C.

Wood ISTC 301/501

Practical Teaching Experience

Lesson Planning Template
This document is to be completed and submitted before you are scheduled to teach your lesson. Only one copy per
student pair (with both names on the template) need be submitted
Amy Ko & Emily Barbour

PLANNING FOR TEACHING

Earth Science: Rocks and Minerals
4th grade
Rocks & Minerals
In this area, list the applicable Common Core Standard (http://mdk12.org/instruction/commoncore/index.html) that
applies to your lesson:
In this area list the applicable Essential Skills/Knowledge within the Common Core Standard (what the student needs
to learn to be able to meet the standard) that are ALIGNED with your lesson plans.
(http://mdk12.org/instruction/commoncore/index.html) (for your lesson - you may copy and paste this to this section):
The Essential Skills/Knowledge should be visible to students and reviewed before you begin your lesson. They
can be displayed on the white board or via the projector:
EXPECTATION
2.4 The student will analyze the dynamic nature of the geosphere.
Teacher Preparation/ Equipment & Materials (what equipment/software will you use in your lesson?) (what
handouts/manipulatives, etc. will you use with students?)
Power point
Promethean board
Internet sources
We will use Powerpoint to display our lesson and the promethean board will be used to have the students reflect on the
lesson. The Rock Cycle Diagram website will be used to asses the students prior understanding of the rock cycle.
Twiddla and the Rock and Mineral Identification website will be used to identify the characteristics of the different types
of rocks/minerals.
Standard 3.0 Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration
Standard 4.0 Technology for Communication and Expression: Use technology to communicate information and
express ideas using various media formats
Standard 5.0 Technology for Information Use and Management: Use technology to locate, evaluate, gather, and
organize information and data.
TEACHING THE LESSON
Introducing the Lesson: (Your lesson objective(s) MUST be visible to students before you begin teaching)
Describe how you will warm up - Will you do a KWL chart? Will you employ discussion prompts to engage students in
the lesson? Remember that this is an important part of helping students with their Recognition Network as you are
linking prior knowledge to the current content. If you are using discussion prompts (questions) remember to list them on
the board AND to read them aloud (multiple methods of presentation).
The objective of the lesson will be to identify and understand the differences between the types of rocks and minerals.
Before beginning the lesson, students will complete an online activity as an assessment tool for what they already know
about rocks and minerals

C. Wood ISTC 301/501

Plans for Differentiation- Specify the activities you will use to present the content and address the needs of auditory,
visual, and kinesthetic learners. Refer to the UDL Solutions document (attached in the assignment folder) to
incorporate varied strategies for learners.
Power point (visual and auditory)
Twiddla (text)
The Rock and Mineral Identification (images, texts, key vocabulary)
The Rock Cycle Diagram (images, sounds, texts, key vocabulary, multimedia collections)
Procedures for teaching the Content - describe (in steps) how you will teach the lesson. Remember that both
individuals in the team should present so pace yourselves accordingly. Include in this section your plans for
integrating principles of Universal Design for Learning (UDL).
To start the lesson, students will complete an online warm up activity addressing their current knowledge of the rock
cycle. Ms. Barbour and Ms. Ko will then explain the differences of rocks and minerals through the use of a power point
presentation. During this time, any questions or confusions will be addressed. The students will then complete an online
activity to discover the facts of their mineral and share those facts with the class by using Twiddla. Finally, the students
will partake in an activity performed on the promethean board to demonstrate their learning of rocks and minerals for
the school day.
Summary and Lesson Closure describe how you plan to end the lesson and prepare students for further learning.
(example: discuss what comes next in the unit or the next step in learning). This step is important because it allows
you to sum up the lesson and preview the next lesson.
Towards the end of the lesson, students will partake in a closing activity addressing the content and objectives of the
lesson. The activity will address the students old and new knowledge of rocks and will be performed on the promethean
board.
Formative Assessment - How will you conduct a quick assessment to determine who needs review or if this lesson needs to
be taught again in a different method. This need not be a test or quiz it can be a worksheet or other activity or an opportunity for
students to reflect on their learning (this could be oral, written, art, etc.)
Periodically throughout the lesson, there will be discussions held to clear up confusion and answer questions. There will also be
online and offline activities to address unclear areas of the lesson.

Extension of learning- describe activities students can do (homework, online sites with games/tests) to practice their
skills? What would the next step be in the lesson/content? This will probably NOT be done in your lesson, but needs to
be present to encourage students to continue their learning.
For homework, students could complete a fill-in-the-blank worksheet of rocks and minerals facts assigned in class that
would enrich their learning experience. Students could then select a rock/mineral from home or their neighborhood to
examine in class the next school day.

C. Wood ISTC 301/501

Definition of Terms
Differentiating Instruction: To differentiate instruction is to recognize students varying background knowledge, readiness,
language, preferences in learning, interests, and to react responsively.
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Formative Assessment: Measurements which allow one to determine the degree to which students know or are able to do
a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes
suggest future steps for teaching and learning www.journeytoexcellence.org/practice/assessment/glossary.phtml