Download - Rocks and Minerals 11-Day Unit
Kasey Ashley 1
LAMP UNIT Student Teaching – Spring 2014
Rocks and Minerals
11-Day Unit
Kasey Ashley Supervisor: Les Souders
Classroom Teacher: Jacki McKinney Grade: 3
Kasey Ashley 2
Table of Contents
Unit Purpose
Unit Objectives
Unit Standards
Unit Vocabulary
11-Day Unit Outline
Letter to Parents
Detailed Lesson Plans
Student Project and Rubric
Display Areas
Lesson Resources
Technology
Differentiation and Accommodations
Real-Life Applications
Pre and Post-Tests
Pre-Test Graphs and Rationales
Post-Test Graphs and Rationales
Comparison of Graphs
Narrative Statements and Reflective Questions
Photos From This Unit
Unit Materials
Kasey Ashley 3
Unit Purpose
The purpose of this unit is to teach third grade students about rocks and
minerals. This is an interdisciplinary unit that covers a variety of content
areas and academic standards. This unit includes material related to science,
math, language arts, social studies, and technology usage. Throughout this
unit, students will explore the different types of rock and minerals, how to
classify them by their properties, as geologists do, where they are found, how
they are found, how rocks and minerals form, and how they are used in real
life. Students will have many interactive experiences with peers and
individually that are hands-‐on and working on great skills in working with a
variety of rocks and minerals.
Kasey Ashley 4
Unit Objectives DAY 1: Students will be able to define what rocks are, specify who studies rocks, and
explain the three types of rocks and how they form.
DAY 2: Students will be able to recall the different characteristics of each type of rock and explain the process of the rock cycle.
DAY 3: Students will be able to differentiate the different properties of rocks and how to
classify rocks into different groups.
DAY 4: Students will be able to explain where rocks are found, how rocks are found, and how rocks are used in real life.
DAY 5: Students will be able to assess different rocks by their properties, determine what type of rocks they are, and compare two rock types to each other, as a Geologist would.
DAY 6: Students will be able to recall what minerals are, some common mineral examples, how they are good for our bodies, where we find minerals, and how we use minerals.
DAY 7: Students will be able to explain the properties of minerals and apply them in
classifying different minerals.
DAY 8: Students will be able self-‐assess all that they have learned about rocks and minerals with a review game.
DAY 9: Students will be able to conduct research on the computer and in books about their
topic assigned for the rocks and minerals research project.
DAY 10: Students will be creating a poster to display their information about their topic that they conducted through research.
DAY 11: Students will be composing and presenting a presentation about their topic to the
rest of the class.
Kasey Ashley 5
Unit Standards – 3rd Grade Science:
Indiana Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. - SCI.3.2.3.2010 -‐ Classify and identify minerals by their physical properties of hardness, color, luster and streak.
Math:
Indiana Standards and Indicators: - MA.3.5 2000 -‐ Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money. - MA.3.5.7 2000 -‐ Estimate and measure weight using pounds and kilograms. Common Core Standards: - CCSS.MATH.CONTENT.3.MD.B.3 -‐ Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-‐ and two-‐step "how many more" and "how many less" problems using information presented in scaled bar graphs.
Language Arts:
Indiana Standards and Indicators: - EL.3.2 2006 - READING: Comprehension and Analysis of Nonfiction and Informational Text - Students read and understand grade-‐level-‐appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many subject areas, children's magazines and periodicals, and reference and technical materials.
Kasey Ashley 6
-‐ EL.3.2.1 2006 -‐ Structural Features of Informational and Technical Materials: Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. - EL.3.4 2006 - WRITING: Processes and Features - Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. -‐ EL.3.4.4 2006 -‐ Research Process and Technology: Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources). -‐ EL.3.4.9 2006 -‐ Organize related ideas together within a paragraph to maintain a consistent focus. - EL.3.5 2006 - At Grade 3, students continue to write compositions that describe and explain familiar objects, events, and experiences. Students write both informal and formal letters. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. - EL.3.5.8 2006 -‐ Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors). - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.16 2006 -‐ Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. Common Core Standards:
- CCSS.RI.3.3 – Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. - CCSS.RI.3.5 – Use text features and search tools to locate information relevant to a given topic efficiently.
Kasey Ashley 7
- CCSS.W.3.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. - CCSS.W.3.7 – Conduct short research projects that build knowledge about a topic. - CCSS.W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Kasey Ashley 8
Unit Vocabulary Science Terminology:
- Rocks: natural, solid, nonliving material made from one or more minerals - Metamorphic Rock: rock that forms when rock is transformed or changes by heat and pressure - Igneous Rock: rock that forms when melted rock cools and hardens - Sedimentary Rock: rock that forms when sediments create layers of rock over time - Magma: melted rock that emerges out of a volcano from under the Earth’s crust - Minerals: natural, nonliving materials that make up rocks - Luster: the way a rock or mineral reflects light or sparkles - Streak: the color of powder that a mineral leaves when it is rubbed on a hard surface - Hardness: the way of describing how easy or difficult it is to scratch a mineral, making it hard or soft - Cleavage: how a mineral breaks into flat surfaces - Fracture: how a mineral breaks into other shapes - Specific Gravity: the weight of a mineral in air and in water Math Terminology:
- Gram: a unit for measuring mass in the metric system - Mass: the amount of mater in an object Language Arts Terminology:
- Compare and Contrast: how are things alike and how are they different Technology Terminology:
- Link: text or image you can click on to access another website online - Internet: the global system of interconnected computer networks that link to several billion devices worldwide
Kasey Ashley 9
Unit Outline
DAY 1 – Introduction to Rocks -‐ What are rocks? -‐ Geologists -‐ The Three Types of Rocks -‐ Rock Formation DAY 2 – More on Rocks -‐ Rock Characteristics -‐ The Rock Cycle DAY 3 – How We Classify Rocks -‐ The Rock Properties (color, luster, weight, texture, shape, size) -‐ How geologists classify rocks DAY 4 – The Rocks Around Us -‐ Where do we find rocks? -‐ How do we find rocks? (what tools, etc.) -‐ How do we use rocks? DAY 5 – Geologist for the Day! -‐ Applying knowledge to classify rocks -‐ Observing rocks -‐ Comparing and Contrasting rock types DAY 6 – Introduction to Minerals -‐ What are minerals? -‐ Common Mineral Examples -‐ Minerals in our bodies -‐ Where do we find minerals? -‐ How do we use minerals? DAY 7 – How We Classify Minerals -‐ Mineral Properties -‐ Comparing and Contrasting rocks and minerals
Kasey Ashley 10
DAY 8 – Let’s Review -‐ Rocks and Minerals Review Game DAY 9 – Project Day -‐ Groups -‐ Researching online and in books DAY 10 – Project Day -‐ Project Poster-‐Making DAY 11 – Project Day -‐ Project Presentations
Kasey Ashley 11
Parent Letter Dear Parents/Guardians. I am very excited to inform you of a new unit your child will be participating in over the course of the next few weeks. In the weeks ahead our class will be learning all about rocks and minerals in science. We will be exploring the different rocks and minerals together through hands-‐on experiences and your child will even be able to become a Geologist for a day! This unit will take up the next 11 school days in science and is aligned with the Indiana Standards and Common Core Standards for third grade. This unit, that I have created, covers many school subjects including science, math, social studies, and language arts. You child will also be exposed to some technology, which will be very fun and exciting for them! During this unit your child will be learning about the properties of rocks and minerals, where to find and how to find rocks and minerals, and how we use rocks and minerals in life. This unit will give your child the opportunity to be creative and think outside of the box. Your child will be working on math skills related to weight and graphing, language arts skills with reading and writing, and social studies skills. Once your child has learned the content about rocks and minerals, they will be completing a rocks and minerals group project. Our class will be split into four groups. The first group will research and study sedimentary rocks. The second group will research and study metamorphic rocks. The third group will research and study igneous rocks. The final group will research and study minerals. Your child will be conducting research from the computer and books from the library. With this, they will be filling out a graphic organizer, creating an informational display of their group’s research, and then will be presenting their information to the class. The final projects will be displayed in the hallway near our classroom to show off to the entire school. Please ask your child about what he or she has learned each day and be aware that they may want to begin a rock collection, as they are very excited to begin our rocks and minerals adventure. All of the project work will be completed in class and will be given to your child at the end of the unit. This will help prevent anyone from misplacing important papers. They will also be receiving grades for a variety of assignments and activities that they complete. I am very excited for this unit and feel that your child will enjoy the world of learning about rocks and minerals! If you have any questions or concerns regarding your child or this unit, feel free to contact me via email at [email protected]. Thank you so much! Miss Ashley
Kasey Ashley 12
LAMP Unit – Rocks and Minerals LESSON PLAN #1 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Friday, March 7 BSU Student Teaching Supervisor: Les Souders Lesson Time: 30 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. Common Core Standards: - CCSS.W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Lesson Objectives: Students will be able to define what rocks are, specify who studies rocks, and explain the three types of rocks and how they form. Motivation: To engage my students in learning about rocks and minerals during the next several days, I have chosen a YouTube video to show titled “Fossil Rock Anthem”. This video is found at http://www.youtube.com/watch?v=ClJ5lwl_wM0 and is a great introduction to the topic. Materials/Media: -‐ This lesson plan -‐ “Fossil Rock Anthem” video -‐ http://www.youtube.com/watch?v=ClJ5lwl_wM0 -‐ “What are Rocks?” PowerPoint Presentation -‐ “What are Rocks?”/”The Types of Rocks.” Graphic organizer -‐ Candy -‐ “Review Rocks” Presentation Slide -‐ SmartBoard
Kasey Ashley 13
Goal for Learner: “Today we are going to begin a unit on rocks and minerals. Today we will be focusing on rocks. We will learn about what they are and what the three types are called. We will also learn about how each rock type is formed.” Procedures: -New Information: Today my students will be learning about what rocks are and the three types of rocks, sedimentary, igneous, and metamorphic. The new information that will be presented will be the following: -‐ Rocks make up the majority of the Earth’s Crust. -‐ All rocks are made of common minerals. -‐ Rocks can be soft or hard and be as small as a grain of sand or as big as a building. -‐ Rocks can be found all around us, as they are used for tools, decoration, and building many things. -‐ Geologists study rocks and sort them by how they are made. -‐ There are three types of rocks: sedimentary, igneous, and metamorphic. -‐ Sedimentary rocks form when little bits of rocks, from other rocks end up in rivers and streams moving with the water. When the rocks end up in a lake or ocean, the bits of rock settle to the bottom. Over time, layers of rocks build up creating sedimentary rocks. -‐ Fossils are found in sedimentary rock. -‐ Metamorphic rocks are rocks that change over time. These rocks are formed when the Earth’s crust moves, creating a ton of pressure and heat. This change makes these rocks look flat. -‐ Igneous rocks are formed when a volcano erupts and the liquid rock, lava, comes out to the Earth’s surface. - Modeling: Once the students are engaged with the “Fossil Rock Anthem” in learning about rocks, I will begin my presentation about what rocks are. In doing this, I will be passing out a front-‐to-‐back graphic organizer that has one side all about “What are Rocks?”. My presentation of new information about rocks follow along with the graphic organizer and show the children where they need to fill in the blank. Next, the children will flip the paper over and have another graphic organizer about “The Types of Rocks”. This organizer has space for the children to write down, from my teaching and my presentation on the SmartBoard, how each type of rock is formed. As I am teaching about each type of rock, I will be circulating the room assisting children in what to write. We will be practicing our note-‐taking skills and how to write down clues to help us remember what things are and mean. - Guided Practice: For practice, my students will be completing their graphic organizers as I present the information. I will be assisting the children and circulating the room as I teach to ensure that they are following along and on the same page with me.
Kasey Ashley 14
- Check for Understanding: To check for understanding, I will be having my students repeat back to me what they are learning. I will ask questions throughout such as, “Remind me, friends, how is a sedimentary rock formed?”. These checkpoint questions will keep me in tune to what they comprehend from my lesson. I will also be circulating around the room and paying attention to how well they are following along with the graphic organizer and I observe them participating or not. - Practice/Application: Students will be applying what they have learned today through a group review session. I will ask my students a variety of review questions about today’s topic at the end of my lesson and will reward candy to those participating and giving the correct answer. This will keep everyone involved and wanting to answer. The following are the questions I will be asking for this review session of day one: -‐ What are Sedimentary Rocks? -‐ What are Metamorphic Rocks? -‐ What are Igneous Rocks? -‐ What are all rocks made of? -‐ Who studies rocks? - Closure: To close my lesson I will express the following: “Today we learned about what rocks are and the three types of rocks that exist. Tomorrow we will learn more about rocks, their characteristics, and the rock cycle.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate, how well they completed their graphic organizers, and how well they answered the review questions at the end with the correct answers. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when sharing ideas and answers. _________ Student can identify what rocks are, who studies them, and the three types of rock that exist on our Earth. _________ Student can explain how each type of rock is formed. _________ Student cooperatively filled in the graphic organizer and paid attention to detail. Lesson Extension: With extra time left during my lesson time, my plan is to go back and review again how each rock is formed. This can be a complex idea to imprint in memory. With this, I will have students explain to my again the different processes.
Kasey Ashley 15
LAMP Unit – Rocks and Minerals LESSON PLAN #2 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Monday, March 10 BSU Student Teaching Supervisor: Les Souders Lesson Time: 30 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. Common Core Standards: -‐ CCSS.RI.3.3 – Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Lesson Objectives: Students will be able to recall the different characteristics of each type of rock and explain the process of the rock cycle. Motivation: To engage my students today in learning more about rocks, I will be showing them a short rock song. This song, by Peter Weatherall, is a short song reviewing the types of rocks. This video is found on YouTube. Materials/Media: -‐ This lesson plan -‐ Peter Weatherall Rock Song -‐ https://www.youtube.com/watch?v=b_4Y21Pprzw -‐ Review slide from previous day -‐ “Rock Characteristics and Rock Cycle” PowerPoint Presentation -‐ Rock characteristic graphic organizer -‐ Rock cycle graphic organizer -‐ Candy -‐ Independent practice – “Review What You Know: Rocks” matching activity sheet -‐ SmartBoard
Kasey Ashley 16
Goal for Learner: “Today we are going to learn more about rocks. Today we will learn about the different characteristics of rocks, and each rock type, as well as the rock cycle and how our rocks change over time.” Procedures: -New Information: Today my students will be learning about the different characteristics of rocks and the rock cycle. The new information that will be presented will be the following: -‐ Sedimentary Rock Characteristics -‐ They contain fossils. -‐ They have many layers that are flat or curved. -‐ They are made of many tiny pieces of rock. -‐ They may have some holes in the rock. -‐ Metamorphic Rock Characteristics -‐ They are made of only one mineral type. -‐ They may be flatter and look like flat versions of other types of rocks. -‐ Igneous Rock Characteristics -‐ They have a glossy look to them. -‐ They contain NO fossils. -‐ They are made of two or more minerals. -‐ They often have holes and openings. -‐ The rock cycle is the cycle in which rocks change over time. The rock cycle begins when magma under the Earth’s Crust pushes up through the opening of a volcano. The volcano erupts and the lava runs down the side of the mountain. When the lava cools and hardens igneous rocks form. Over time, the igneous is weathered and broken down into pieces of rock called sediment. The sediment makes its way to the rivers and streams, which lead to lakes and oceans. When the sediment reaches the lakes and oceans it settles to the bottom of the water and forms a layer of rock. Over time, layers of rock build up creating sedimentary rock. When earthquakes then take place, the sedimentary rock, or igneous rock, is forced against each other with heat and pressure changing the rock into metamorphic rock. Eventually, the rock makes it way to the bottom of the Earth’s crust again and is melted into magma again. - Modeling: Once my students are engaged in learning more about rocks, I will begin my presentation about the different characteristics of rocks and the rock cycle. In doing this, I will be passing out two graphic organizers. One will be focused on the characteristics of rocks and the other on the rock cycle diagram. My new information presentation will follow along with the student graphic organizers and will allow them to practice taking notes and understanding how to take clues from text to remember important details. As I am teaching, I will be circulating around the room ensuring that my students are on task and taking good notes about the topic on their graphic organizers.
Kasey Ashley 17
- Guided Practice: For practice, my students will be completing their graphic organizers as I present the information. I will be assisting the children and circulating the room as I teach to ensure that they are following along and on the same page with me. - Check for Understanding: To check for understanding, I will be having my students repeat back to me what they are learning. I will ask questions throughout such as, “Remind me, friends, what are the characteristics of metamorphic rock?”. These checkpoint questions will keep me in tune to what they comprehend from my lesson. I will also be circulating around the room and paying attention to how well they are following along with the graphic organizer and I observe them participating or not. - Practice/Application: Students will be applying what they have learned today, and on the previous day, with a “Review What You Know: Rocks” matching activity. This matching activity will be completed individually and test what the students have learned about rocks thus far in the unit. - Closure: To close my lesson I will express the following: “Today we learned about the different characteristics of rocks and the rock cycle. On Wednesday, we will learn about the different properties of rocks.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate, how well they completed their graphic organizers, and how well they answered the review questions at the end with the correct answers. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when sharing ideas and answers. _________ Student can specify different characteristics for the types of rocks. _________ Student can explain the rock cycle. _________ Student cooperatively filled in the graphic organizer and paid attention to detail. Lesson Extension: With extra time left during my lesson time, my plan is to go back and review again the rock cycle and how the rocks change over time. This can be a complex idea to imprint in memory.
Kasey Ashley 18
LAMP Unit – Rocks and Minerals LESSON PLAN #3 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Wed., March 12 BSU Student Teaching Supervisor: Les Souders Lesson Time: 30 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. - EL.3.4 2006 - WRITING: Processes and Features - Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. -‐ EL.3.4.9 2006 -‐ Organize related ideas together within a paragraph to maintain a consistent focus. Common Core Standards: -‐ CCSS.W.3.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Lesson Objectives: Students will be able to differentiate the different properties of rocks and how to classify rocks into different groups. Motivation: To begin today’s lesson, I will have the students review what we have learned about rocks so far in the unit for candy. Materials/Media: -‐ This lesson plan -‐ Review slides of what we have already learned
Kasey Ashley 19
-‐ “Rock Properties” PowerPoint Presentation -‐ Rock Properties individual guided flip charts -‐ Candy -‐ “What is Your Favorite Type of Rock?” writing activity paper -‐ SmartBoard Goal for Learner: “Today we are going to learn more about rocks and how geologists classify them into the different groups and describe them by their properties. Today you will learn about the rock’s texture, luster, color, shape, size, and weight. You will then have a chance to write about your favorite rock.” Procedures: -New Information: Today my students will be learning about the different rock properties that geologists use to classify them into the different rock categories and describe them. The new information that will be presented will be the following: -‐ The properties of rocks are the different parts of the rock that we look at to classify them or describe them. The properties of rocks help sort them into the different types of rocks. -‐ A rock’s texture refers to the grain size within the rock. -‐ The rock’s shape can tell us about how the rock has been weathered over time. Weathering is the process of breaking down rocks over time and smoothing them. This happens when the rocks are moved by wind or water. -‐ The size of a rock can be as big as boulder or as small as a grain of sand. -‐ A ruler can help us determine the size of a rock. -‐ A boulder is a rock that is very large in size and is worn down by water and weather. -‐ Sand is made of tiny grains of broken rocks and can be found in the colors black, white, yellow, or green. -‐ The color of a rock can tell geologists about what the rock might be made of. -‐ The rock’s luster is the way that the rock reflects sunlight. -‐ The rock’s weight is the amount of mass the rock has, or it’s heaviness. Rocks can be weighed in grams or pounds with a scale. - Modeling: Once my students have reviewed what they have previously learned about rocks, I will begin teaching them about the six properties of rocks that geologists use to describe and classify rocks. I will pass out a guided flip chart to each student in the classroom. I will then point out to them that each page of the chart is similar the recent graphic organizers they have filled in; they will only be filling in the blanks that go along with the PowerPoint on the SmartBoard. We will then work through each property of rocks, as the children fill in the remainder of their flip charts. As I am teaching, I will be circulating around the room ensuring
Kasey Ashley 20
that my students are on task and taking good notes about the topic on their flip charts. - Guided Practice: For practice, my students will be completing their guided flip chart information organizers as I teach the information on the six properties of rocks. I will be assisting the children and circulating the room as I teach to ensure that they are following along and on the same page with me. - Check for Understanding: To check for understanding, I will be having my students repeat back to me what they are learning. I will ask questions throughout such as, “Remind me, friends, what a rock’s luster is?”. These checkpoint questions will keep me in tune to what they comprehend from my lesson. I will also be circulating around the room and paying attention to how well they are following along with the flip chart and I observe them participating or not. - Practice/Application: Students will be applying what they have learned today and what they have learned thus far about rocks by writing about their favorite type of rock; sedimentary, metamorphic, or igneous rock. They will be asked to write a paragraph answer this prompt with the correct mechanics of writing and support as to why the type of rock that they choose is their favorite. I will be looking for writing pieces that have details about the properties, characteristics, and facts about rocks that make that particular rock their favorite. - Closure: To close my lesson I will express the following: “Today we learned about the different properties of rocks and how geologists classify and describe rocks. Tomorrow we will be learning about where we find rocks, how we find rocks and what tools are used, and how we use rocks in real life.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate, how well they completed their flip charts, and how well they answered the review questions at the end with the correct answers. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when sharing ideas and answers. _________ Student can differentiate the different rock properties. _________ Student can explain each rock property. _________ Student cooperatively filled in the flip chart and paid attention to detail.
Kasey Ashley 21
Lesson Extension: With extra time left during my lesson time, my plan is to have the children continue their writing and discuss in another paragraph which rock type that they dislike the most.
Kasey Ashley 22
LAMP Unit – Rocks and Minerals LESSON PLAN #4 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Thursday, March 13 BSU Student Teaching Supervisor: Les Souders Lesson Time: 45 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. - EL.3.4 2006 - WRITING: Processes and Features - Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. -‐ EL.3.4.9 2006 -‐ Organize related ideas together within a paragraph to maintain a consistent focus. Common Core Standards: -‐ CCSS.W.3.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. -‐ CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Kasey Ashley 23
- CCSS.MATH.CONTENT.3.MD.B.3 -‐ Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-‐ and two-‐step "how many more" and "how many less" problems using information presented in scaled bar graphs. Lesson Objectives: Students will be able to explain where rocks are found, how rocks are found, and how rocks are used in real life. Motivation: To engage my students today, we will begin with a group discussion and vote on our favorite types of rock. Together we will be creating a bar graph to show who like what type of rock and what rock is liked the most. Once the vote is completed and a favorite rock type is selected, I will be explaining to the students that I will be making that type of rock for them for a surprise engagement for tomorrow’s lesson. Materials/Media: -‐ This lesson plan -‐ SmartBoard -‐ How rocks are found, and used PowerPoint -‐ Scrap paper -‐ Writing prompt – How We Use Rocks Goal for Learner: “Today we are going to discover how and where rocks are found, as well as ho we use rocks in real life.” Procedures: -New Information: Today my students will learn about where and how rocks are found and how we use rocks in life. The following is the new information that we will be discussing today: -‐ Rocks are found everywhere! -‐ The most common places to find rocks are at the beach or by a river. -‐ A sieve is a tool that is used to find rocks in a lot of dirt and sand. -‐ It is a tool that is like a strainer that separates the unwanted sand and dirt from the wanted rocks. -‐ These are my ideas of how we use rocks in the real world: -‐ To build houses with bricks. -‐ Fireplaces in our houses. -‐ Sidewalks. -‐ Some kitchen dishes. -‐ Pencil lead, made from graphite. -‐ Sidewalk chalk. -‐ Glass (if you melt sand and shape it, you get glass!) - Modeling: Once my students are engaged and ready for today’s lesson, we will begin by discussing where rocks are found, how they are found, and how we use rocks in real life. I will ask my students questions such as “Where have you found rocks before?”, to keep the discussion going. I will then ask for my students to turn
Kasey Ashley 24
to their neighbor and discuss how rocks may be used in real life. I will give everyone some time to answer and then will allow each group to share how we use rocks, as I will share my own examples as well. - Guided Practice: For practice today, my students will be working with the student sitting next to them on writing down ideas of ways that we use rocks in real life. The students will then share to continue our discussion. - Check for Understanding: To check for understanding, I will be walking around the room as they are working together to ensure that they are on task and understanding what we are talking about. I will also be asking checkpoint questions such as “Where have you found rocks before?” and “How might we find rocks? What tools would we use?”. - Practice/Application: Students will be applying what they have learned today with a writing prompt of how we use rocks and how they would use rocks in their life. - Closure: To close my lesson I will express the following: “Today we learned about where we find rocks, how we find rocks, and how we use rocks in real life. Tomorrow we will be able to experience a task in the shoes of a geologist and analyze real rocks.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participated and how well they completed their activities. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when working with a partner. _________ Student can determine how we find rocks and where we find them. _________ Student can name ways that we use rocks in real life. _________ Student cooperatively participated and completed today’s writing prompt about how we use rocks. Lesson Extension: With extra time left during my lesson time, my plan is to go back and review all that we have learned about rocks to this point, as well as reviewing our important “words to know”.
Kasey Ashley 25
LAMP Unit – Rocks and Minerals LESSON PLAN #5 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Friday, March 14 BSU Student Teaching Supervisor: Les Souders Lesson Time: 45 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. - MA.3.5 2000 -‐ Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money. - MA.3.5.7 2000 -‐ Estimate and measure weight using pounds and kilograms. Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Lesson Objectives: Students will be able to assess different rocks by their properties, determine what type of rocks they are, and compare two rock types to each other, as a Geologist would. Motivation: To engage my students today I will be showing them a short video of how Igneous Rock is formed. Yesterday, during our favorite rock/bar graph time, my students expressed that their favorite rock was the Igneous Rock. With this, I decided to make Igneous Rock at home out of chocolate, create a video, and show the video and the allow
Kasey Ashley 26
the students to eat Igneous Rock today as a motivation. The video and snack will prompt my students for a fun, hands-‐on activity day. Materials/Media: -‐ This lesson plan -‐ Igneous Rock Video -‐ Igneous Rock – chocolate snack -‐ Partner sheets -‐ Geologists for a Day sheets -‐ Rocks -‐ Compare and Contrast sheet -‐ SmartBoard Goal for Learner: “Today we are going to apply the information that we have learned about rocks and we are going to become a geologist for the day. Today you will work with a partner to analyze two rocks by their properties. With this, you will be filling in a graphic organizer and drawing a picture of your rock. This is your chance to be a detective and determine what type of rock your rocks are. You will then compare your rocks with a Venn Diagram.” Procedures: -New Information: Today, my students will apply what they have learned about the three types of rocks and the properties that geologists use to classify rocks. Today is a hands-‐on/application day. There will be no new information today. - Modeling: Once my students are engaged in our hands-‐on learning day, I will review all that they will be doing today. I will explain the group roles for the partner work, the graphic organizer, and how to use the different tools for the different properties of rocks that they will be analyzing. Once I have explained the day, passed out all proper materials, and answered any questions, I will let my students go to explore their rocks as geologists. I will be walking around assisting and guiding throughout the lesson. - Guided Practice: I will be guiding my students and setting them up for success before letting them go to be geologist on their own. I will explain the group roles for the partner work, the graphic organizer, and how to use the different tools for the different properties of rocks that they will be analyzing. - Check for Understanding: To check for understanding, I will be walking around the room as they are completing their tasks as geologists ensuring that they are on task and completing the tasks correctly with understanding. - Practice/Application: Students will be applying what they know about rocks and the rock properties by becoming geologists for the day and exploring their rocks as
Kasey Ashley 27
geologists would. They will be analyzing two different rocks, determining the rock’s type, and then comparing the two rocks that they observed. - Closure: To close my lesson I will express the following: “Today we put ourselves in the shoes of a real geologist as we analyzed different rocks by their properties. On Monday, we will be switching gears from rocks to minerals. On Monday, we will begin our learning about minerals.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate and how well they completed their activities. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when working with a partner. _________ Student can determine the type of rock by using the rock properties. _________ Student can compare and contrast two types of rocks. _________ Student cooperatively participated and completed the day’s activity. Lesson Extension: With extra time left during my lesson time, my plan is to go back and review all that we have learned about rocks to this point, as well as reviewing our important “words to know”.
Kasey Ashley 28
LAMP Unit – Rocks and Minerals LESSON PLAN #6 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Monday, March 17 BSU Student Teaching Supervisor: Les Souders Lesson Time: 45 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Lesson Objectives: Students will be able to recall what minerals are, some common mineral examples, how they are good for our bodies, where we find minerals, and how we use minerals. Motivation: To engage my students today in learning about minerals, I plan to begin with an anticipation guide filled with true/false statements regarding minerals. Here we will read through them and the students will make a guess on if the statement is true or false. This will also be a great way to introduce some of the interesting facts they will be learning today. Materials/Media: -‐ This lesson plan -‐ Anticipating guide statements -‐ Minerals Books
Kasey Ashley 29
-‐ Minerals Review (at the end of the book) Goal for Learner: “Today we are going to learn about minerals. We will learn about what they are, some common examples of them, how they are good for our bodies, where we find them, and how we use minerals.” Procedures: -New Information: Today my students will be learning all about minerals. The new information that will be presented will be the following: -‐ A mineral is a solid, a material that holds it’s own shape, that is naturally occurring, meaning it is not human made, and inorganic, meaning it has never been alive and is not made up of plants or animals. -‐ Mineral examples include the follwing: -‐ Aluminum -‐ Aluminum is a metal mineral that is found in the Earth’s Crust. It is used to make foil, to cover our food, and cans, that we drink coke out of. -‐ Gold -‐ Gold is a metal mineral that is used to make jewelry and tools in medicine. -‐ Lead -‐ Lead is a mineral used to make batteries and is found in many of our electronics. -‐ Diamond -‐ Diamonds are minerals used to make jewelry and are known for their sparkle. -‐ Silver -‐ Silver is a metal mineral that is used to make coins and medals, many electronic devices, jewelry, and eating utensils. -‐ Did you think that minerals were only found in the ground? Well, minerals are also good for your body and can be found in food to keep us strong and healthy. For example, there is a mineral called iron that is found in both the Earth and our food. Iron can be found in some of the meats that we eat, such as hamburger. -‐ Minerals help our bodies build strong bones and keep a normal, healthy heartbeat. Calcium is another mineral that we eat to stay healthy. Milk, as well some vegetables, have a lot of calcium, which helps our bones and teeth stay strong. -‐ We can find minerals all over the Earth’s Crust. Minerals, unlike rocks, are hard to find when looking in your yard. Geologists are the only people in the world who can find minerals, mostly. They are usually found in very small amounts. -‐ We use minerals in our cars, planes, and trains. Minerals are found in toothpaste and laundry detergent. We use minerals to make jewelry, tin cans, and foil. Minerals are also a big part of technology. Without minerals
Kasey Ashley 30
we would not have computers! Minerals also make up rocks, so anything that is made of rock is made of minerals too! - Modeling: Once my students are engaged with some quick anticipation guide statements, we will begin reading our minerals books to see what statements are true and what are false. I will have the students come up to the rug, so we are in close proximity, and have students take turns reading the story about minerals. Once we have read and discussed the story, we will be going back through the anticipation guide statements. - Guided Practice: For practice, we will be checking our anticipation guide statements to see what facts we found true and what facts we found false after reading the book. - Check for Understanding: To check for understanding, I will be asking checkpoint questions throughout our reading and also drawing conversation from the minerals book as we read. At the end we will also review. - Practice/Application: Students will be applying what they have learned today by turning to the last page of their minerals book and completing the minerals review question sheet. I will give them time to answer the questions and will be taking a grade on them. - Closure: To close my lesson I will express the following: “Today we learned about minerals. Tomorrow we will learn a bit more about minerals and the properties geologists use to classify them.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate, how well they completed their review questions about minerals, and how well they answered the review questions at the end with the correct answers. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when sharing ideas and answers. _________ Student can specify what minerals are, where we find them, and how we use them. _________ Student can explain how minerals are good for our bodies and some examples of different minerals. _________ Student cooperatively filled in the review questions at the end of the book.
Kasey Ashley 31
Lesson Extension: With extra time left during my lesson time, my plan is to go back and review again what we have learned about minerals today from our books.
Kasey Ashley 32
LAMP Unit – Rocks and Minerals LESSON PLAN #7 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Tuesday, March 18 BSU Student Teaching Supervisor: Les Souders Lesson Time: 45 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. - SCI.3.2.3.2010 -‐ Classify and identify minerals by their physical properties of hardness, color, luster and streak. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. - CCSS.W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Lesson Objectives: Students will be able to explain the properties of minerals and apply them in classifying different minerals. Motivation: To engage my students today in learning more about minerals, we will begin by reviewing what we learned on the previous day about minerals. We will do so by going over the end of the book review that the students completed as independent work on the previous day. Materials/Media: -‐ This lesson plan -‐ Minerals Properties PowerPoint -‐ Review page from previous day
Kasey Ashley 33
-‐ Mineral Properties graphic organizer -‐ Compare and Contrast Rocks and minerals Goal for Learner: “Today we are going to learn more about minerals. Today we will learn about the properties of minerals that geologists use to classify them.” Procedures: -New Information: Today my students will be learning about the different mineral properties. The new information that will be introduced will be the following: -‐ The properties of minerals are the different parts of the mineral that we look at to classify them or describe them. -‐ Luster: -‐ Similar to the luster of a rock, the luster of a mineral is the way that the sunlight reflects off of the surface of the mineral. -‐ Is the mineral dull, greasy looking, or glittery with a little sparkle? -‐ Streak: -‐ Streak is the color of a mineral when it is crushed into a powder. -‐ We can determine streak by rubbing the edge of the mineral against a hard surface. -‐ Specific Gravity: -‐ Specific Gravity is when we determine the weight of the mineral in the air and in the water. -‐ This helps geologists determine how much a mineral weighs. -‐ Hardness: -‐ The hardness of a mineral is the way of describing how easy or difficult it is to scratch the mineral. -‐ Does it make a streak or not? -‐ If a mineral makes a streak it is softer. -‐ If a mineral does not make a streak it is harder. -‐ Cleavage and Fracture: -‐ Cleavage: -‐ Cleavage describes how a mineral breaks into flat surfaces. -‐ It helps geologists determine the crystal structure of the mineral. -‐ Fracture: -‐ Fracture describes how a mineral breaks into other forms or shapes other than flat surfaces. -‐ What is the mineral’s shape? - Modeling: Once my students are engaged in learning more about minerals, we will begin learning about the properties of minerals that geologists use to classify them. I will begin by passing out a mineral property graphic organizer and the students will be following along the Mineral Properties PowerPoint in filling out their
Kasey Ashley 34
organizer about the mineral properties. We will work through each property and discuss how the properties differ from the properties of rocks. - Guided Practice: For practice, my students will be completing their graphic organizers as I present the information. I will be assisting the children and circulating the room as I teach to ensure that they are following along and on the same page with me. - Check for Understanding: To check for understanding, I will be having my students repeat back to me what they are learning. I will ask questions throughout the presentation about the mineral properties and how they are the same or different from the rock properties. These checkpoint questions will keep me in tune to what they comprehend from my lesson. I will also be circulating around the room and paying attention to how well they are following along with the graphic organizer and I observe them participating or not. - Practice/Application: Students will be applying what they have learned today in completing a Venn Diagram in comparing and contrasting rocks and minerals by their properties. Some of the properties of each are similar, but named differently, and others are either exactly the same or completely different. This will be their time to organize what they know about each and review. - Closure: To close my lesson I will express the following: “Today we learned about the different properties of minerals and compared and contrasted them to the properties of rocks. We have now completed the content portion of our unit. Tomorrow we will review all that we have learned about rocks and minerals to prepare for our Post-‐Content Test and our research project.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate, how well they completed their graphic organizers, and how well they answered the review questions at the end with the correct answers. I will also be using the following checklist to assess my students: _________ Student actively participated during group discussions. _________ Student stayed on task and topic when sharing ideas and answers. _________ Student can specify different properties of minerals. _________ Student can explain the difference and similarities of rock and mineral properties. _________ Student cooperatively filled in the graphic organizer and paid attention to detail.
Kasey Ashley 35
Lesson Extension: With extra time left during my lesson time, my plan is to go back and review again the mineral properties.
Kasey Ashley 36
LAMP Unit – Rocks and Minerals LESSON PLAN #8 Name: Kasey Ashley Subject: LAMP Unit Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Wed., March 19 BSU Student Teaching Supervisor: Les Souders Lesson Time: 45 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately. Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Lesson Objectives: Students will be able self-‐assess all that they have learned about rocks and minerals with a review game. Motivation: To begin today’s lesson we will quickly review some rocks and minerals content with a “What You Know” matching activity. This activity will be completed with a partner, and will be graded, to warm up their brains for the review game. Materials/Media: -‐ This lesson plan -‐ “What You Know” matching activity -‐ Game cards -‐ Team Lists -‐ SmartBoard -‐ Candy Goal for Learner: “Today we are going to review all that we have learned about rocks and minerals to prepare for our post-‐test and research project.”
Kasey Ashley 37
Procedures: -New Information: Today my students will be reviewing what they already know about rocks and minerals, therefore, there will be no new information today. - Modeling: Once my students have completed their matching activity with a partner, I will separate the class into two teams. I will begin with team one and allow them to pull a card from the basket. I will then read the card and the answer point value. If the team works together in answering the question, related to the pre-‐test and all of the concepts we have gone over regarding rocks and minerals, the team will be rewarded the card points, which will be displayed on the SmartBoard. If the team chooses to pass or answers the question wrong, then Team 2 will be allowed to answer for the points. In all, I prepared 45 questions in reviewing what they have learned about rocks and minerals. We would repeat this process until all questions are answered and we have a winning team, who will win candy. - Guided Practice: For practice of what my students know, we will be playing a review game to practice all of the concepts that they have learned regarding rocks and minerals. - Check for Understanding: To check for understanding, I will be observing how well each team is responding to the questions. Are they answering them correctly or do they need more guidance to learn the material? - Practice/Application: Students will be applying what they have learned so far, for a grade, with the partner matching activity (from the engagement). - Closure: To close my lesson I will express the following: “Today we reviewed all that we have learned about rocks and minerals. Tomorrow we will be taking the post-‐test based on all of the content that you have learned. The test will consist of twenty questions and will be set up similarly to the pre-‐test that you took at the beginning of the unit. Good luck tomorrow and come in ready to succeed. After our Spring Break this next week, we will begin our rocks and minerals research project!” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate in the review activity and matching activity. _________ Student actively participated during the team game. _________ Student stayed on task and topic when giving answers.
Kasey Ashley 38
_________ Student correctly completed the matching activity with a partner. Lesson Extension: With extra time left during my lesson time, my plan is to review the pre-‐test the students took at the beginning of the unit to extra-‐prepare for the post-‐test.
LAMP Unit – Rocks and Minerals LESSON PLAN #9 Name: Kasey Ashley Subject: LAMP Unit – Project Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Monday, March 31 BSU Student Teaching Supervisor: Les Souders Lesson Time: 60 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties.
Kasey Ashley 39
-‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. - EL.3.2 2006 - READING: Comprehension and Analysis of Nonfiction and Informational Text - Students read and understand grade-‐level-‐appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many subject areas, children's magazines and periodicals, and reference and technical materials. -‐ EL.3.2.1 2006 -‐ Structural Features of Informational and Technical Materials: Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. - EL.3.4 2006 - WRITING: Processes and Features - Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. -‐ EL.3.4.4 2006 -‐ Research Process and Technology: Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources). Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. - CCSS.RI.3.5 – Use text features and search tools to locate information relevant to a given topic efficiently. - CCSS.W.3.7 – Conduct short research projects that build knowledge about a topic. - CCSS.W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Lesson Objectives: Students will be able to conduct research on the computer and in books about their topic assigned for the rocks and minerals research project. Motivation: To begin today’s research project work, I will begin by explaining the project to my students in what they will be doing, how they will be conducting research, and what groups and peers they will be working with.
Kasey Ashley 40
Materials/Media: -‐ This lesson plan -‐ Rocks and Minerals books -‐ Computer Lab time -‐ Group graphic organizers -‐ Group roles sheet -‐ Internet website sheets Goal for Learner: “Today we are going to conduct research for our rocks and minerals project. Each of you are going to be studying and researching a different topic. One group will be researching sedimentary rocks, one will be researching metamorphic rocks, one will be researching igneous rocks, and the last group will be researching minerals. My goal for you today is to answer all of the portions of your graphic organizer with the information that you obtain in the books and on the Internet sites that I gave you to search.” Procedures: -New Information: Today my students are conducting research about their rocks and minerals topics. The only new information that will be given today is how to properly use a computer to conduct research during our computer time and how to follow the roles on our group sheets for smooth group collaboration. - Modeling: Once I have explained the project to my students, as well as the group roles and goal for the day, I will allow them to begin researching on the computer for 30 minutes. I will give them each a website page for them to look at in typing in web addresses that will best suit their research for their topics. Once I have allowed them time to work in the computer lab, we will go back to the classroom and begin researching within the rocks and minerals books I have collected for them to view. The students will then have 25 minutes to review the books for more information on their topic, as well as look at images to consider drawing on their project poster later in the week. The students will collect and organize all of their papers in the last five minutes of today’s lesson time and I will collect them to set up for the next day. - Guided Practice: My students will be working mostly independently today, with my guidance, as they need it. - Check for Understanding: To check for understanding, I will be observing how well each group is working together and staying on task. I will also be observing how well they are gathering information and filling in their graphic organizers. - Practice/Application: My students will be working mostly independently today, with my guidance, as they need it. In filling in their graphic organizers, there are many parts or questions that they must fill out that they already know from our
Kasey Ashley 41
previous lessons. They will be able to apply what they know in filling out their graphic organizers. - Closure: To close my lesson I will express the following: “Today we conducted our research about our group topics for our rocks and minerals project. Tomorrow we will be creating our project posters with the information that was found during research time.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate and will use the following checklist: _________ Student actively participated during research time. _________ Student stayed on task and topic when working in the group. _________ Student actively completed his or her group role. _________ Student filled in all of the proper information on the graphic organizer. Lesson Extension: With extra time left during my lesson time, I will give more time for research and the groups to discuss what they have found.
LAMP Unit – Rocks and Minerals LESSON PLAN #10 Name: Kasey Ashley Subject: LAMP Unit – Project Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Tuesday, April 1 BSU Student Teaching Supervisor: Les Souders Lesson Time: 50 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. EL.3.5 2006 - At Grade 3, students continue to write compositions that describe and explain familiar objects, events, and experiences. Students write both informal and formal letters. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 — Writing Processes and
Kasey Ashley 42
Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. - EL.3.5.8 2006 -‐ Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors). Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. - CCSS.W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Lesson Objectives: Students will be creating a poster to display their information about their topic that they conducted through research. Motivation: To begin today’s research project work, I will begin by explaining the project poster templates and what each group is to do in completing their display. Each group will have their own poster to complete. Materials/Media: -‐ This lesson plan -‐ Group graphic organizers -‐ Project poster template -‐ Markers, crayons, colored pencils Goal for Learner: “Today we are going to create a display of the research that was conducted for each topic. Each group will create a poster to display the research that you found and placed on your graphic organizers. My goal for you today is to be creative and colorful in finishing this poster. Make sure that words are spelled correctly and your display is colorful and entertaining to look at, as each poster will be displayed in the school for other students to view.” Procedures: -New Information: Today my students are going to creating their project poster displays. There will be no new information today, but there will be guidance in completing a quality poster display of the research that each group conducted. - Modeling: Once I have explained the criteria to completing a quality poster, I will allow the students to spend the entire lesson time working on their posters in their
Kasey Ashley 43
groups. I will be facilitating throughout the classroom to ensure that everyone is on task and working towards the goal of completing their posters. - Guided Practice: My students will be working mostly independently today, with my guidance, as they need it. - Check for Understanding: To check for understanding, I will be observing how well each group is working together and staying on task. I will also be observing how well they are working on their poster in a neat and efficient way. - Practice/Application: My students will be working mostly independently today, with my guidance, as they need it. They will be transferring the research that they conducted and put on their graphic organizers to a poster display template. - Closure: To close my lesson I will express the following: “Today we created our project posters. Tomorrow, each group will present the research that they found to the class. You will have about five minutes, each group, to share your poster and information. After presentations, your poster will be displayed in the hallway.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be monitoring and observing how well they participate and will use the following checklist: _________ Student actively participated during poster making time. _________ Student stayed on task and topic when working in the group. _________ Student actively completed his or her group role and contributed to the poster. Lesson Extension: With extra time left during my lesson time, I will give each group time to practice their presentation that will take place on the next day.
Kasey Ashley 44
LAMP Unit – Rocks and Minerals LESSON PLAN #11 Name: Kasey Ashley Subject: LAMP Unit – Project Semester/Year: Spring 2014 Lesson Topic: Rocks and Minerals Supervising Classroom Teacher: Jacki McKinney Teach Date: Wednesday, April 2 BSU Student Teaching Supervisor: Les Souders Lesson Time: 30 minutes Indiana State Standards and Indicators: - SCI.3.2 2010 - Earth Science - Observe, describe and identify rocks and minerals by their specific properties. -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. EL.3.5 2006 - At Grade 3, students continue to write compositions that describe and explain familiar objects, events, and experiences. Students write both informal and formal letters. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. - EL.3.5.8 2006 -‐ Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors). - EL.3.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications - Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ EL.3.7.16 2006 -‐ Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims. Common Core Standards: - CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Kasey Ashley 45
- CCSS.W.3.7 – Conduct short research projects that build knowledge about a topic. Lesson Objectives: Students will be composing and presenting a presentation about their topic to the rest of the class. Motivation: To begin today’s research project work, I will begin by explaining how well each of them has done during this unit. I will then explain how their presentation will be graded, in the sense that each person in the group must contribute and say something about the displayed information. Materials/Media: -‐ This lesson plan -‐ Group graphic organizers -‐ Project posters -‐ Rubrics for each student Goal for Learner: “Today each group will present their poster display and research about their topics to the class.” Procedures: -New Information: Today my students are going present their information that was found during research time over their particular topics. There will be some new information presented, but this information will be varied by the students and the facts that they have found about their topics. - Modeling: Once I have explained how my students will be graded, we will begin presentations for the day. The sedimentary rock group will be first, followed by the metamorphic rock group, the igneous rock group, and the minerals group. At the end we will review each of these for a final review for mastery. - Guided Practice: My students will be working mostly independently today, with my guidance, as they need it, as they are giving their group presentations. - Check for Understanding: To check for understanding, I will be observing how well each group presents their information together and the information that they have conducted to present to the class. - Practice/Application: My students will be working mostly independently today, with my guidance, as they need it. They will be applying everything that they have learned up to this point and presenting information to the class about their topic. - Closure: To close my lesson I will express the following: “Today we presented our rocks and minerals project to the class. Thank you so much for doing such a
Kasey Ashley 46
wonderful job with this unit. I hope you have learned a lot and enjoyed the journey. Your posters will be displayed in the hallway for all to admire.” Accommodations/Modifications: The classroom I am in is an inclusion classroom. There are a few students in my room with IEPs. With this, I have to ensure, when teaching the whole group, that I allow extra wait time when having students answer questions, repeat and review often, and teach at a slow pace to allow time for my students to process the new information. Evaluation of Student Learning: To evaluate my students’ learning for the day I will be grading their project presentation with the rubric, which is attached. Lesson Extension: With extra time, we will review and share our favorite things about the unit.
Kasey Ashley 47
Rocks and Minerals Group Project Information
The project that you will complete for our rocks and minerals unit will be a group project. You will be assigned to a group of three or four and will be given a rock type or minerals as a topic. There will be four groups total. Each group member will have an individual role to keep the group successful. This project will consist of three days. On the first day, each group will conduct research about their rock type or minerals on the computer and within books. As you research, you will be filling in a guided graphic organizer to help you arrange your ideas. On the second day, you will be working with your group to transfer the information you found to a poster to display your research. This poster will allow you to be creative. You will be coloring, drawing, and writing. I expect that all words are spelled correctly and all writing is written in sentence form with proper grammar and punctuation. On the third and final day, your group will be presenting your poster and research to the class. You will be the teachers for the day! Each group member must participate in the presentation to get credit. This means that each group member must speak at least once. Once we have completed the project in entirety, your posters will be displayed in the hallway for other students to admire. I am very excited to begin! You will do a great job! On the next page, you will find a rubric that describes exactly how I will be grading you during your presentation. Following this rubric will lead you to a successful presentation! -‐ Miss Ashley
Kasey Ashley 48
Student Project – Rubric 0 points 2 points 4 points 6 points
Information – Finding
Rocks/Minerals
No information is present
Student only answers how easy or
difficult the rock/mineral is to find
Both
information questions are answered, with only one place listed for
rocks/minerals to be found
Both
information questions are answered, with two or more
places listed for rocks/minerals to be found
2 Uses of
Rocks/Minerals
No uses of
rocks/minerals is present or discussed
Uses listed do not apply to
the group topic
Only one
correct use is present
Two correct used are present
2 Examples of Rocks/Minerals
No examples of Rocks/Minerals are listed or discussed
Examples listed do not apply to the group topic
Only one correct
examples is present
Two correct examples are present
2 Interesting
Facts
No interesting facts/facts to teach are present
Only one
interesting fact is listed, but is not in sentence
form
Two
interesting facts are listed, but not in
sentence form
Two interesting facts are listed, and are written in sentence
form
Spelling/ Grammar
3 or more spelling/
grammatical errors
2 spelling/ grammatical
errors
1 spelling/ grammatical
error
No spelling/ grammatical
errors
Group
Participation
Only one group
member presented the information
Two group members
presented the information
Three group members
presented the information
All group members
presented the information
Kasey Ashley 49
Display Areas For my LAMP Unit, I created this display area (as shown on the left) to begin my unit strongly in introducing rocks and minerals to my class. This bulletin board was created to serve as a reference to the students and a tool to aide them in success in learning about rocks and minerals. This bulletin board included information about the properties of rocks and minerals, the rock cycle, and fun facts about rocks and minerals to keep the students engaged. This display area was of huge success in our classroom during this unit. The students were constatnly using it as they completed activities dealing with rocks and minerals, during the day that they were a geologist for a day, and especially during the group project towards the
end of our unit. This display area also gained several compliments from other teachers in the building that came into our classroom. One teacher even told me that I should post it on pinterest.com for other teachers to use! That is a great thing to say! Towards the end of my LAMP unit my students completed a rocks and minerals project where they were asked to research a given type of rock or minerals. The students were separated into groups and after researching their topics they were asked to display their information on a large poster. These posters would be used as an aide in their peer presentations in the classroom as well as a display for others to learn about the different topics of rocks and minerals in the school. To the right is a display of these posters created by my students for their final projects. They did such a nice job and learned so much! But, most importantly, they had a great time learning!
Kasey Ashley 50
LAMP RESOURCES Berndl, E. (1999, January 1). How Rocks Are Formed. How Rocks Are Formed. Retrieved March 1, 2014, from http://www.rocksforkids.com/RFK/howrocks.html#Sedimentary Gavin, M. (2012, October 1). Minerals. KidsHealth - the Web's most visited site about children's health. Retrieved March 1, 2014, from http://kidshealth.org/kid/stay_healthy/food/minerals.html How we use minerals. (n.d.). The Learning Zone: How We Use Minerals. Retrieved March 1, 2014, from http://www.oum.ox.ac.uk/thezone/minerals/usage/ Marchacos, A. (n.d.). Identification of Minerals. Identification of Minerals. Retrieved March 1, 2014, from http://www.rocksforkids.com/RFK/identification.html#STREAK Marchacos, A. (n.d.). Mineral Hardness. Kids Love Rocks. Retrieved March 2, 2014, from http://www.kidsloverocks.com/html/mineral_hardness.html Mighty Minerals -‐ List of Common Minerals. (n.d.). ScienceSpot.com. Retrieved March 1, 2014, from http://sciencespot.net/Media/mghtyminlist.pdf Physical Properties Of Rocks. (n.d.). Physical Properties Of Rocks. Retrieved March 1, 2014, from http://www.slideshare.net/moniquewilson/physical-‐properties-‐of-‐rocks Rocks. (n.d.). http://www.geo.utexas.edu/. Retrieved March 1, 2014, from http://www.geo.utexas.edu/courses/303/303_lab/MineralOverhead.pdf Rock Physical Property Tests. (n.d.). Rock Physical Property Tests. Retrieved March 1, 2014, from http://www.scienceviews.com/geology/rockproperties.html The First Grade Parade. (n.d.). Follow the Yellow Brick Road Retelling. Retrieved March 1, 2014, from http://thefirstgradeparade.blogspot.co.uk/2012/03/follow-‐yellow-‐ brick-‐road-‐retelling.html What characteristics do an igneous rock have?. (n.d.). Yahoo! Answers. Retrieved March 1, 2014, from http://answers.yahoo.com/question/index?qid=20080308150939AA OQOAW What do-‐we-‐use-‐rocks-‐for. (n.d.). What do-we-use-rocks-for. Retrieved March 1, 2014, from http://www.slideshare.net/shunter/what-‐doweuserocksfor
Kasey Ashley 51
Where do minerals come from?. (n.d.). British Geological Survey (BGS). Retrieved March 1, 2014, from http://www.bgs.ac.uk/mineralsuk/mineralsyou/wheredo.html Why is a mineral like a cake?. (2006, January 1). The Learning Zone: What is a Mineral?. Retrieved March 1, 2014, from http://www.oum.ox.ac.uk/thezone/minerals/define/cake.htm
Kasey Ashley 52
Technology Used
During this unit, a variety of technologies were used and integrated to enhance student learning. During partner when my students took on the role as a geologist for the day, they used digital scales to weigh their rocks and hand magnified glasses to observe with a closer view. During the student research project, students were able to use computers to access the Internet to conduct research, which was a complete success. With this I gave students printed out instructions on how to log onto the Internet on the computer and what sites to type into the search engine to obtain the information that pertained to their projects. Throughout the unit within our daily classroom discussions and lessons pertaining to rocks and minerals, I used a document camera to display guided notes in a larger view on the SmartBoard and I also used the SmartBoard to display PowerPoint presentations that I created to guide my students in learning, as well to play rocks and minerals videos from YouTube, an iMovie I created on creating igneous rock at home, and games to review what students have learned. At Sutton Elementary School technology is still being transitioned into the curriculum due to the cost of technological devices. However, with this, students were very interested in learning more about using computers and the SmartBoard and were very flexible in trying new things outside of our traditional technology in schools, in using pencils and paper. The SmartBoard has been a great aide in many lessons and is a very engaging tool for student learning.
Kasey Ashley 53
Differentiation and Accommodations
Being a dual major at Ball State University, my Student Teaching placement was strategically set for a classroom that is known as an inclusion classroom. An inclusion classroom is a classroom that is taught by a general education teacher, or dual licensed teacher, as I will be, and contains several students within the room that obtain IEPs, or Individualized Education Plans/Programs. With this, it was my responsibility as a supporting teacher in the classroom to understand and follow the IEPs of the children in my room. Knowing this responsibility, it was my job to ensure, by law, that the accommodations of these students were implemented throughout my unit. In addition to students with IEPs in my classroom, I also had a few students who obtained a 504 plan and/or was undergoing intervention in the RTI process. With a very diverse classroom, it was not only important for me to accommodate students, but to provide opportunities to make learning meaningful for each of them as they all learn in different way and at different paces. Some of the accommodations that I had to implement during my LAMP unit were mainly related to testing and giving my students with IEPs a longer testing time as well as an oral testing opportunity in a small group. In other words, I had to read the test to these students within a small group. This went for both the pre-‐test and post-‐test for my unit. In addition to this, I also provided many learning style opportunities. I made sure that I allotted for plenty of hands-‐on learning activities, had a variety of visuals, and also included the introduction of new skills, such as note taking during a guided activity. With the variety of learning opportunities that I used to enhance learning, each student was grasping the new material and succeeding with interest of rocks and minerals. In addition to all, I made sure that I reviewed often what we were learning with higher order thinking questions to help my students better comprehend the content, as well as allowing longer wait and processing time for students who needed this. During my experiences in providing accommodations and differentiation in learning within this unit, I have learned to love a diverse classroom, such as the one I am in. In being a dual major with the opportunity to teach an inclusion classroom, I have fallen in love with the experience and would love to teach an inclusion room in the future. Every child should be accounted for and it is the job of the teacher to provide opportunities for the most successful learning.
Kasey Ashley 54
Real-Life Applications This unit provided many real-‐life connections for the students. In the beginning we
discussed finding rocks on our own and sharing stories of rocks that we have each found in
life. We discussed minerals and how we use them. Many students made the connection
that we used minerals to create aluminum pop cans and jewelry, such as diamond rings.
With this we also discussed how we could use rocks in life to make buildings and
structures. Children not only could share their personal experiences with rocks and
minerals, but also make connections on where to find rocks, such as the beach and the
rivers. My students developed an appreciation for rocks and minerals and found it unique
that they could find the different types of rocks that we were discussing in class in Indiana.
We discussed how slate, a metamorphic rock, could be found in southern Indiana. Many of
my students could subject to finding this type of rock on their adventures outdoors. Along
with the outdoor discover of rocks and minerals, students made a connection of the
minerals that are used in our bodies to keep up healthy and strong. This lead into a health
discussion of what minerals are good for our bodies and where we can find these minerals
and what foods we should eat.
Along with finding connections to life with concrete rocks and minerals, my
students have learned many great skills to assist them in life in learning. During this unit I
introduced to my students the importance of finding clues in content and taking notes to
remember the important things within a topic. My students enhanced their note taking
skills, a skill they will use for life, as well as social skills in working with a group
cooperatively and with the intention of true collaboration. These life skills are not only
important for school learning, but in society.
Kasey Ashley 55
Pre-Test and Post-Test Name:_________________________________________ Multiple Choice: For the following, select the best answer by circling the letter with the answer of your choice. 1. What do all rocks have in common? A. They contain minerals. B. They have the same sediment color. C. They are made of magma. D. They are made of shells. 2. You can use this tool to sort rocks based on their size. A. Shovel B. Strainer C. Sieve D. Sand bucket 3. Rocks that have been changed by heat and pressure are called A. Metamorphic rocks B. Magma rocks C. Igneous rocks
Kasey Ashley 56
D. Sedimentary rocks 4. If a large rock weighs 15 grams, how much does a small rock weigh if it is 3 times smaller? A. 5 grams B. 3 grams C. 7 grams D. 4 grams 5. Jenny went on a treasure hunt this morning with her friend Tami. She found a diamond that weighed 10 grams and her friend Tami found one that was half of that size. How much did Tami’s diamond weigh? A. 3 grams B. 2 grams C. 6 grams D. 5 grams 6. The type of rock that is made of melted rocks that have cooled and hardened are called A. Sedimentary rock B. Diamonds C. Igneous rock D. Sedimentary rock
Kasey Ashley 57
7. Which rock is large and worn down by water and weather? A. Sediment B. Mineral C. Pebble D. Bolder 8. Which of the following is NOT a tool used to sort rocks? A. Sieve B. Ruler C. Shovel D. Scale 9. Which of the following is made of tiny grains of broken rock and can be found in the color black, white, yellow, or green? A. Pebbles B. Sediment C. Sand D. Dirt 10. What is the property of minerals that can be metallic, glassy, pearly, silky, greasy, or dull? A. Color B. Texture
Kasey Ashley 58
C. Fracture D. Luster Fill In the Blank: For the following, choose the best word for the words listed below to write in the empty space to complete the sentence.
luster texture streak color
11. _______________ is the way a mineral reflects light. 12. _______________ is a property that you notice easily about a mineral. It is one of the first things you may notice, as the mineral could be yellow, black, brown, or purple. 13. _______________ is the color of the powder that a mineral leaves when it is rubbed across a surface. Short Answer: For the following, answer each with a short answer or a complete sentence. DO NOT forget your capital letters and punctuation where it is needed! 14. A geologist from Kentucky wants to visit Brown County State Park in Indiana to collect rocks. Using the cardinal directions and the map below, which direction would the geologist need to drive to get to Indiana from Kentucky? Answer: _______________________________________________
Kasey Ashley 59
15. List the three types of rocks. __________________________________________________________________________________________ 16. Explain what sedimentary rocks are made of. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 17. When you observe minerals, there are several properties that you look at to identify the mineral. List at least four of properties that identify minerals. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kasey Ashley 60
18. Explain the difference between a rock and a mineral. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 19. Explain where we can find rocks and minerals. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 20. Fill in the different parts of the rock cycle below.
Kasey Ashley 61
Pre-Test and Post-Test Answer Key
Name:_________________________________________ Multiple Choice: For the following, select the best answer by circling the letter with the answer of your choice. 1. What do all rocks have in common? (3.2.2) A. They contain minerals. B. They have the same sediment color. C. They are made of magma. D. They are made of shells. 2. You can use this tool to sort rocks based on their size. (3.2.1) A. Shovel B. Strainer C. Sieve D. Sand bucket 3. Rocks that have been changed by heat and pressure are called (3.2.2) A. Metamorphic rocks B. Magma rocks
Kasey Ashley 62
C. Igneous rocks D. Sedimentary rocks 4. If a large rock weighs 15 grams, how much does a small rock weigh if it is 3 times smaller? (3.4.1) A. 5 grams B. 3 grams C. 7 grams D. 4 grams 5. Jenny went on a treasure hunt this morning with her friend Tami. She found a diamond that weighed 10 grams and her friend Tami found one that was half of that size. How much did Tami’s diamond weigh? (3.4.1) A. 3 grams B. 2 grams C. 6 grams D. 5 grams 6. The type of rock that is made of melted rocks that have cooled and hardened are called (3.2.2) A. Sedimentary rock B. Diamonds C. Igneous rock D. Sedimentary rock
Kasey Ashley 63
7. Which rock is large and worn down by water and weather? (3.2.1) A. Sediment B. Mineral C. Pebble D. Bolder 8. Which of the following is NOT a tool used to sort rocks? (3.2.1) A. Sieve B. Ruler C. Shovel D. Scale 9. Which of the following is made of tiny grains of broken rock and can be found in the color black, white, yellow, or green? (3.2.1) A. Pebbles B. Sediment C. Sand D. Dirt 10. What is the property of minerals that can be metallic, glassy, pearly, silky, greasy, or dull? (3.2.3) A. Color
Kasey Ashley 64
B. Texture C. Fracture D. Luster Fill In the Blank: For the following, choose the best word for the words listed below to write in the empty space to complete the sentence.
luster texture streak color
11. Luster is the way a mineral reflects light. (3.2.3) 12. Color is a property that you notice easily about a mineral. It is one of the first things you may notice, as the mineral could be yellow, black, brown, or purple. (3.2.1) 13. Streak is the color of the powder that a mineral leaves when it is rubbed across a surface. (3.2.3) Short Answer: For the following, answer each with a short answer or a complete sentence. DO NOT forget your capital letters and punctuation where it is needed! 14. A geologist from Kentucky wants to visit Brown County State Park in Indiana to collect rocks. Using the cardinal directions and the map below, which direction would the geologist need to drive to get to Indiana from Kentucky? (3.2.1) Answer: North
Kasey Ashley 65
15. List the three types of rocks. (3.2.1) Sedimentary Rocks, Metamorphic Rocks, and Igneous Rocks 16. Explain what sedimentary rocks are made of. (3.2.1) Sedimentary Rocks are rocks that are made of sediments, or smaller pieces of rock, that layer over and over on top of each other to create a sedimentary rock. 17. When you observe minerals, there are several properties that you look at to identify the mineral. List at least four of properties that identify minerals. (3.2.3) Streak, Luster, Specific Gravity, Cleavage and Fracture, Texture
18. Explain the difference between a rock and a mineral. (3.2.2) A rock is made of minerals, but they are different. Rocks are very easy to find outdoors, but minerals are very difficult to find outdoors.
Kasey Ashley 66
19. Explain where we can find rocks and minerals. (3.2.1) We can find rocks and minerals in the Earth’s Crust, but more specifically in caves, along rivers, and along beaches. 20. Fill in the different parts of the rock cycle below. (3.2.6)
Kasey Ashley 67
Pre-Test Graph and Rationale
The graph above shows the number of points that each child received on the pre-‐test during this unit. As you can see, many students scored very low and within the failing range, as they have not yet been taught the content on the test at this point. The red line is the class average score at 4 points out of the 30 points possible. This test shows me that there is work to be done and learning to be had. It seems as if each standard expressed in this unit needs to be hit on extensively in order for the students to reach a mastery level of understanding of the content on rocks and minerals.
Kasey Ashley 68
Post-Test Graphs and Rationale The post-‐test results, as shown the graph to the left, for this unit show a great significance in learning and mastery of the content from the very beginning of the unit with the pre-‐test results. Most students in the class scored very high on the test and seemed to reach a near-‐mastery level of understanding for each standard that was assessed. The average score of points on the test was at the 25-‐point range out of 30. This is a great success for my students.
The graph to the right is the data for the mastery of each standard. This graph shows the percentage of students that missed questions from each standard. In relaying the results, the post-‐test proved that at least 75% or more of the class mastered each standard. This is a great thing! The growth of learning throughout this unit has been remarkable and the post-‐test is a great piece of evidence in showing so.
Kasey Ashley 69
Comparison of Graphs
The graph above shows a comparison of the pre-‐test for this unit and the post-‐test
of this unit. As it shows, there was significant growth with each student from the pre-‐test
to the post-‐test. This unit was great for the students in my classroom. They were very
engaged the entire time and enjoyed greatly learning about rocks and minerals. This fact
played as a huge factor in the success my students had in the mastery of the content about
rocks and minerals. The class average grade on the post-‐test was a standard B on the
grading scale. However, several students scored above average or just below the class
average. As a whole, I would conclude that each student showed personal growth
throughout this unit and reached a mastery level that is appropriate for third grade.
Kasey Ashley 70
Narrative Statements and Reflective Questions 1. Unit Narratives
a. List of content standards addressed in the unit -‐ SCIENCE: -‐ SCI.3.2 2010 -‐ Earth Science -‐ Observe, describe and identify rocks and minerals by their specific properties. -‐ MATH: -‐ MA.3.5 2000 -‐ Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money. -‐ LANGUAGE ARTS: -‐ EL.3.2 2006 -‐ READING: Comprehension and Analysis of Nonfiction and Informational Text -‐ Students read and understand grade-‐level-‐appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 3, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many subject areas, children's magazines and periodicals, and reference and technical materials. -‐ EL.3.4 2006 -‐ WRITING: Processes and Features -‐ Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. -‐ EL.3.5 2006 -‐ At Grade 3, students continue to write compositions that describe and explain familiar objects, events, and experiences. Students write both informal and formal letters. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. -‐ EL.3.7 2006 -‐ LISTENING AND SPEAKING: Skills, Strategies, and Applications -‐ Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing. -‐ COMMON CORE:
Kasey Ashley 71
-‐ CCSS.RI.3.3 – Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. -‐ CCSS.RI.3.5 – Use text features and search tools to locate information relevant to a given topic efficiently. -‐ CCSS.W.3.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. -‐ CCSS.W.3.7 – Conduct short research projects that build knowledge about a topic. -‐ CCSS.W.3.8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. -‐ CCSS.SL.3.1 – Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
b. List of ancillary standards addressed in the unit -‐ SCIENCE: -‐ SCI.3.2.1 2010 -‐ Examine the physical properties of rock samples and sort them into categories based on size using simple tools such as sieves. -‐ SCI.3.2.2 2010 -‐ Observe the detailed characteristics of rocks and minerals. Identify rocks as being composed of different combinations of minerals. -‐ SCI.3.2.6 2010 -‐ Describe how the properties of earth materials make them useful to humans in different ways. Describe ways that humans have altered these resources to meet their needs for survival. -‐ SCI.3.2.3.2010 -‐ Classify and identify minerals by their physical properties of hardness, color, luster and streak. -‐ MATH: -‐ MA.3.5.7 2000 -‐ Estimate and measure weight using pounds and kilograms. -‐ LANGUAGE ARTS: -‐ EL.3.2.1 2006 -‐ Structural Features of Informational and Technical Materials: Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. -‐ EL.3.4.4 2006 -‐ Research Process and Technology: Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources). -‐ EL.3.4.9 2006 -‐ Organize related ideas together within a paragraph to maintain a consistent focus. -‐ EL.3.5.8 2006 -‐ Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).
Kasey Ashley 72
-‐ EL.3.7.16 2006 -‐ Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims. -‐ EL.3.7.3 2006 -‐ Answer questions completely and appropriately.
c. Brief narrative addressing how you accommodated students of different abilities
Being a dual major at Ball State University, my Student Teaching placement was strategically set for a classroom that is known as an inclusion classroom. An inclusion classroom is a classroom that is taught by a general education teacher, or dual licensed teacher, as I will be, and contains several students within the room that obtain IEPs, or Individualized Education Plans/Programs. With this, it was my responsibility as a supporting teacher in the classroom to understand and follow the IEPs of the children in my room. Knowing this responsibility, it was my job to ensure, by law, that the accommodations of these students were implemented throughout my unit. In addition to students with IEPs in my classroom, I also had a few students who obtained a 504 plan and/or was undergoing intervention in the RTI process. With a very diverse classroom, it was not only important for me to accommodate students, but to provide opportunities to make learning meaningful for each of them as they all learn in different way and at different paces. Some of the accommodations that I had to implement during my LAMP unit were mainly related to testing and giving my students with IEPs a longer testing time as well as an oral testing opportunity in a small group. In other words, I had to read the test to these students within a small group. This went for both the pre-‐test and post-‐test for my unit. In addition to this, I also provided many learning style opportunities. I made sure that I allotted for plenty of hands-‐on learning activities, had a variety of visuals, and also included the introduction of new skills, such as note taking during a guided activity. With the variety of learning opportunities that I used to enhance learning, each student was grasping the new material and succeeding with interest of rocks and minerals. In addition to all, I made sure that I reviewed often what we were learning with higher order thinking questions to help my students better comprehend the content, as well as allowing longer wait and processing time for students who needed this. During my experiences in providing accommodations and differentiation in learning within this unit, I have learned to love a diverse classroom, such as the one I am in. In being a dual major with the opportunity to teach an inclusion classroom, I have fallen in love with the experience and would love to teach an inclusion room in the future. Every child should be accounted for and it is the job of the teacher to provide opportunities for the most successful learning.
d. Brief narrative explaining what authentic (real-life) critical thinking and/or problem-solving skills students are developing through your unit
This unit provided many real-‐life connections for the students. In the beginning we discussed finding rocks on our own and sharing stories of rocks that we have each found in life. We discussed minerals and how we use them. Many students made the connection that we used minerals to create aluminum pop cans and jewelry, such as diamond rings.
Kasey Ashley 73
With this we also discussed how we could use rocks in life to make buildings and structures. Children not only could share their personal experiences with rocks and minerals, but also make connections on where to find rocks, such as the beach and the rivers. My students developed an appreciation for rocks and minerals and found it unique that they could find the different types of rocks that we were discussing in class in Indiana. We discussed how slate, a metamorphic rock, could be found in southern Indiana. Many of my students could subject to finding this type of rock on their adventures outdoors. Along with the outdoor discover of rocks and minerals, students made a connection of the minerals that are used in our bodies to keep up healthy and strong. This lead into a health discussion of what minerals are good for our bodies and where we can find these minerals and what foods we should eat. Along with finding connections to life with concrete rocks and minerals, my students have learned many great skills to assist them in life in learning. During this unit I introduced to my students the importance of finding clues in content and taking notes to remember the important things within a topic. My students enhanced their note taking skills, a skill they will use for life, as well as social skills in working with a group cooperatively and with the intention of true collaboration. These life skills are not only important for school learning, but in society.
e. Brief narrative or bullets listing different instructional strategies used in the unit
-‐ Direct Instruction -‐ Cooperative Learning in groups -‐ Nonlinguistic Representation with images, videos, charts, and other visuals -‐ Generating/Testing Hypotheses in making predictions and accessing background knowledge -‐ Identifying Similarities and Differences with rocks and minerals -‐ Questions, Cues, Advance Organizers
f. Brief narrative describing technologies/media integrated in the unit During this unit, a variety of technologies were used and integrated to enhance student learning. During partner when my students took on the role as a geologist for the day, they used digital scales to weigh their rocks and hand magnified glasses to observe with a closer view. During the student research project, students were able to use computers to access the Internet to conduct research, which was a complete success. With this I gave students printed out instructions on how to log onto the Internet on the computer and what sites to type into the search engine to obtain the information that pertained to their projects. Throughout the unit within our daily classroom discussions and lessons pertaining to rocks and minerals, I used a document camera to display guided notes in a larger view on the SmartBoard and I also used the SmartBoard to display PowerPoint presentations that I created to guide my students in learning, as well to play rocks and minerals videos from YouTube, an iMovie I created on creating igneous rock at home, and games to review what students have learned.
Kasey Ashley 74
At Sutton Elementary School technology is still being transitioned into the curriculum due to the cost of technological devices. However, with this, students were very interested in learning more about using computers and the SmartBoard and were very flexible in trying new things outside of our traditional technology in schools, in using pencils and paper. The SmartBoard has been a great aide in many lessons and is a very engaging tool for student learning. 2. Assessment Narratives
a. Brief narrative explaining any accommodations you made for the differing needs of the students in your assessment
Some of the accommodations that I had to implement during my LAMP unit were mainly related to testing and giving my students with IEPs a longer testing time as well as an oral testing opportunity in a small group. In other words, I had to read the test to these students within a small group. This went for both the pre-‐test and post-‐test for my unit. In addition to this, I also provided many learning style opportunities. I made sure that I allotted for plenty of hands-‐on learning activities, had a variety of visuals, and also included the introduction of new skills, such as note taking during a guided activity. With the variety of learning opportunities that I used to enhance learning, each student was grasping the new material and succeeding with interest of rocks and minerals. In addition to all, I made sure that I reviewed often what we were learning with higher order thinking questions to help my students better comprehend the content, as well as allowing longer wait and processing time for students who needed this. 3. Project Narratives (if applicable)
a. Brief narrative explaining how directions were presented to students Throughout this unit there were many activities that allotted for students for follow directions given by the teacher in order to succeed. For each of these activities, including the final project, I not only provided them with verbal instructions, but I also made sure that each child had a printed copy for my expectations and directions to refer to as well as a large display either on the SmartBoard or on a large poster. I was clear with my directions, always gave clarification if needed, and provided a variety of ways that students could comprehend what was expected of them.
b. Brief narrative explaining how the project relates to the standards in the unit The final project of this unit applied to almost every standard throughout the unit in the sense that it required skills from language arts and science. Throughout the group project my students were not only working on social skills and cooperative learning, but they were also applying language arts and all science skills, in regards to rocks and minerals. This project was a time for students to apply what they knew, find new information to further educate themselves, and provide presentation and explanation to their peers on what they learned.
Kasey Ashley 75
c. Brief narrative explaining how the project accounts for differences in students
The final project consisted of cooperative learning groups. Each group member in each group was assigned a role to keep the group on task and on a path in order to succeed. In regards to accounting for the differences in my students, I feel that this type of cooperative learning was a great success. I chose the groups based on my knowledge of each child’s strengths and weaknesses and also assigned them roles in that manner as well. This made for successful learning and the ability for each student to feel important and part of a community. With this, I also provided opportunities for research in a variety of styles to meet the needs of my diverse class. I allowed them to choose gathering information from Internet websites, books, printed off webpages, and/or websites that read information to you. This allowed everyone to have an equal ability and chance in participating in the researching portion of the final project. The rest was completed together, as far as the creation of the poster and peer presentation.
d. Brief narrative explaining how the project connects/engages students in real-life applications of knowledge or skills acquired in the unit
This project was designed to not only allow my students to enhance the knowledge they have gained about rocks and minerals, but to also work on social and collaboration skills in working with peers. This group work assignment was designed to allow students to practice working effectively in a group to meet a common goal, even if the children are not best friends. This project allowed the children to learn how to work with individuals that may not be exactly like them in the sense of academics. This is an important skill to practice at this age, as it is a survival skill for our society.
e. Brief narrative explaining what the criteria for the project was and how students were informed of the criteria
In regards to the final project, I had high expectations for my students and I made for sure that they knew this. For this project, my class was separated into groups and asked to research a given topic related to rocks and minerals. These groups were cooperative learning groups with given roles and tasks. I expected each child to work with their group well in completing their individual task, each student to conduct research on their own graphic organizer, and for each student to participate in the creation of the project display and presentation. I verbally expressed this criterion to my students, as well as having it in writing for each group to refer to in the need of doing so. This seemed to be a clear way of handling this information, as all of my groups followed directions and succeeded in the project. 4. Project Rubric Narratives (if applicable)
a. Brief narrative explaining what the criteria for the project was and how students were informed of the criteria
Kasey Ashley 76
In regards to the final project, I had high expectations for my students and I made for sure that they knew this. For this project, my class was separated into groups and asked to research a given topic related to rocks and minerals. These groups were cooperative learning groups with given roles and tasks. I expected each child to work with their group well in completing their individual task, each student to conduct research on their own graphic organizer, and for each student to participate in the creation of the project display and presentation. I verbally expressed this criterion to my students, as well as having it in writing for each group to refer to in the need of doing so. This seemed to be a clear way of handling this information, as all of my groups followed directions and succeeded in the project. The rubric is listed below:
Student Project – Rubric 0 points 2 points 4 points 6 points
Information – Finding
Rocks/Minerals
No information is present
Student only answers how easy or
difficult the rock/mineral is to find
Both
information questions are answered, with only one place listed for
rocks/minerals to be found
Both
information questions are answered, with two or more
places listed for rocks/minerals to be found
2 Uses of
Rocks/Minerals
No uses of
rocks/minerals is present or discussed
Uses listed do not apply to
the group topic
Only one
correct use is present
Two correct used are present
2 Examples of Rocks/Minerals
No examples of Rocks/Minerals are listed or discussed
Examples listed do not apply to the group topic
Only one correct
examples is present
Two correct examples are present
2 Interesting
Facts
No interesting facts/facts to teach are present
Only one
interesting fact is listed, but is not in sentence
form
Two
interesting facts are listed, but not in
sentence form
Two interesting facts are listed, and are written in sentence
form
Kasey Ashley 77
Spelling/ Grammar
3 or more spelling/
grammatical errors
2 spelling/ grammatical
errors
1 spelling/ grammatical
error
No spelling/ grammatical
errors
Group
Participation
Only one group
member presented the information
Two group members
presented the information
Three group members
presented the information
All group members
presented the information
5. Evaluation of Student Learning Narratives
a. Brief narrative explaining, based on the graph information, how students performed collectively and individually on the pretest.
As expected with a pretest, as a class and individually, my students failed miserably on the pre-‐test. This showed me that there was work to be done and learning to be had, as it seemed that they did not have that much background knowledge on the content set forth. The average points scored on the test were four out of thirty possible. The pre-‐test was a great tool for me to use in planning how to make each child reach mastery in each standard.
b. Brief narrative explaining what changes were made to the unit based on pretest data; if no changes were necessary, explain why not
Nothing in my unit was really changed after observing the data collected from the pre-‐test. I had already planned on teaching my students with lessons that allowed them to learn from the lowest level of knowledge. I also plan lessons as if my children know nothing on the topic at the beginning. This allows for good review for those who may know some things and good learning bases for the children who are unaware of any content knowledge on the topic.
c. Brief narrative (if applicable) explaining, based on the project graph information, how students performed collectively and individually on the project. Include analysis of how the weighting and/or performance on the rubric elements may have affected the total score for the project.
My students did very well on the project. Each group scored in the high B to A range and included most, if not all, of the criteria that was expected of them. Researching was a new skill for them, but they mastered this skill and succeed in no time and were able
Kasey Ashley 78
to present great informative facts to their peers. I was very impressed with their performance and effort set forth for this project.
d. Brief narrative explaining, based on the graph information, how students performed collectively and individually on the post-test.
It was present from the post-‐test graphs that my students showed exponential growth throughout this unit and mastered each standard with a high rating. Over 75% of my classroom mastered each standard in entirety. This shows me that they had to have been engaged in learning and my teaching must have been successful. Each student improved greatly, as well as a class.
e. Brief narrative explaining, based on graph and performance information, the strengths and weaknesses of instructional approaches used during the unit.
I feel that this unit was very successful for me. I feel that I had much strength to be proud of in the sense of instructional approaches to learning. The post-‐test graphs show that my students learned throughout this unit and during each day of lessons and activities, I feel that my students were very engaged and succeeded. I kept in mind that my classroom is very diverse and took into account that my job is to make learning meaningful for each student. I feel that this was a success for me in meeting the needs of several learning styles. I can determine this not only from data, but also from the excitement I see in my students each day, even after this unit, about rocks and minerals. At least one student each day brings a type of rock or mineral into the classroom to share. The love that they now have for rocks and minerals and want to learn more shows me that I succeeded as a teacher and did my job in setting the stage for successful learning.
Kasey Ashley 79
Photos From The Unit My students were Geologists for a day and they
LOVED it!
We LOVE ROCKS!
Kasey Ashley 80
Materials From Unit Only a few of my many materials used in this unit!
Material #1 – “What are Rocks?” Presentation
Kasey Ashley 84
Material #6 – Geologist for a Day Group Page (Example)
Material #7 – Guided Graphic Organizers
Kasey Ashley 87
Material #11 – Writing Activity (only one example)
* NOTE: Most of the concrete materials in this unit were entirely originated by me. They were created with my creativity in mind
and for the best interests of my students and their learning!
Thank you for viewing my LAMP project for my student teaching requirement – Spring 2014.