KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Caroline Bruder_______________________________ Date: September 29th & 30th, 2014 Cooperating Teacher: _________________________________________________ Coop. Initials: ________________ Group Size: 24 _________________ Allotted Time: 45 minutes________ Grade Level: 3rd Subject or Topic: Review: How do we use rocks and minerals? Section: _____________________

STANDARD:
A. 3.2.3.A1. Differentiate between properties of objects such as size, shape, and weight and properties of materials that make up the objects such as color, texture, and hardness. Differentiate between the three states of matter, classifying a substance as a solid, liquid, or gas. B. 3.3.3.A2. Identify the physical properties of minerals and demonstrate how minerals can be tested for these different physical properties. C. CC.2.4.3.A.1 Solve problems involving measurement and estimation of temperature, liquid volume, mass, and length. I. Performance Objectives A. The third grade students will be able to determine the different properties of rocks by completing the Take It for Granite 1 sheet. B. The third grade students will be able to demonstrate their measurement skills by measuring the weight and length of their rock specimens. C. The third grade students will be able to identify the uses of rocks and minerals by naming examples of rocks and minerals throughout the school. II. Instructional Materials A. Coloring materials B. Weight station a. Balance b. 1 set of metric mass pieces C. Measuring station a. 1 meter tape D. Scratch Station a. 2 pennies b. 2 paper clips E. Minerals Experimental Sheet F. Brain Pop Jr. Rocks and Minerals Easy Quiz G. Whiteboard/chalkboard H. How do we use rocks and minerals paper I. Colored pencils or coloring materials J. Large pieces of paper K. Marker III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea) A. Prerequisite Skills a. Rock: made up of minerals that have formed as part of the earth's surface b. Mineral: a solid that occurs naturally from non-living things

c. d. e. f. g.

Rock cycle: the way in which rocks are formed Igneous rocks: rock that forms from cooled magma Magma: rock that has melted inside the earth Lava: magma that reaches the earth's surface Sedimentary rock: rock that forms when layers of sediment build up and get cemented together over time h. Metamorphic rock: rock that has been changed into a new rock by heat and pressure i. Weathering: process where rock Larry is dissolved, worn away or broken down into smaller and smaller pieces. j. Erosion: when rocks and soil are carried away by water, wind, ice, or other natural forces k. Deposit: a natural layer of rock or other material l. Depositing: to put something in a new place or location m. Dissolve: when some substances mix with water, they break down into smaller pieces (it looks like theyve disappeared into the water) n. Geology: the study of the materials that make up planet Earth o. Geologist: scientists who study planet Earth p. Diameter: the distance across circular objects q. Circumference: distance around a circular object r. Depth: how tick an object is s. Pick: a tool used to take apart rocks found t. Luster: describes how an object looks under light u. Hardness: quality of being hard v. Moh's scale of hardness: a scale for classifying minerals based on relative hardness, determined by the ability of harder minerals to scratch softer ones B. Key Vocabulary a. Property how to describe rocks C. Big Idea a. Review: How do we use rocks and minerals? D. Content a. Sidewalks: made of concrete, mixture of rocks and mineral glue IV. Implementation A. Introduction 1. Watch the BrainPop Jr. video on Rocks and Minerals. 2. There is no concept map or guided notes, but inform the students that there will be a short quiz after. i. The teacher can gives clues as to what to pay attention to. For example, "Alright boys and girls, in the video you're going to watch, there are a few things you'll need to remember. You'll want to think of what objects are made from rocks and minerals as well as which minerals you put into your body that help it stay healthy." ii. By doing this, the answers aren't given away, but it tells students that they need to pay attention. 3. After the video is over, hand out the BrainPop Easy Quiz and have them complete it. This is not a group effort; it's to be done on their own. 4. Collect the quizzes and, if desired, go over the answers. B. Development Day 1 1. 2. 3. 4. "After watching that video, who can tell me some ways that we use rocks and minerals every day?" Have a discussion and on the whiteboard (or chalkboard) write down all the ways they think rocks and minerals are used. If a student comes up with something that isn't made from a rock or mineral, write it in a different color and ask the students if they can figure out why it can't be an example. The teacher could even create a list of properties that an object needs to have in order to be made of rocks and minerals (if some of the students dont understand and multiple examples of non-

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

rocks are given as examples of rocks). Use the list below: i. Has to be made from elements ii. It has to be naturally occurring iii. Has to have a crystalline structure iv. All magnetic minerals have Iron in them v. Pearls are NOT minerals Hand out the "How do we use rocks and minerals" paper. As a class, go around to different parts of the school and find one item in each area that is made of rocks and minerals. For example, in the kitchen the silverware would be an example of something made of rocks and minerals. Do this for 4-6 areas of the school (gym, cafeteria/kitchen, bathroom, art room, library, office, etc.). The students will write what the object is, draw a quick sketch of the object, write what purpose the object has, and where they have seen the object before. When the class is done walking around the school (should take about 15-20 minutes), they can finish coloring their sketches. On 6 large pieces of paper (or however many areas in the school visited), write a heading on each (bathroom, library, gym, etc.) The heading should be the area visited. Then, have the students come up and write (or write for them if short on time) the objects they found that were made of rocks and minerals. Have the students rip off the last two pages (objects 7 & 8 - see attachment) and assign it for homework. Collect the rest of the 'How do we use rocks and minerals' packet (see attachment). Hand back all the worksheets that were graded from the previous lessons. Inform the students that there will be a test tomorrow.

Day 2 1. Pull out the large sheets of paper from the day before and review what can and can't be made from rocks and minerals. 2. Answer any questions they have from reviewing from the homework. 3. Explain to the students that they will take turns doing a review assessment. 4. There are three stations set up around the classroom: weight, measuring, and scratch (it's recommended to have more than one of each of these stations so that the quiz goes by faster). 5. Have three students go to each of the stations and complete the section related to the station they're at. 6. At the weight station, the student will find the weight of both of their rock samples. 7. At the measuring station, the students will use the meter tape to measure the length and width of their rock. 8. At the scratch station, the students will use their fingernail, a penny, and a paper clip to test the hardness of the mineral. 9. The students who aren't at the stations can complete the other properties and the second sheet of paper with the review questions. 10. When all the students have completed the quiz, collect it. C. Closure 1. Take the students on a brief walk around the outside of the school. 2. Wrap up the lesson by having each student collect a rock to put in a class rock collection (it should only take 10-15 minutes). 3. The students can organize and display the class rock collection any way they want. D. D. Accommodations / Differentiation 1. Jane Doe has autism. 2. All directions are written and given verbally clearly with no figurative language so that everything is direct and understandable. 3. The lesson was taught using a variety of methods to reach many types of learning: visual, kinesthetic, and auditory. 4. All windows and doors were shut so there were no outside distractions during the lecture portion of the lesson. E. E. Assessment/Evaluation plan

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Formative i. BrainPop Jr. Easy Quiz ii. How do we use rocks and minerals paper Summative i. Minerals Experiment Sheet

V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection 1. How could this lesson be improved? 2. Will the students understand what things are made from rocks and minerals and what things are not? 3. Will there be enough time to complete the development and closure to the lesson? VI. Resources A. BrainPop