KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Lauren Bock Date: Monday, October 23rd, 2023

Cooperating Teacher: Jami Gallo Mentor’s Initials _______

Group Size: 25 Allotted Time: 30 min. Grade Level: 2nd Grade

Subject or Topic: Science Section: _________

STANDARD: (PA/Common Core):

Standard - 3.3.2.A7
Plan and conduct a simple investigation and understand that different questions require different
kinds of investigations.

I. Performance Objectives (Learning Outcomes)

A. Students will be able to conduct a scientific investigation wherein they will ask questions
about different earth materials.

II. Assessment/Evaluation plan

A. Formative

Assessment Type and Documentation Tool: Scale:

Name (e.g. rating scale, (performance levels)
(types include product, rubric, checklist,
quick response, interview) anecdotal notes)

1. Science Notebook 1. Checklist 1. ✔ - Student writes

2-3 sentences
relevant to what
they want to learn
about rocks.

2. + - Student writes
1 sentence
 pertaining to rocks.

3. X - Student
attempts to write a
sentence about
rocks.

B. Summative

III. Instructional Materials (includes amount)

A. 25 pencils
B. 25 science journals
C. 4 bags of various rocks
D. 25 magnifying glasses

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)

A. Prerequisite Skills
● Background knowledge of rocks

B. Key Vocabulary
● Investigation
● Sedimentary Rocks
● Metamorphic Rocks
● Igneous Rocks

C. New Content
● How to conduct a scientific investigation

V. Implementation

A. Introduction –
● Let students know that “Today, we are going to conduct our very own rock investigation
by looking and feeling different types of rocks!”

B. Development –
● Let students know that each group is going to get a bag of rocks to look at and feel.
Remind students the importance of taking turns viewing and feeling the rocks.
 ● Begin passing out the bags of rocks to each group. Advise that students may begin
opening their bag and viewing the rocks.
● Pass out the magnifying glasses to each table (enough for each student to have 1).
● Give students 5-10 minutes to view the different rocks and talk amongst their groups.
Walk around the room and listen to the different conversations about the rocks that you
hear. Ask students questions about the rocks to aid in their conversations about the
rocks.
○ What do you notice about these rocks?
○ What do they feel like?
● Call the group of students that you will be working with in a small group to complete the
worksheet.
● While students are still conversing, pass out the worksheets to each table.
● Explain to students that the worksheet at their table is for them to work as a group to
complete and that you will be working in a small group with students to complete the
worksheet. Students must draw a line to each matching characteristic of the rocks that
they observed. Allow students 10 minutes to complete the worksheet with their group.
Advise students to keep the noise level at a level 1 (whisper voice) while they work
together on the worksheet.

C. Closure –
● “Today we learned about the different kinds of rocks and discussed what we already
know about rocks, what we would like to know about rocks. Our next science lesson will
be an investigation into the different kinds of rocks and their different characteristics!

● Once time is up, call students by tables to hand in their worksheets to you.

D. Accommodations / Differentiation -
● Help in small groups for students that have an IEP / 504.

VI. Reflective Response

● Was my lesson engaging enough for my students?
● Was the learning environment equitable for all students?

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

performance written after lesson is taught, includes remediation for students who failed to meet
acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after the lesson is taught.)
VII. Resources (APA Format)