Assessment Plan and Instructional Sequence

Unit Plan Part 3

Name:

Sarah Miller & Jessica Chartier

Unit Topic:

Earth Materials & Their Uses

Dates you will Teach this Unit:

February 23rd - March 30th

Grade Level:

3rd Grade

Driving Question:

How could earth materials be used responsibly to clean up an oil spill?

Learning Standards: (NGSS or GLCEs)

Next Generation Science Standards (NGSS):
o 2-PS1-2: analyze data obtained from testing different materials to determine which materials have the properties that
are best suited for an intended purpose
GLCE Process Expectations:
o
o
o
o
o

S.IP.03.11: Make purposeful observations of the natural world using the appropriate senses
S.IP.03.12: Generate questions based on observations.
S.IA.03.11: Summarize information from charts and graphs to answer scientific questions
S.IA.03.12: Share ideas about science through purposeful conversation in collaborative groups
S.RS.03.15: Use evidence when communicating scientific ideas

GLCE Content Expectations:

o
o
o
o
o
o

S.SE.03.13: Recognize and describe different types of earth materials (mineral, rock, clay, boulder, gravel, sand, soil)
S.SE.03.14: Recognize that rocks are made up of minerals
E.ES.03.42: Classify renewable (fresh water, fertile soil, forests) and non-renewable (fuels, metals)
E.ES.03.43: Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal)
E.ES. 03.51: Describe ways humans are dependent on the natural environment (forests, water, clean air, Earth materials) and
constructed environments (homes, neighborhoods, shopping malls, factories, industries)
E.ES.03.52: Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management,
renewable, and non-renewable resources)

Science Knowledge, and Skills:

SCIENCE CONTENT
List the science concepts, ideas, patterns and explanations that
students need to learn

The Earths surface is made from many types of materials,

including rocks, minerals, sand, silt, clay, and soil.
The Earth materials are natural substances originating
from the solid part of the Earth.
Rocks are made of minerals
Rocks can have different properties such as color, size,
texture, shape, hardness, and sink/float
There are many different types of earth materials with
varying particle sizes
Depending on the size of the particles, these materials are
called sand, silt, or clay and they have different properties
The particle size of earth materials is caused by the
breakdown of rocks as they are weathered and eroded
The particle size of earth materials affects how it interacts
with water
Soil is a mixture of these earth materials and organic
matter called humus.
Earth materials such as sand, oil and water are natural
resources and are used by humans in a variety of ways
Humans make choices that impact the environment and
the Earths resources in negative and positive ways.
Humans can change the surface of the Earth through
farming and other land management The Earths surface
is made from many types of materials, including rocks,
minerals, sand, silt, clay, and soil.

SCIENCE SKILLS
List the skills and practices
Engage in the inquiry process by generating questions,
conducting investigations, and developing solutions to
problems through reasoning and observation
Present findings with the support of illustrations, charts,
demonstrations
Make detailed observations and come to conclusions
based on observations.
Classify and sort specimens of earth materials
Collect data and analyze to detect patterns
Observe and recognize minerals in different rocks
Recognize and describe different types of earth materials
Make purposeful observations of earth materials
Use information from observations and data collection as
evidence for findings
Generate questions about earth materials and surface
changes based on observation
Investigate soil as an earth material and natural resource
Gather information about earth materials and their uses
Summarize information from charts to draw conclusions
about the properties of earth materials and their uses.
Reflect on experiences and observations and revise using
new information and knowledge
Comparing and contrasting samples to find patterns
Participate in collaborative discussions to deepen
understandings of scientific content and processes
Constructing tables of data or graphs

Experiences
Opportunities to collect observations or
data about the world; may involve inclass activities as well as recollection of
students everyday experiences

EP

Patterns

Sharing and representing

data to facilitate patternrecognition

Relationships and
generalizations across
experiences which clarify
and represent what
happened

-Observation of gathered rocks after -Classification table of rock

reading Everybody Needs a Rock
samples
-Observe the features of two
samples - one a rock, one a mineral
-Investigate a small sample of
crushed rock, sorting it into
categories white, pink, black or
gray
-Record data from a soil sample
- Record observations of earth
materials reaction in water
-Read the book Oil Spill and design a
solution to clean up an oil spill by
using earth materials
- Human activity cards: provide
examples of how humans use
resources responsibly and
irresponsibly

-Discuss the difference

between the two samples
(minerals vs rock)
Compare crushed rock to
mineral samples
-Compare/contrast soil
sample to sand, gravel, silt

PE
Making
generalizations from
specific phenomena
to how the world
works

-Rocks have different

-Why are some
colors, sizes, shapes,
rocks similar and
textures, and hardness. some different?
-Size of particles and
colors differ between
rocks and minerals
-Soil is a mixture of
other earth materials
-Composition of earth
materials affect their
reaction in water

- Compare/contrast
reactions of different earth
materials in water
-Humans need to be
conscious of the earth
-Discuss human activity
materials they use
problem cards/examples
- Some earth materials
- Analyze results of
can run out (nonstudents solutions to the
renewable)
oil spill problem

-What is the
difference between
a rock and a
mineral?
- Is all soil the
same?
-Why does the
composition of
earth materials
matter?
-Why do humans
need to be
conscious of the
earth materials
they use?

Explanations
Grade-level appropriate
statements which generalize
beyond specific
objects/experiences described
in the patterns to answer
questions about how or why
phenomena occur in the natural
world

-Rocks are made from

different minerals which have
features that help classify
them. These features can
include color, particle size,
and density that affect their
use as a natural resource.
-Humans use Earth materials
differently based on their
observable features including
their composition, their
reaction in water and their
availability, which can have
negative and positive impacts
on the environment.

MODEL RESPONSE TO THE DRIVING QUESTION:

How can earth materials be used responsibly to clean up an oil spill?
Materials such as sand, soil, rocks and minerals can be used to help clean up the oil spill based on what they are made up of and how they react
in water. Humans need be careful what they used every day and what they use to clean up. Some materials from the earth can run out.
Assessment Plan:
FORMATIVE Assessment Task: Describe a Mineral.

Assessment Task Rationale:

GLCE/Learning Goal this task addresses:

This task assesses students understanding of the

composition of rocks versus minerals. It also requires them to
explain their reasoning using evidence from observation.

GLCE.S.SE.03.14: Recognize that rocks are made up of minerals

GLCE.S.RS.03.15: Use evidence when communicating scientific ideas

Task Detailed Description:

Exemplary Assessment Response Features:

Question # 2 from Activity 2, Journal page 5.

1. A rock is made up of different minerals, while a mineral is not a

Two friends are collecting rocks. They found a speckled one with different colors
and an all-white shiny one. Which one was probably a mineral? Explain your
answer. In your explanation, include a drawing of the two specimens in the
question and label them as a rock or a mineral. Use evidence from your earlier
observations to back up your explanation.

mixture of earth materials.

2. Student explains that the all-white shiny specimen is a mineral
because there is no mixture of materials. The speckled one could
not be a mineral because it has different colors, which means
there is a mixture of materials in it.
3. The drawing of a mineral should be observably different from
the rock drawing, with no mixture of materials. The rock drawing
should clearly show a mixture of materials. Students must label
these correctly to demonstrate understanding that a rock is a
mixture of materials and a mineral is a pure material with no
mixtures.
4. Students use evidence from earlier observations to back up their
explanation. (i.e. earlier today we saw that a rock is made up of
many minerals when we broke it apart into small pieces. The white
specimen does not have any different colors, which tells me that it
is a mineral because it does not have a mixture of materials.

End-of-Unit SUMMATIVE Assessment Task: Oil Spill Clean-Up Assessment Task Rationale:
GLCE/Learning Goal this task addresses:

GLCE E.ES.03.43: Describe ways humans are protecting,

extending, and restoring resources (recycle, reuse, reduce,
renewal)

GLCE S.SE.03.13: Recognize and describe different types of

This task measures students ability to take into account the compositions of
different earth materials and justify their use of each material based on their
properties. Additionally, students will also have to consider how much of a
material theyre using in order to show understanding of the concept of
conservation and nonrenewable resources.

earth materials (mineral, rock, clay, boulder, gravel, sand, soil).

NGSS. 2-PS1-2: Analyze data obtained from testing

different materials to determine which materials have the
properties that are best suited for an intended purpose

Task Detailed Description:

Exemplary Assessment Response Features:

1. Student has listed the materials they would use and a rationale for why they chose
those materials. A rationale which indicates high understanding lists the materials
and then explains why they were chosen, based on the composition of the earth
materials. Example rationales which indicate high understanding for each material
include: gravel (big spaces between particles, probably not good for absorbing liquid,
could help keep other materials in place), sand (smaller particles, smaller space
Write a list of the materials you will use to clean up an between particles), soil (smaller spaces between particles, so this would be a good
material for trying to absorb oil), silt (very small spaces between particles, could be
oil spill.
good for absorbing or for blocking off certain areas to stop spreading of materials).
Write the steps you will take.
Medium understanding would be demonstrated by choosing an earth material for its
appropriate use (i.e. clay for blocking off an area) but being unable to explain why its
Next, students will actually carry out their
investigation/solution as they designed it. Students will record composition makes it good for this use. Low understanding of the concepts would be
choosing an earth material for an inappropriate use (i.e. using clay to absorb water,
their observations and how much water/oil remained after
which it would not be able to do).
they used their solution. Students will then reflect on the
2. Student has represented, either in a clear, labeled drawing or in writing, how they
experience using the following questions:
would use the materials.
What changes would you make to your investigation if 3. Student has reflected on the outcome of their choices and stated how they would
do it again if given the opportunity. For example, if students used clay in their first
you could repeat it?
solution design because they thought it would absorb oil, a good reflection would be
What new methods would you use to clean the oil
choosing a material that would absorb oil like soil or sand after observing the results
spill?
of their first attempt. Students should reflect on what worked in their first solution
design and what didnt work, thinking through what they would need to change in
order to make a better solution.

Students will complete a task in groups in which they design a

solution to clean up a simulated oil spill using a limited supply
of earth materials such as sand, silt, clay, gravel, or soil. They
will record their plan using the following questions in their
student journal to guide them:

Driving Phenomenon and Question:

Phenomenon: Students will be thinking about the question How could earth materials be used responsibly to clean up an oil spill,
and looking at different samples of earth materials (rocks, soil, sand, silt, clay) to aid in their sense-making. Within this discussion,
students will also be asked why there are differences between these earth materials. To spark discussion, a short video clip of an oil
spill will also be shown (https://www.youtube.com/watch?v=Fin3eCKo4BA) starting clip at 30 seconds. Students will also be able to
draw pictures or diagrams to help explain their thinking.

Background Research into Student Thinking:

According to Ohio State University, students may think that all rocks are more or less the same, and it is hard to tell how they
originated. Students also may not think that it is not important to distinguish between rocks or minerals, or that these earth materials
are not important to our everyday life. In fact, almost everything we produce contains or depends on minerals that are mined from
the earth (http://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/common-misconceptions-about-rocks-and-minerals). Some students may
believe that Earths resources are not finite there is an endless supply of water, petroleum and mineral resources. All we have to
do is explore for them. They may even believe that Earth and its systems are too big to be affected by human actions (Math and
Science Partnership Hub, http://hub.mspnet.org/media/data/MiTEP_List_of_Common_Geoscience_Misconceptions.pdf?media_000000007297.pdf). Students need to
understand the importance of rocks and minerals to their everyday life, and realize that their actions can impact the availability of
these resources and the possibility of them running out. Additionally, the nuances that help us differentiate between different earth
materials are important as students investigate the best-suited earth materials for cleaning up an oil spill.

Discussion Plan:

I will open the discussion first by probing students to see whether they know what an oil spill is. I will show a short video clip so
students have some context and a shared experience with understanding an oil spill. Then, I will pose the driving question, asking also
why we would want to clean up the oil spill. I will present the different earth materials they could use and as students choose which
materials they would use to clean up the spill, I will press them to explain why they chose those certain materials or encourage them
to draw pictures to show their thinking. I will also ask who they think cleans up oil spills. Discussing the choices of earth materials and
reasoning behind them should lead into a discussion of the properties of each type of earth material. I would like to gain knowledge
about students experiences with the different earth materials, which I will gauge with questions like (Do any of you collect rocks?
Have you ever seen [type of earth material] in your backyard or outside?). I will also ask students what they think could cause these
difference between the samples. This will give a good overview of what students know in relation to the broad topics within this unit.
If students are stuck at any point, or need support in order to verbalize what theyre thinking, I can draw on general probes (i.e. Say
more about that. Tell me about a time when Earlier you said etc.).

Analysis of Student Understanding and Thinking:

1. Transcript of a conversational exchange around three students explaining how or why something happens.
Me: Do any of you know what an oil spill is?
All: Nooo.
Me: No? Okay... so, an oil spill is when oil gets in the water or
on land. Ill show you a little video of that in a little bit, but
for now, I want to see do any of you collect rocks?
All: [raising hands]. Yeah, I do!
Me: You all do? Oh my goodness!
C: I wanna polish mine.
D: I have two jars. I have two full jars!
Me: [Presenting rock collection from ISE 301, which contains
a variety of rock samples]
C: I think I have the same ones as you.
Me: Wow! Well, this is a collection I started. I just want to
take a second to look at them if you want to, touch them.
[talking to each other]
H: Do you know what that is? [pointing to a thin piece of
mica]
C: Are these all real?
Me: Yep, theyre all real!
D: Look at this one, its so flat.
H: Yeah, thats cool.
Me: So, what do you notice about these rocks?
C: Some are smooth and some are bumpy and stuff?
H: Some are shiny.
Me: Okay, some are shiny, what else do you notice?
D: Some are see-through, like this one.
Me: Mmmhmm okay.
D: I can see H through this one a little.
Me: What do you think causes those differences?
D: Um, I think that, they were made that way I kind of think.
Me: You think they were made that way? How would they
get that way?

D: Um, maybe because of the dah! I forgot what I was

gonna say.
Me: What do you think rocks are made of?
D: I think theyre made of maybe sand and water?
Me: Sand and water how would sand and water make
them?
D: Maybe combining it
Me: Combining it H or C what do you think rocks could
be made of?
C: Um, maybe when stuff gets like mixed together and they
harden and they make like different kinds of shapes and
thats what it looks like.
Me: Okay, what stuff is hardening when its making a rock?
What do you think H?
H: Clay, water, and sand if it hardened.
Me: Okay, I actually brought a sample, theres some clay,
theres some sand, up at the top theres some soil, and
theres some gravel in there, so those are different were
going to be talking about earth materials those are the
different earth materials. But I just want to show you quickly.
H: Theres rocks in there.
Me: Okay, think about those earth materials. [bring up video
of oil spill] This is an oil spill, where oil that we use for gas
gets into rivers. Do you see how the waters not moving at
all? Why would that be dangerous or bad?
D: I think its bad because more fish cant really live in oil and
water and stuff, and it isnt good for fish. And other animals
depend on the water too like bears.
Me: Okay, so if you were going to use one of these earth
materials like these rocks, this clay, this sand, the soil, um,
any of those to clean up an oil spill do you see how it looks
kind of sticky and might be pretty hard to clean up? which
one do you think you would use?

H: Clay.
Me: Clay? Why?
H: Clay, all the oil could soak up into the clay, and then you
would take the clay, squeeze it into a bucket, and then you
would get some gas out of the water.
Me: So you would get some gas out of the water? Oh you
mean the oil?
H: Yeah.
Me: So you would just put the clay in the water and it would
soak it up?
H: Then take it out.
Me: Okay. Um, C, did you have a different idea?
C: Um, no, mine was like Hs.
Me: You would use the clay, for the same reason?
C: [nods].
Me: What would you do D?
D: I would use the soil wait no the clay.
Me: Oh, you could use why did you say the soil at first?
D: Um, because, it
Me: So, the soil, do you think it would absorb the oil or do
you think it would go through it If you look at it [show
sample of soil].

D: Maybe it would go in it.

Me: Through it?
D: Maybe it would go in the oil? To make it clean
Me: Alright, were going to keep talking while we walk back,
but thank you thats some of the things were going to be
talking about in science.
C: Maybe we could take, um, a lot of the soil, so where the
oil ends, we could put it in so it doesnt spread everywhere.
And we can take buckets and stuff and dig it out.
Me: So take out the oil? What are you thinking you would do
with the soil? Build a wall or just put it in there?
C: Yeah, build a wall.
Me: Oh! I see. Do you guys have any questions about why
there are different kinds of rocks, why there are different
colors? Do you know why there are different colors or
different types of rocks?
C: Maybe its the colors of the kinds of clay or soil that makes
it.
Me: Oh the different kinds of clay or sand? Good. Okay,
thank you guys for helping me out!

2. The students explanations for the phenomenon shown (correct and incorrect)
C: Said that rocks are formed as stuff gets mixed together and they harden and they make different kinds of shapes but was unable to
elaborate on what he meant by stuff. However, at the end of the interview he said that maybe its the colors of the kinds of clay or soil
that makes rocks have different colors. He also originally said that he would use clay because it would absorb the oil like H said, but as
we were walking back, he said maybe we could take um, a lot of the soil, so where the oil ends, we could put it in so it doesnt spread
everywhere. And we can take buckets and stuff and dig it out.
H: Said she would use clay because all the oil could soak up into the clay, and then you would take the clay, squeeze it into a bucket, and
then you would get some gas out of the water.
D: Said she would use soil because the oil would go in it I didnt fully understand what she was saying about this idea. This is an instance
of where I should have probed and pressed further but was feeling the pressure of time, so I didnt press her further unfortunately. She
also thought that rocks are made of sand and water.

3. Why are students thinking about this idea in this way?

I think many of these thoughts come from their experiences with the earth materials and what they have observed in their daily lives.
Several of them are rock collectors, but they dont know what rocks are made of. They notice the observable differences between rocks,
but are not able to describe why there are these differences. As far as the conception that clay absorbs water, this could possibly come
from experience working with clay in art, where clay needs to be wetted in order to form it, so they may think that it absorbs the water.
4. How do students ideas in their explanations help them understand how or why something happens?
They were able to look at samples of the earth materials, and based on what they observed make a hypothesis about which would be
most effective in cleaning up an oil spill. They have likely had little experience with a question like that, and so they were making guesses
based on what they know about the world. They also have probably never been exposed to the idea of minerals in the world, so the only
logical thing that they could use to explain what rocks are made of are the earth materials that they know about.
5. How does each of the students ideas in their explanation interfere or cause difficulty for the students understanding?
Many of the students have preconceived ideas about the properties of some of the earth materials, such as clay, and how they behave in
relation to water. This will be something that only experience with the materials will be able to help them observe the actual properties. I
think that students ideas that earth materials like clay and sand mixed with water make up rocks will be hard for them to see, but as we
crush up rocks to look at the minerals, it may become more apparent to them.
6. How do I want students to be thinking about this specific concept or idea?
How are you hoping they would explain the phenomena you showed them? (If your student(s) ideas were already mostly correct, what
would you want them to be able to add on to their ideas in order to think in a more sophisticated way about the ideas they are
discussing? What experiences or ideas would you want them to draw on while thinking about these ideas?)
I want students to be able to come up with solutions that they can justify based on what theyve learned about different earth materials.
If they say they would use clay, I want them to explain their reasoning in a way that demonstrates they understand the properties of clay.
I want students to draw on all their experiences with the different materials. I also want students to be able to talk about what could
cause the differences in earth materials as they observe them.
7. Instructional experiences to move student towards more accurate and sophisticated thinking:
I think that the lesson on how earth materials interact with water will be crucial for students to be able to apply their understandings
when they get to clean up an oil spill. Making a visual chart of each earth materials reactions in water will be something they can
draw upon in the next lesson.
As students observe how their earth materials succeed or fail at cleaning up an oil spill, it would be beneficial for students to develop
an even better solution based on what they observed and backed up by evidence. Reflecting on their solution and improving it is a
part of the scientific process, so giving students this chance, whether or not they actually act it out, would be a good practice for
them.

8. Implications for Unit Planning:

Commonly Held Ideas.

Most students expressed the belief that rocks are made up of materials like clay or sand mixing with water and then
hardening or drying up. They did not seem to recognize that minerals make up rocks.
All students expressed the belief that rocks look different because they might be made up of different things, but their
ideas about what they were made up of were varied.
Many students chose clay as a material to clean up their oil spill, with the reasoning that it would absorb the oil. This is a
misconception that will be disproven when students observe the different reactions of earth materials in water. Clay is
more impermeable than the other earth materials, so students will be able to observe that this would be a better material
for blocking something off than for absorbing something. As students learn about the different compositions of the earth
materials, hopefully they will be able to more appropriately utilize them in their science units.
Many students had the idea of building walls with different earth materials to isolate the spill, so it will be necessary to
emphasize how they can actually clean it up. Blocking it off may be the first step, but they need to clean it up too.
Cultural and Personal Resources for Learning:
In one of the groups I interviewed, a student had lived in Colorado and mentioned that the rocks there were different. So,
taking his background knowledge of different rock types, we might ask questions about why they are different.
Three of the six students interviewed over the course of two groups collect rocks, and were excited very excited to be
talking about rocks. Their excitement and knowledge of rocks theyve seen could spark motivation in other students.
Linguistic, social and academic challenges, resources and supports:
One academic challenge may be differentiating between the different vocabulary to describe earth materials in the unit. As
I was listening to students, I heard many of them use dirt and soil interchangeably. I think rocks and minerals will be
another difference that will be hard for some students to see, although I didnt mention anything about the minerals.
A social challenge for one of my students who has neurofibromatosis, a condition in which tumors can grow on nerves, is
that he sometimes misunderstands social cues. For him, group work in which there are many materials and hands-on
experiences are challenging because he doesnt understand how to share, take turns, or discuss different plans for a
solution. I will need to take this into account when forming groups and place him with students who are especially patient,
cooperative, and helpful.
Students will receive multiple representations of the different concepts: Drawings, charts, hands-on investigations and
discussions around all of this that will help them process the content. This should reach all learners, because they will be
talking about, representing, writing about, active and doing all kinds of activities that accommodate different learners.
For some of my students who are struggling in literacy, in order to accurately assess their science knowledge I may write
their answers as they verbalize them if time is short so that I have a record of their ideas or record using an iPod.
It was interesting that C especially was quiet during most of the interview, but as we were walking back and there was
not a focus on him, he started sharing more ideas that were different from what he had said as we were all sitting down at
a table. Part of my job as a teacher will be to talk individually with my quieter students when I can to get a better idea of
their understandings or provide other supports that help them feel comfortable with sharing ideas.

Instructional Sequence:
Date or
Activity Description
Lesson
Descriptions for each activity should be extremely detailed, and should include
Number question prompts and probes you plan to use during the lesson activities as
(a way to
show
which
activities
happen
on which
days)

well as how you plan to scaffold small and large group discussions to enable
students to share and respond to one anothers thinking and ideas. Your
instructional sequence chart should represent approximately 10 days worth of
science lessons. Remember that for each lesson, or day of teaching, you may
have several activities planned experiences and collecting data and/or
observations, comparing/contrasting and discussing data in small and whole
group to identify large-scale patterns, discussing possible explanations for
patterns, testing explanations or ideas, etc.

Lesson 1

Pose the question: How could we clean up an oil spill using earth materials
responsibly?
Show a video of an oil spill [https://www.youtube.com/watch?v=Fin3eCKo4BA]
in real life. This clip is from Michigan so it will also spark their interest and show
that oil spills are relevant to their life. Discuss why we would want to clean up
an oil spill. Take notes on what students say, which will drive instruction.
Depending on what they believe earth materials are and what types they list
will help know which areas to focus on throughout the unit.

Lesson 1

Activity Function

Activity Modifications

What I-AIM function is

this? Functions should
be taken from the I-AIM
chart and should match
the function
descriptions and order
in the chart.

Explain how you modified or created this activity

to best fit:
your learning goals
the I-AIM/EPE model of science teaching
your students nave or misconceptions
about the topic
your students previous experiences
your students funds of knowledge
the cognitive, physical, linguistic, or
social needs of specific students

Experience
Phenomena/ Establish a
Question

Elicit ideas of what earth materials are. How can we tell them apart? What are
differences between them?
Ask students what the question might mean when it uses the word
responsibly.

I found in my pre-assessment discussion

that none of the students had heard of oil
spills before. The video was added as a
visual support that will help all students
have a shared experience about what an oil
spill is so that background knowledge does
not put them at an unfair disadvantage in
our discussions.

Rather than assume students know the

term responsibly, asking them their
thoughts it prepare them to answer to
question later in the unit.

Several of my students mentioned that

they collect rocks and showed a huge
amount of interest in handling rocks that I
provided during pre-assessment
interviews. Asking questions such as Who
collects rocks? and What do you already
know about rocks? will allow students to

Elicit Students Initial

Ideas

Introduce the unit we will be exploring earth materials, their differences, how
we can tell them apart, and how we can use them responsibly.
Lesson 1

Conduct a brainstorming session to gather students initial ideas about rocks.

This will be done as a whole group discussion on the anchor chart. Ask students
who collects rocks to set interest. Share their experiences collecting rocks, what
they think about rocks, where rocks are found, and what makes up different
rocks. To get students started, give them time to do a think-pair-share. Record
initial ideas in the column of chart titled What do we think about rocks?
Discuss how we could learn more about rocks.

Explore Phenomena for

Patterns

Read Everybody Needs a Rock. In this fiction story a young girl talks about how
to pick out the perfect rock. She is really giving students ideas on how to classify
and look at rocks differently. This will help set up the experience for the
following lesson. After the reading we will go back to the KWL chart. Explain
that we will be using the book to begin our study of rocks and other earth
materials. Ask: Why do you think the author chose the title Everybody Needs a
Rock? Choose one student for each of the ten rule to read aloud. Discuss which
rules refer to using our senses. Ask students to describe the senses the author
uses to find the perfect rock.

become funds of knowledge for other

students
Allowing students to choose their rock
could bring additional interest and
investment to following activities.

Review properties of materials with the class and discuss how they would use
size, texture, shape, color and hardness to choose a rock.
Tell students that for the next lesson, we are going to be looking at different
rock samples. If they have a small rock they would like to use for this, they may
bring it in. Please label the rock and put in a baggy.
Lesson 2

In small groups during center time the students will have an added experience
to learn about how humans interact with earth materials, specifically rocks and
gemstones. These readers are not taught during a science lesson slot but will be
explored throughout the week. We will ask students during small group to point
our specific scientific ideas that are shown in the text. We will later be able to
call on these experiences when students need support in seeing real world
connections to the content that is further explored in the following lessons.

These texts present related content at a

reading level that is appropriate for each
student. This way, each student will have a
different perspective they can add.

This chart will help lead students to from

the P->E to the explanations.
For one student who often refuses to do
work or simply sits there if he is unsure
what to do, the probing questions while
circulating will be especially important to
start the brainstorming process.
For Tier 3 students who struggle to write,
in order to assess their scientific

Explore Phenomena for

Patterns

Leveled Readers from Reading Street Unit 4 Week 3.

Read the following books during small group reading instruction to set interest
in the topic and to give students another experience with rocks.
Leveled readers are titled: I Collect Rocks, Grandpas Rock Kit, Fun with Hobbies
and Science, Gemstones Around the World.
Lesson 3

Review the chart from last lesson and summarize the story Everybody Needs a
Rock. Ask students to add any ideas they may have gained from reading the
leveled readers in the past lesson. We will use what the girl did and allow the
students to go on a rock hunt, if the weather permits; otherwise, we will provide
different rock samples to students to make observations on.
Split students into 5 groups. Pass out a rock to each student. Pass out a hand
lens, cup with water, colored pencils, and metric ruler to each group.

Explore Phenomena for

Patterns

understanding, either write their answer

down as they verbalize or record their
answer on iPod to reference after lesson.

Students will address the following tasks in their journal, page 1 and 2:

Draw and label a picture of your rock.

Complete the chart that describes properties of your rock.

Write any questions you have about your rock from your observations
Write a paragraph that describes your rock.

Make sure to circulate, asking questions to support students in their

observations, such as What are some things you can compare your rock to? or
What other details have you noticed about your rock? Once students have
had enough time to make observations and write in their journal we will take
time to have students share their different questions about their rocks.
Lesson 3

Have all students put their rock in a box. Spread the rocks out on the Elmo. Have
one student read their description of their rock and observations. Point out
descriptions that contain enough detail to identify the correct rocks, and those
that did not have enough detail.
Once several paragraphs have been read, discuss the descriptors that were
most useful. Less descriptive examples: (I.e. My rock is small, big, grey, bumpy,
smooth). More descriptive examples: (I.e. my rock is about the size of my rock
is triangular shaped, my rock is smooth on one side and rough on the other. My
rock is mostly grey with black and pink flecks in it, etc.)Discuss how the
orientation of the rock could also affect how the observations were made.
Record some of the words students use to describe their rocks.

Lesson 3

This is a learning goal that is not in the

standards but is very important for
students to realize. During preassessment,
students were very quick to recognize the
different properties of rocks, but talked
about them in vague terms such as soft.
They should use very descriptive
observations in order to become more
effective in scientific exercises.

This question is included to get students

from the E->P

Explore Ideas about

Patterns

Ask students what they notice about all of the rocks and their descriptions.
The students will notice the pattern that rocks have different colors, sizes,
shapes, textures, and hardnesses based on the different materials that make up
the rock. They will be able to use these traits to later classify the rocks

Identify Patterns

Lesson 4

Review the What We Think About Rocks chart. Any new ideas to add? Are there
any questions about rocks from their observations? Look for ideas that have to
do with what rocks are made of.
Divide the class into groups of 4-5. Give each group two granite specimens, a
hand lens, a cup of water, and have them make observations. Emphasize the
importance of detailed descriptions. Complete page 4 of Student Journal as a
group.

Draw your rock specimen and label your observations.

Predict what you think the different colored particles are that make up
your rock specimen.

Explore phenomena for

patterns

Then, distribute two mineral specimens to each group and allow them time to
make observations and inferences. They will make comparisons to the other
specimens they have observed. Probe students by asking, Do you think they are
made out of different materials or the same?
Lesson 4

By constantly reviewing the charts where

we are tracking student thinking, students
will be able to bridge the gap between
experiences and noticing patterns more
easily.
For Tier 3 students who struggle to write,
in order to assess their scientific
understanding, either write their answer
for them or record their answer on iPod to
reference after lesson

Discuss the difference between the two samples. Ask if the rock is made out of
all the same materials or different materials. What might these materials be?
Tell students that these different materials are called minerals. Ask students to
identify the different colors in their specimen, trying to select the minerals that
most closely resemble the flecks in the rock specimen.

Explore Ideas about

patterns

Multiple experiences with different

minerals makes patterns more evident.

After the above discussion the students

will identify this pattern which would
show their ability to meet the standard
S.IA.03.11: Summarize information from
charts and graphs to answer scientific
questions

Students voiced the opinion in the preassessment that rocks are made up of
materials like clay or sand mixing with
water and then hardening or drying up.

Follow this process for feldspar, mica, quartz, and hornblende.

Write the terms: earth materials, rock, and mineral on the board, discussing
their meanings.
Lesson 4
While the students are discussing the different terms from above we will ask
probing questions such as how are rock and minerals different based from their
observation which will lead them to the pattern that size of particles and colors
differ between rocks and minerals.

Lesson 4

Investigate a small sample of crushed rock, sorting it into categories white,

pink, black, or gray on handout Lets Take Apart a Rock!

Identify patterns

Explore Phenomena for

patterns

They did not recognize that minerals make

up rocks. Their ideas about what rocks
were made up of were varied, but they all
expressed that their composition was the
reason for differences in properties. It will
be important to track whether students
understand this idea or not.

Compare the crushed rock to the mineral samples. Ask what do you notice
about the color of each mineral? Does it match the color of the particles in
granite? What do you think would happen if all the granite particles were
pressed together? What do you notice about the texture of each mineral? Is it
observable in the small pieces too?

Lesson 4

Lesson 4

Lesson 4

Discuss how the specimens with the same color and texture are the minerals.
The specimens with several colors and textures are rocks.

Explore Ideas about

Patterns

Using the discussion above, students should be able to notice that rocks have
different colors, sizes, shapes, textures, and hardness. Ask students why some
rocks are similar and others are very different.

Students explain
patterns

Drawing on the experience of crushing up the rocks and minerals, students

should be able to note that the size of particles and colors differ between rocks
and minerals.

Identify patterns

Lesson 4

Lesson 4

Lesson 4

Ask students, what is the difference between a rock and a mineral? Students
should be able to look at their observations of the two different specimens to
explain that rocks have a mixture of particles while minerals are not a mixture.

Students Explain
patterns

If students do not come to the conclusion themselves, then introduce the

following scientific idea: Rocks are made from different minerals which have
features that help classify them. These features can include color, particle size,
and density. This should help students realize that rocks composition differs
based on the minerals that make it up. This is how we can observe different
colors, shapes, particle sizes, etc.

Introduce scientific
ideas

After students have completed their observation of their specimen by drawing a

picture then predicting what they think the different colored particles are.
Before the students complete the other journal questions which we are using as
an assessment we will Ask students if their observations provided enough

Compare Student and

Scientific Ideas

This helps to students get from

experiences to recognizing patterns.

Asking this question instead of directly

comparing rocks and minerals will help
students get to this conclusion using their
own knowledge

Students should refer back to their

observations if they are having trouble
with this question.
During discussions such as this one, use
discussion prompt cards so students can
equally share ideas (may scaffold
participation for students who are quieter
and dont share thoughts as often).

This makes sure students will meet the

learning goal of S.SE.03.14: Recognize that
rocks are made up of minerals

Continuing to visually track the learning

and ideas of students so they can see them
all in one place.

evidence of what rocks are made of. They will be using their observations to
help fill in the What Can We Conclude column of the What We Think About
Rocks chart. The students will be called on to help add to the chart using the
Elmo or chart paper, which has been used from the first activity.
Lesson 4

Students complete a journal entry:

What evidence in the activity shows that rocks are made up of

minerals?
Two friends are collecting rocks. They found a speckled one with
different colors and an all-white, shiny one. Which one was probably a
mineral? Explain your answer.

Students explain
patterns

If students are stuck, provide them with word cards to help them brainstorm:

Lesson 5

If students are stuck, provide them with

word cards to help them brainstorm:
(Different, evidence, rock, mineral,
speckled, same, color, texture).
For Tier 3 students who struggle to write,
in order to assess their scientific
understanding, either write their answer
that they verbalize or record their answer
on iPod to reference after lesson.

Different, evidence, rock, mineral, speckled, same, color, texture

Ask students what they know about soil. If you were asked to make soil, what
ingredients would you use?
Fill out a What We Think About Soil chart together. Ask how we could find out
more about soil. Listen for ideas about soil samples observations.
Divide students into groups of 4-5. Pass out handout about soil observation
from Earth Materials Log. Then distribute one hands lens and two toothpicks to
each pair. Then measure one tablespoon of soil to each group. As students
make their observations, circulate to elicit ideas and press students to make
detailed observations. After a short amount of time, also distribute about 1
tablespoon of organic material to each group without explaining, telling them
only to compare the two samples.
To probe student understanding, ask questions such as What is a mixture?
Can you give any examples of mixtures? (If not, prompt them to think about
food). Then probe with questions like Can you separate that into different
parts? These will help lead students to see that soil is a mixture of earth
materials and that a mixture can be separated into their different parts.
Relate this experience to the rock and mineral observations they did previously.

Explore phenomena for

patterns

This chart tracks student thinking as they

move throughout the lesson.
Use prior experiences with mixtures like
food to connect them with ideas about soil.

Lesson 5

Ask students to share their observations about their soil samples. How were
their observations similar to the granite and mineral observations?
Write mixture on the board. Ask students for ideas about the term (a
combination of two or more materials). Is soil a mixture? Share the materials
found in different soil samples.

Lesson 5

Lesson 5

Lesson 5

Lesson 5

Explore ideas about

patterns

After probing students by writing mixture on the board and using their
information from the observations of the soil sample they will identify the
pattern that soil is a mixture of other earth materials when asked to provide
examples of mixtures that are natural.

Identify patterns.

Ask students if they could mix a batch of soil. Add 1 teaspoon of each material
(gravel, sand, silt, clay, water, leaf matter, twig or stick pieces) to a bag. As you
add, ask students what this combination of materials is called (a mixture). Is
this mixture soil? Why or why not? How is it similar or different from what they
observed?

Students Explain
patterns

Explain that one important ingredient missing is time. It takes hundreds of years
for materials to break down into smaller pieces.

Introduce Scientific
Ideas

Refer to the What we Think about Soil chart, and complete it with new
conclusions and ideas. Ask, is all soil the same? Why or why not?
Students complete journal entry:

Record what you found in the soil sample

What other materials might you find in a sample of soil?
Give evidence to support the statement: soil is a mixture

Compare Student and

Scientific Ideas

Lesson 6
Show students samples of gravel, silt, soil, sand, and clay. Tell students that the
earth materials we have been observing have been mostly dry; ask them to
predict what would happen if the different materials were mixed with water.
Encourage them to draw on past experiences (i.e. building a sand castle).
Divide students into five groups. Give each group a sample of the oil, a pipette,
a hand lens, scrap paper, wood splints for scooping, and one cup of water. Tell

Explore phenomena for

patterns

Use discussion prompt cards to help

quieter students voice their thinking.

This pattern will help lead students to

meet learning goal: S.SE.03.13: Recognize
and describe different types of earth
materials (mineral, rock, clay, boulder,
gravel, sand, soil)

S.RS.03.15: Use evidence when

communicating scientific ideas
For Tier 3 students who struggle to write,
in order to assess their scientific
understanding, either write their answer
as they verbalize it or record their answer
on iPod to reference after lesson.

Drawing on students past experiences

(like building sand castles) will help them
use past patterns they have observed to
add ideas to the discussion

Based on my pre-assessment discussion

with students, this is a very important
lesson for addressing student
misconceptions. Almost all students voiced

the belief that clay absorbs water, when it

actually does the opposite. I will need to
point out how clay is interacting with
water, and make sure this is clarified so
students can correctly apply this idea in
their assessment task.

them to set aside a small sample of their material on the scrap paper to use
later.
Students write in journals:

Write what you think will happen when the different earth materials
are mixed with water.
Make a chart to record your observations.

Demonstrate how to carefully add one drop of water at a time using a pipette
so they can observe what happens. Circulate as they make observations to help
them deepen their observations. As you walk around, try to help students notice
the different particle sizes in the earth materials.
Then, bring students a full cup of water and ask them to observe what happens
when they put a dry sample of their material completely in the water. Tell them
not to stir, just observe. Record observations in student journals:

Record your observations of each earth material when placed on the

surface of water.
Draw what you observed.

Using a chart to record observations gives

students a different representation than
writing or speaking to record observations
and notice patterns.

For Tier 3 students who struggle to write,

in order to assess their scientific
understanding, either write their answer
for them or record their answer on iPod to
reference after lesson.

Lesson 6

Lesson 6

Lesson 6

Once the groups have had time to explore and make observations about their
sample we will have students share their information from their sample using
the Elmo for other students to see and hear. The students will take notes on
what they hear the groups say about the other samples. Since the students
Share results and data recorded we will then discuss the results. We will discuss
the similarities we found in the different samples the differences and work on
probing students ideas about why that material reacted a certain way in the
water

Explore Ideas about

Patterns

The composition and particle size of earth materials affect their reaction in
water. Explain that between each particle of earth material is space, and the
space is filled with air. When it interacts with water, the water replaces the air
and moves between the spaces of each particle. Ask students to rank the earth
materials from largest spaces between particles to smallest spaces between
particles. (larger particles = larger spaces, smaller particles = smaller spaces)

Identify patterns

Use discussion prompt cards to help

students share their thoughts.

Make a slide on Smartboard to have

students move the earth materials to rank
their particle sizes for visual learners.

For Tier 3 students who struggle to write,

in order to assess their scientific
understanding, either write their answer
as they verbalize it, or record their answer
on iPod to reference after lesson.

This will help lead students to identify a

pattern from the E->P table

If students struggle to begin writing, use

word sort cards to jumpstart thinking:
(Water, air, sand, gravel, soil, silt, clay,
mixture, earth material, particle size,
spaces between particles).

Repeat the observation using soil. Distribute soil and water to each group.
Review that soil is a mixture of earth materials and organic matter.
Record predictions in student journal:

Lesson 6

Predict what you think will happen to the soil sample when placed on
the surface of the water.
Draw what you think will happen.
Draw what you observed.
Tell why you think that happened.

Discuss the behavior of each earth material when mixed with water. Ask
questions such as How did the earth material look? Did the earth material soak
up the water or not? Why did they act that way? Review how the earth
materials behavior are related to their particle sizes. If the particle sizes are
bigger, there is more space for water to fill in. If the particle sizes are smaller,
there is less space for water to go in.

Explore Phenomena for

patterns

Explore ideas about

patterns

Lesson 6
Students write in journal:

Tim and Laurie were looking at a river. They noticed some of the earth
materials in the river that they had been studying in school. Describe
which earth materials they might see. Explain your answer.

Students explain
patterns

Explain why different earth materials mixed differently with water. Use
evidence from your observations in your explanation.

For Tier 3 students who struggle to write,

in order to assess their scientific
understanding, either write their answer
for them or record their answer on iPod to
reference after lesson.

This will connect to student personal

experiences, most students have drank
from a bottle and will be able to see
themselves in Bills shoes.

Talking about these different human

activities will help students see how they
can impact the earth.

If students struggle to begin writing, use word sort cards to jumpstart thinking:

Lesson 7

Water, air, sand, gravel, soil, silt, clay, mixture, earth material, particle size,
spaces between particles

Open with this situation: Bill drank some pop out of a bottle. When he was
finished, he thought about what he should do with the empty bottle.
What is the bottle made from? Glass or plastic. (Glass is made from sand, and
plastics are made from oil and other materials). What are some things he could
do?
List ideas on the board. Review that a positive effect is something that is helpful
for the environment and a negative effect is harmful to the environment.
Determine whether the listed ideas will have a positive or negative effect on the
environment. Ask students to explain why.
Divide the class into groups of four students. Distribute one Human activity
card, one 5 x 8 card, and the Human Acitivity Presentation Checklist. Give
students time to brainstorm positive and negative effects of their activity.
Choose a recorder who will write their ideas down. Give students time to figure
out the roles they will each be playing.

Explore phenomena for

patterns

Students present their human activity problem. Encourage the rest of the class
to ask questions and contribute ideas. After the groups have completed
presentations, write the terms pollution, resource management, land
management, garbage, habitat destruction and energy conservation on the
board. Discuss the meanings.
Ask how all the terms are related. How are they connected to the students
lives? Brainstorm a list of ideas to have a more positive effect on the
environment. Make a list of student ideas.
Lesson 7

Review the situation with Bill and his bottle. Allow students to add any changes
or ideas to initial list, explaining any changes.
Review the human activities studied and how they affect the environment in
positive or negative ways. Recognize that earth materials are taken from the

Explore ideas about

patterns

earth, and once they are made into an item and placed in the trash, a little part
of that natural resource is used up.

Lesson 7

Lesson 7

Lesson 7

By reviewing the situation with Bill and his bottle, the human activity cards,
students should be able to notice the pattern that humans need to be conscious
of the earth materials they use

Identify patterns

Read the book Oil Spill, which details the harmful effects of oil spills and
possible ways of cleaning them up. The students will be seated at the read
aloud chair. While the teacher is reading the students will be tracking with help
from a think-aloud the reasons we could clean up an oil spill and what was used
to help. Discuss why we would need to clean up an oil spill. Use examples from
the text to help students think of man-made materials to clean up and how we
can get a similar effect by using earth materials. This will help students be able
to have a starting place for the following activity.

Apply to similar
contexts with support

This pattern helps students explain the big

question of the unit.

This gives students context and experience

in what oil spills are in a more exciting
way rather than reciting information.

For Tier 3 students who struggle to write,

in order to assess their scientific
understanding, either write their answer
for them or record their answer on iPod to
reference after lesson.

Divide class into groups of four. Show class the oil in the bottle. Tell them they
will have a chance to clean up an oil spill using earth materials. They will only
be able to use limited materials, so they will have to discuss what they are using
first to clean up the oil spill.
Give each group a pie pan with 1 cup of water inside. Place a rock and leaf into
the pie pan. Pour cup oil into the water. Ask students to describe what is
happening as the oil spreads out. What would happen to animals? Tell students
that they have the chance to clean up. At the end, students will measure how
much oil they were able to clean up and how much water remained.
Students brainstorm ideas in Student Journal:

Write a list of the materials you will use to clean up an oil spill.
Write the steps you will take.
Record your observations and data.

Once students complete their plan and gain approval, they make materials from
the material table. Let students carry out their oil-spill cleanup for 10-15
minutes. Remind that each group member should record data and writing
responses.

Apply to new contexts

with fading support

Emphasize that students can only use the materials in their plan. Once they
have used these, they are out.

Lesson 7

Lesson 7

Lesson 7

Ask students to share their experience cleaning up the oil spill. Discuss relation
between their solution and actual scientists. Did the materials work like they
thought they would? Why does the composition of earth materials matter?
How would they change their investigations? Were resources unlimited? Why
do humans need to be conscious of the earth materials they use?

Compare Student and

Scientific Ideas

Building off of the previous conversation in regards to whether materials were

unlimited, students will be able to notice pattern that some earth materials can
run out (non-renewable)

Identify patterns

After students discuss their experience cleaning up the oil spill and after
identifying the patter than earth materials can run out we will probe students
to combine these two ideas into one explanation for how we should responsibly
clean up the oil spill. We will explain to students that humans use earth
materials differently based on their observable features including their
composition, their reaction in water, and their availability, which can have
negative and positive impacts on the environment. Ask students to relate this
to the activity they just completed.

Introduce scientific
ideas

Lesson 7
Students can reflect on discussion to complete journal:

What changes would you make to your investigation if you could

repeat it?
What new methods would you use to clean the oil spill?
Write about one step you are going to take that will have a positive
effect on the environment at your home. Write how your action will
help protect natural resources and the environment.

Reflect on changes in
thinking/understanding

S.IA.03.12: Share ideas about science

through purposeful conversation in
collaborative groups
Questions about whether the resources
were unlimited and why humans need to
be conscious of their use were added in to
make sure students notice the pattern that
earth materials are non-renewable they
can run out!

This final reflection step is one that

students are likely not used to. This was
included to make sure that students are
analyzing their results and learning from
failures or successes.
For Tier 3 students who struggle to write,
in order to assess their scientific
understanding, either write their answer
for them or record their answer on iPod to
reference after lesson.

Detailed Full Lesson Plan

Date you will teach this lesson: March 2nd (2:30-3:25)

Your Name: Sarah Miller

Lesson topic/title: Lesson 3: Rock Hunt and Observations

Grade Level: 3rd Grade

Learning goals:

Content Learning Goal

o GLCE.S.SE.03.13L Recognize and describe different types of earth materials (mineral, rock, clay,
boulder, gravel, sand, soil)
Scientific Practice
o NGSS Science and Engineering Practice 4: Analyzing and interpreting data.
I-AIM Sequence Function(s) and Rationale:

In this lesson, students continue to explore phenomena for patterns, but also move to exploring ideas
about patterns and identifying a pattern from the instructional sequence (rocks have different colors, sizes,
shapes, textures, and hardnesses). Students will learn to make detailed observations of their rock
specimen, looking at different aspects of the properties. Through this lesson, students will deepen their
scientific practice of making observations, learning that the more detailed they are, the more useful they
are throughout the scientific process. Students will also move along in the units instructional sequence as
they learn how to identify the properties of rocks, which leads to the question of why rocks have these
observable properties that are different. This will set up discussion for the next lesson about what rocks
are made up of minerals.

Materials & supplies needed:

Everybody Needs a Rock by Rolf Myller
One rock for every student
Student Journal pg. 1-2
Hand lens for each table group
Cup of water for each group
Colored pencils
Ruler for each group
Elmo projector
SmartBoard
Procedures and approximate time allocated for each event
Introduction to the lesson
To connect with previous experiences, review the chart What We Think About
Rocks from the previous lessons where students have listed what they know about
rocks, what they want to know about rocks and any conclusions that they have
come to based on the first lesson experiences. This chart is a place for students to
track questions about rocks, make predictions, and then come to conclusions based
on the experiences they have had. By the end of the next lesson comparing rocks to
minerals, they should have a completed chart. By reviewing the chart,
What We Think About Rocks

Connections to students
prior experiences and
cultural/personal resources
for learning such as
cognitive, social and
linguistic support during
each event:

Connect to students
experiences in the first

What do we think
about rocks?

How can we find

out?

What do we conclude?

After this has been completed, ask for a volunteer to summarize the story
Everybody Needs a Rock by Rolf Myller. Browse through pages if students need a
reminder of the book. Referring back to how the girl in the book picked a rock, take
the class on a rock hunt outside (weather permitting). Make sure to have a back-up
supply of rock samples in case of bad weather or lack of time for students to select
from to make observations on. Encourage students to pick a rock that fascinates
them personally.
(10 minutes)
OUTLINE of each activity during the lesson
Once all students have their rocks, tell students that we will be carefully observing
our rocks so that we can later compare how all our rocks are similar and different.
This is a practice that scientists do regularly to share information with each other,
and the more detailed the observations are, the more useful they are for the
purpose of an investigation. Split students into 5 groups. Students will push desks
together to form a table group. Pass out a hand lens, cup with water, and ruler to
each group. Students can also take rulers out of their desks. Pass out journal pages
1 and 2. Discuss the chart pictured on journal page (shown below):

lesson where we read

Everybody Needs a Rock.
Draw on prior student
experiences of students who
collect rocks to direct other
students in how to pick out a
good rock for observation.
Several students in
preassessments said they
collect rocks, which will help
them personally connect
with this lesson and share
their previous experiences
with other students who do
not collect rocks.

Continue to fill in anchor

chart What We Think About
Rocks to have a visual
reminder of student thinking
across lessons for visual
learners.

If students are unsure what any of the column titles mean, discuss them.
Demonstrate how to tell whether a rock sinks or floats with the cup of water. Read
each of the steps aloud that students will be completing on the journal page:
Draw and label a picture of your rock.
Complete the chart that describes properties of your rock.
Write any questions you have about your rock from your observations.
Write a paragraph that describes your rock.
As students are working, circulate to ask questions that support students in their
observations, such as:

What are some things you can compare your rock to?
What other details have you noticed about your rock?
Can you explain what you have observed so far? What evidence do you
have for your explanation?

Choose students with ADHD

to help pass out materials so
they are moving and active.

How would you describe the properties of your rock? Use evidence from
your observations.
What do you mean when you say?
How can you measure the size of your rock? What units will you use?
How is your rock similar or different to other rocks?
What questions do you have about your rock?
(15 minutes)
Once students have had enough time to make observations and write in their
journal, gather on carpet area and complete a chart like the one in their journal
page, tracking how many rocks were hard/soft, a certain color, sink/float, etc. Ask
students to use the chart to make claims about the data and analyze it. Model what
this might look like first, giving an example with the data such as When I look at
the chart, even though my rock was black and white, I can see that most rocks were
grey. 15 people had a grey rock, which is the color with the highest amount of
people. This shows me that although rocks are not always the same, a lot of rocks
share a similar color. After modeling, have students try to make claims based on
the data collected from our observations.
Take time to share students questions about their rock. List these questions on the
SmartBoard to track student thinking. Guide students to build off each others
questions using discussion prompt cards with sentence starters such as I wonder
that as well, because Point out that because should be followed by evidence
from observations. Model this structure for students.
Once a broad selection of questions have been recorded, tell all students to put their
rock sample in a box. Bring students back to guided reading table with their journal
pages and spread all rocks out on the table. Students should encircle the table. Have
one student read their description of their rock and observations. Other students
will use that description to pick out the rock that the other student was describing.
Repeat this sequence as many times as time allows. Make sure to point out
descriptions that contain enough detail to identify the correct rocks and those that
did not have enough detail. What was the difference between these descriptions?
Ask students, how is this similar to what scientists do? What is the purpose of doing
this? Making detailed observations is part of what scientists do; they often share
their observations, and if they arent detailed enough, they wont give the important
information to other scientists.
Once several paragraphs have been read, discuss the descriptors that were most
useful.

Less descriptive examples: (my rock is small, big, grey, bumpy).

More descriptive examples: (my rock is about the size of my rock is
triangular shaped, my rock is smooth on one side and rough on the other.
My rock is mostly grey with black and pink flecks in it, etc.)

For Tier 3 students, accept a

verbal response for question
4 from journal page,
recording with iPod to
reference later.

Discuss how the orientation of the rock when it was observed could also affect how
the observations were made. Push students to back up arguments with evidence,
using a concrete example of a specific rock, using different orientations.
Record some of the particularly descriptive words students used to describe their
rocks, collecting a variety of descriptions of rocks in a chart. Leaving the chart up,
gather students at the carpet to debrief the lesson.
(15 minutes)
Closing summary for the lesson
Ask students what they notice about all of the rocks. Were they all different? All the
same? What were some of the different properties the rocks had? What can we
take away from this? Push students to construct an explanation for why we can
observe these differences in rocks. Use discussion prompt cards to vary participation
and encourage students to respond to each other and build off of each others ideas
(prompts include sentence starters such as I think because). Make sure that
students come to the conclusion of noticing the pattern that rocks have different
colors, sizes, shapes, textures, and hardnesses. Point out that we will be
investigating why this is in the next lesson.
If time allows, have students do a rewrite of their rock observation to include more
detailed observations on page 3 of their student journal.
(10 minutes)

Ask students who moved

from Colorado, Japan, and
New Jersey whether the
rocks there are different
from the ones we found here
or not. Ask students to share
specific ways they were
different.
Add this observation of the
pattern to the What We
Think About Rocks chart to
provide a visual tracking of
student learning. Include
pattern in the What do we
conclude column of the
chart.

Sentence starter prompts

may help quieter or less
confident speakers
formulate their ideas and
contribute to discussion.
Formative assessment
Record the discussion with iPod Voice Memo to capture current student thinking at
the end of lesson Do they notice the differences and similarities between rock
samples? What are some of the observable differences between rocks (hardness,
color, shape, size, texture)? What do they think causes these differences? Do they
have any idea what rocks are composed of? This is a key piece to know as formative
assessment for the next lesson
Using student journals, analyze whether students were able to make detailed
observations of the rocks, completely fill out their chart, and whether they were
able to accurately describe their rock. If time permits, I will also have the rewrite of
their description to see the improvement from their first description to their second.

Differentiation for
assessment:

For students writing in their

journals, I will accept a
verbal response from Tier 3
students who have a hard
time putting their thoughts
into writing. This will allow
me to accurately assess their
scientific understanding,
instead of their writing
ability.

Sources Used:

Baylor, Byrd. Everybody Needs a Rock. Aladdin, 1985. Provides common experience and background
knowledge the students need to relate to an activity in which they explore and classify rocks that are provided.

Berger, Melvin. Oil Spill! Harper Collins, 1994. This book introduces children to the causes of oil spills, the
ecological damage they cause, and the ideas developed to deal with them.

Earth and Me. Battle Creek Area Mathematics & Science Center, 2008. One unit of a curriculum developed by
area teachers to provide standards- and inquiry-based science for elementary students.

GLCE. 2008. Grade Level Content Expectations: Michigan. Michigan Department of Education.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The
National Academies Press.