Lesson Plan Template

BACKGROUND INFORMATION
Name: Lesson Date:
Sarah-Ann Collins
Group Setting: (Individual, Small Group, Student Grade Level or Age: 4-5
Whole Group)

Lesson Title: Rocks, Rocks, Rocks

DAP/GELDS/Rational:(write out the entire identifier and wording of each standard you use,
cite DAP)
CD-SC2.4b Explores and begins to describe properties of rocks, soil, sand and mud.

This lesson relates to the standard above because it focuses on one of the objects listed above, rocks. During
the lesson students will begin to describe properties of rocks through use of physical characteristics, what they
may be made from, and even their size. Students will be able to have hands on approach by being able to
physically touch and even build objects with rocks, which will keep their hands busy and engaged. Students
will also have constant interaction with the teacher and will be able to voice what they know and even show
their artwork to the class.

MATERIALS (You may not use worksheets or videos in your lesson.)

1. Stones

2.Magnifying glasses, scales, pales,

PROCEDURES (Write out each procedure clearly.)
Teacher Action Student Action Estimated Time
1. Ask students what do they Students will respond with 30 seconds-1 min
know about rocks various answers as to what
they know about rocks.
2. Read Rocks Hard, Soft, 5 minutes
Smooth and Rough by
Natalie M. Rosinsky

3. Direct students to go to
tables where various types of 30 seconds
stones are.
Have students look at stones Students will talk about how
with magnifying glasses and they sorted the stones such 5-10 minutes
sort the stones by different as some stones are large,
characteristics. small, round, pointy etc.

Talk with students about the Students will talk about how
different ways they sorted sand may be soft; mud will 2-5 minutes
their stones. be hard, etc.

Students may create names

Ask students if they know of rocks, or even know some 1-3 minutes
any names of rocks formal rocks names.

Show them pumus rocks and Students will tell whether 4 minutes
ask the class if the rock will the rocks will float or sink.
sink or float? Then Once demonstration is over,
demonstrate. they may change their mind
and have questions.
Take them to the playground
and have them look for Once students are presented
rocks with this challenge, their 10 minutes
imaginations will run free
Ask students if they can and create all sorts of ideas.
build anything with their
rocks (using them as blocks)

IDEAS FOR EXTENSION/DIFFERENTIATION

Struggling students: Guide them during the sorting of their rocks by giving them two
categories and letting them sort by those categories. Present students with a
straightforward picture to help guide them as they build with rocks.

English Language Learners: Use pictures and common Spanish words for rocks and
descriptions of rocks to help guide them to understanding the task. Give students a picture
that is on their level to help guide them to building with rocks.

Students working above standards: Ask how many different ways can you sort these
rocks challenge them to build up (how tall)

ASSESSMENT: (formative, summative)

Summative Assessment: Question and answer
Formative Assessment: Observe the students as they complete the tasks, and listen to them
during conversation about rocks. Jot down any notes (imagees) about students that will help you
see what they do and do not understand.