Daily Lesson Plan #1

Teacher: Lauren Bachi Date of lesson: February 25, 2014

Overall lesson topic/title: Collecting and Sorting Rocks

Content GLCEs and NGSS Practices for this lesson:
E.SE.03.13 Recognize and describe different types of earth materials (mineral, rock, clay,
boulder, gravel, sand, soil).

S.IP.03.11 Make purposeful observations of the natural world using the appropriate senses.

Rationale: Students need to learn this material because it is important for students to understand
how to describe an object based on different characteristics. This lesson can help build students
observational skills as well as learning to raise questions. When they do this, it helps them to
further their natural curiosity and desire for learning about other earth materials.

Materials & supplies needed:
Rocks for each student (26)
Hand lenses for each group (6)
Cups of water for each group (6)
Colored pencils/crayons
Rules for each student (26)
Chart Paper
Student page 1

Procedures and approximate time allocated for each event

I ntroduction to the lesson (5 minutes)

Today we are going to be going to be observing many different
rocks in order to build our observation skills. We did
something a little similar when we did our science talk because
I want you to be able to compare and contrast your rock with
someone elses rock. You will each get your very own rock.
This will motivate them because they love being hands-on and
being able to have their own object. First though, lets look at
some objects made of rock. Here I will show them pictures of
rocks in different forms. The pictures will include: The Grand
Canyon, statues, buildings, countertops, houses, and roads.
This will help them understand that rocks are useful in our
everyday lives. This will also help generate interest in their
own rock they will get to observe.


How is this lesson differentiated
based on information gained from
the pre-assessment/science talk?

I realized that everyone could not
really see many similarities and
differences between rocks. Because
of this, I will explain to those
students how to look for the
similarities and differences and how
to write down different
characteristics. I will make sure
they are grouped together during the
lesson so I can go over to them and
make sure they understand how to
complete the chart and how to write
a paragraph using the characteristics
they found.




OUTLI NE of activities during the lesson (25 minutes)

First, I will have the chart on the Elmo and explain the
directions. In their groups they need to

I will have all materials on the front table. I will display the
chart on the Elmo. Students will be broken up into groups of 4.
I will pass out the rocks to each group, giving each student their
own rock. There are two materials they will need to come up to
get: a hand lens and a cup of water. They will need to problem
solve and have two students from each group get the materials.
They will already have rulers and colored pencils/crayons at
their desks. (3 minutes)

Students will have 20 minutes to: draw and label a picture of
their rock; complete the chart that describes the properties of
their rock; write any questions they have about their rock from
observations; and write a paragraph that describes their rock. I
will encourage students to discuss in groups the similarities and
differences between the rocks. Students will also discuss where
they have seen rocks similar to theirs before and where they
have seen them to help connect to their everyday lives.

Students will return all materials (2 minutes)

Closure for the lesson (10 minutes)

Once all students have returned materials, I will ask them what
some of the similarities and differences they had with the other
rocks in their groupings.

Ask students what their rock questions were. Write some of
their questions on chart paper. Ask students how we could find
the answers to these questions.


What is your rationale? (Describe
the results of your pre-
assessment/science talk that justify
how you are differentiating the
lesson.)

Some students only said size
differences in the science talk, while
others discussed color, texture, as
well as size. I want to further push
certain students thinking.
Hopefully working with partners
will push their thinking, but if not, I
will also aid them.
Formative assessment
I will make sure all students are working in their groups and
cooperating. Their worksheet will be the formative assessment
to see how well they described their rocks. If students cannot
write a paragraph describing their rock, this will show me they
could not put it all together. If the students can fill out their
chart but are having a difficult time writing their paragraph, I
will help them by explaining that they just need to put that
information into sentences. I will give them an example like,
My rock is gray and about the size of my earring.
Differentiation during assessment

Content: For some students, I will
accept less writing.