary rocks are formed when mud, pebbles, and sand get
laid down in layers. Over time, these layers are squashed under
more layers and eventually the layers turn to rock.

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V. Implementation

A. Introduction
● Hook: I will show students some pictures of rocks and state that they
are all examples of sedimentary rocks. Then show the brief video on
sedimentary rocks.
(https://www.youtube.com/watch?v=NygkD8uATng)

B. Development
● Read Aloud: The Simple Science of Rocks (pgs. 14-19)
− Show from cover of book to the class.
− Identify the author/illustrator.
− This book will also be available to look at in our classroom
book display.
− Encourage learners to note any new learnings in their
Science notebook about sedimentary rock as we read
through the book.
● Give the definition of sedimentary rocks
− Sedimentary rocks are formed when mud, pebbles, and
sand get laid down in layers. Over time, these layers are
squashed under more layers and eventually the layers turn
to rock.
o How they form
▪ Sedimentary rocks form from particles of
already-existing rocks
▪ They are formed from smaller pieces of rock
that result when other rocks break down
▪ Water and air can change the physical and
chemical properties of rock, which can cause
rock to break down into smaller pieces.
▪ Water can travel through rock causing rock to
break apart.
▪ Minerals and rock particles can be carried by
water to different places.
▪ Sediments deposit and create layers.
▪ Compaction - weight from the layers of
sediment forces out fluids and decreases the
space between grains

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 ▪ Cementation - when minerals dissolved in
water harden between sediment grains
o Properties
▪ They can have one or more of the following
properties:
● They can have a range of particle sizes
● organic composition
● fragmental particles
● discrete layers

o Identifying
▪ Chemical sedimentary rocks - when minerals
crystallize directly from water
▪ Biochemical sedimentary rocks - contains the
remains of living organisms or was formed by
living organisms
▪ Clastic sedimentary rocks - made of clasts of
minerals or rock fragments
● Activity
■ Ask students to take out the Rock Cycle Doodle Notes sheet
from their science folder. Remind students that today, we will
be filling out the parts about sedimentary rocks.
○ Have learners write sedimentary above the
word rock in the lower left circle.
○ Ask the class to first turn and talk to decide
what terms to use to fill in the blanks. “Created
from the (deposition) of (sediments) in layers
over long periods of time. It often contains
(fossils).
○ Ask for volunteers to help fill in the blanks and
fill in the blanks together as a class.
○ Help the students as a class to fill in the arrows
that point from metamorphic to sedimentary:
the arrow pointing from metamorphic to
sedimentary is “weathering, erosion, and
deposition” the arrow from sedimentary to
metamorphic is “heat and pressure”.
○ The arrow from sedimentary to igneous is
“melting”, while the arrow from igneous to

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 sedimentary is “weathering, erosion, and
deposition”
○ Discuss three names of sedimentary rocks that
we can add to the “examples” section of
worksheet.
○ Fill in the formation of sediments
○ “Weathering” is the creation of smaller pieces
of rock through physical or chemical means.
○ “Erosion” is the moving of sediments from their
original position.
○ “Deposition” is the settling out of sediment.
○ “Compaction” & “cementation” is the process
by which sediment is squeezed and glued
together into a new rock.
○ Fill in middle triangle after asking learners what
they have noticed about the rocks in rock
cycle. Then fill in the triangle with, “Any type of
rock can become another type, given the
right conditions.”
○ Hands on Activity: Carin About Sedimentary
Rocks!
■ Hand out the Carin About Sedimentary
Rocks! sheet. Ask learners to put their
names on their sheet. Review each
section of the sheet. Ask if the class has
any questions.
■ Have learners move into groups of 5
that were formed yesterday.
■ Give each group a Sedimentary Rock
Sample Box
■ Explain the instructions for the activity.
Groups will work together to examine a
set of 5 sedimentary rocks. Each learner
will fill out the Carin About Sedimentary
Rocks! sheet for one of the 5 rocks with
help from their group.
■ Walk around the room, monitor groups,
and answer questions.
○ Collect Cairn About Sedimentary Rocks! sheets
as groups are finished.
○ Learners who finish early may watch videos

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 about the rock cycle and different types of
rocks posted on Google classroom or read
from the rock books in the class library.
C. Closure
● Ask the class to state some of the attributes they learned today
about sedimentary rocks.
● Show the video of the rock cycle once again
https://www.youtube.com/watch?v=G7xFfezsJ1s&t=65s
● Tell the class that tomorrow we will be working on creating books
about the rock cycle.

D. Accommodations / Differentiation
● Learners with Disabilities – Instructional Support Teacher will sit near
learners and guide research, participation, and behavior. Follow
recommendations in learners’ 504 plan and IEP.
● ELA – Follow recommendations from learner’s ELA report.
● Early Finishers – Learners may watch videos about the rock cycle
and different types of rocks posted on Google classroom or look at
books in the classroom rock book display. Encourage learners to jot
down any new learnings in their science notebook.
● Behavioral Needs – Teacher will move from group to group to
monitor research, discussions, and check in on any learners who
may need more guidance or support.

VI. Reflective Response

A. Report of Learners’ Performance in Terms of States Objectives (Reflection

on learners' performance written after lesson is taught, includes
remediation for learners who failed to meet acceptable level of
achievement.)

B. Personal Reflection
● How could this lesson be improved?
● How did the learners respond to the lesson?
● What did the learners enjoy about the lesson? What did they not
enjoy about the lesson?
● What other resources could be used in the future for a lesson like
this?

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VII. Resources

Sedimentary rocks video for kids by makemegenius.com - youtube. (n.d.).

Retrieved April 14, 2022, from https://www.youtube.com/watch?v=NygkD8uATng

James, E. (2018). The simple science of rocks. Raintree.

Jam Campus. (2018, April 8). The rock cycle song: Science music video. YouTube.
Retrieved April 16, 2022, from
https://www.youtube.com/watch?v=G7xFfezsJ1s&t=65s

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 Appendix A
Rock Cycle Doodles Note Sheet

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Rock Cycle Doodles Note Sheet with Answers

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