KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Cooperating Teacher:
Group Size:

24

Subject or Topic:

Amanda Tini and Brie Wise

Date:

Dr. Varano
Allotted Time 1 day, 45 minutes
Rocks Cycle

10-25-16
Coop. Initials
Grade Level 4th
Section 3

STANDARD:
3.3.4.A2- Identify basic properties and uses off Earths materials including rocks, soils,
water, and gases of the atmosphere
I. Performance Objectives (Learning Outcomes):
Students will identify the processes of a rock cycle by completing the inquiry and
responding about the rock cycle on the exit slip.
II. Instructional Materials
A. Youtube video Rock cycle https://www.youtube.com/watch?
v=pm6cCg_Do6k
B. 24 Rock cycle video handout (one per student)
C. 1 Rock cycle poster (Teacher use)
D. 3 posters (One per group)
E. Markers, crayon or coloring tools
F. 24 The Crayon Cycle direction handouts (1 per student)
G. 6 boxes of unwrapped crayons (1 per table)
H. 6 pennies (1 per table)
I. 6 large textbooks (1 per table)
J. 12 pieces of aluminum foil (2 pieces per table)
K. 24 safety goggles (1 per student)
L. 6 hot plates (1 per table)
M. 6 small containers of ice (one per table)
N. 24 The Crayon Cycle recording sheets
O. 1 Safety instructions (See Attached)
P. 1 Crayon cycle direction sheet (see attached)
Q. 24 exit slip
R. 24 Rubrics for the poster.

S. Youtube Video Rock Cycle Song

1. https://www.youtube.com/watch?v=53lMdHzvGCQ

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Knowledge of the three rocks and their characteristics
2. Some basic knowledge of the formation of the rocks
B. Key Vocabulary
1. Rock Cycle- a sequence of events involving the formation,
alteration, destruction, and reformation of rocks as a result of natural
processes
2. Erosion- happens when rocks and sediments are picked up and
moved to another place by ice, water, wind or gravity.
3. Sediments- smaller pieces of rock and minerals that have been
weathered and eroded over time.
4. Magma- Molten rock inside the earth
C. Big Idea- Understanding of rocks and the rock cycle.
D. Content
1. Rock Cycle
a. The rock cycle involved the three main types of rocks which
includes igneous, sedimentary, and metamorphic
b. The rock cycle is a sequence of events involving the formation,
alteration, destruction, and reformation of rocks as a result of
natural processes
2. Sedimentary rock processes
a. Igneous, Metamorphic, and sedimentary rocks can all be
physically weathered to produce new sedimentary rocks
3. Igneous Rock Processes
a. Form from molten rock or magma in the subsurface or lava
extruded at the surface
b. Rock is subjected to heat or pressure cause it to melt
c. When magma cools it becomes an igneous rock
d. There are many types of igneous rocks depending on how the
previous rock was melted and then cooled to become an
igneous rock
4. Metamorphic Rock Processes
a. Pressure, heat, and fluids cause preexisting rocks or sediments
to become metamorphic rocks
IV. Implementation

A. Introduction
1. Hand out rock cycle video handout.
a. Tell students to complete everything except for number nine
while watching the video.
2. Watch the YouTube video Rock cycle.
3. Ask students what they learned during the video.
a. Ask what they enjoyed about the video.
B. Development
1. Display the rock cycle poster.
a. Ask students to help fill in the poster with teacher
b. Tell students to fill out number nine on their guided notes while
they are discussing.
c. The poster should turn out the same exact way as number nine
of the video guided notes.
d. Hand out crayons or markers and posters
2. Tell students to use their handout they completed during the video to
create a poster about their rock
a. Tell students which rock they are.
3. Allow 15 minutes to complete this activity
a. Walk around during the lesson and use the observation
checklist and ensure students know what to do
b. Walk around and take notice to how the students are
contributing to the group. Grade each student using their rubric
on the group work section.
4. When the posters are finished, ask each group to come up front with
their poster.
a. Tell students to explain their poster for a few minutes.
b. Display the completed posters on the wall.
5. Introduce the Crayon Cycle activity!
6. Pass out a direction sheet to each student (see attached)
7. Instruct each table to get the following items for their table from the
craft/science center (write list on board for students to reference)
a. One box of crayons
b. 1 penny
c. 2 piece of tinfoil
d. 4 Safety goggles (1 per tablemate)
e. 1 small container
f. Get one large textbook from a group members desk
8. Once all the students have the materials, model direction numbers 1
to 3 on the direction sheet. (See Attached)
a. Give student time to complete direction number 1-3 while
monitoring their progress.
9. When all students have completed those steps model steps 4-6 and
then have the students repeat those steps with their table.
a. Have them answer the question after step number 6.

10. Model steps 7-9. Before having students complete the activity
remind them about safety when using a hot plate. (See attached)
a. While the students are holding the shavings over the open
flame, go around to the six tables and fill their small bucket
with ice to use in step number 8.
b. Students are to answer the questions following step number 8.
11. Complete step 9 (cleaning up) together with the students.
12. Have students return to seat and fill in the yellow box Analysis
Questions at the bottom of the page and fill in their answers.
13. Review answers when all students have completed the Analysis
Questions box.
C. Closure
1. Tell students to stand up and spread out
a. Tell students that we will be listening to a rock cycle song and
we will come up with dance moves to the song
b. Play video Rock Cycle Song
c. Start and pause often so students can create dance moves
2. Provide each student with a Rock Cycle Exit Slip.
3. Tell students to fill in the missing parts (rock types or processes) on
their exit slip.
a. Collect the exit slip.
4. Ask students if they have ever thought about how people know so
much information about life when no one was around?
a. Say we will be learning about something that can tell us a lot of
information about the past.
D. Accommodations/Differentiation
1. Accommodation: Frank, student with a learning disability will be
provided websites to go to during the research part of the lesson
because he tend to get confused with technology use.
2. Differentiation: Instead of Ipads, students may also use book in the
classroom to find research on the rock cycle if they would prefer to
use a book.
E. Assessment/Evaluation Plan
1. Formative
a. Use Rocks and Fossils Observation Checklist when
observing student understanding during the Crayon Cycle
activity and while students are creating their posters.
b. Collect Exit Slips
c. Collect posters. Grade students on the poster based on the
rubric (see attached).

2. Summative
a. No summative assessment for this lesson.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection
1. How long will the crayon cycle activity last?
2. Do I have too many videos?
VI. Resources (in APA format)
Dictionary.com
M, (2012). Rock Cycle. Retrieved November 11, 2016
P. (2011). Rock Cycle Song. Retrieved November 11, 2016, from
http://www.youtube.com/watch?v=53lMdHzvGCQ
Resources, S. T. (2012). Rock Cycle Simulation Lab. Retrieved November 11, 2016, from
https://www.teacherspayteachers.com/Product/Rock-Cycle-Simulation-Lab-376526