EdTPA Indirect Instruction Lesson Plan Template

Youre a Geologist!
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Central Focus/Big Idea: Types of Rocks
Subject of this lesson: Classifying and determining between rocks and understanding the rock cycle
Grade Level: Fourth grade
NC Essential Standard(s): 4.P.2.3 Classify rocks as metamorphic, sedimentary or
igneous based on their composition, how they are formed and the processes that
create them.
Next Generation Science Standard(s): 4-ESS2-1. Make observations and/or measurements
to provide evidence of the effects of weathering or the rate of erosion by water, ice,
wind, or vegetation.
21st Century Skills: Collaboration- Students are expected to work together in groups to determine the
type of rock in each group. Creativity and innovation- Students are expected to investigate each rock by
observing the different characteristics of each of them.
Academic Language Demand

Language Function:
The Students are expected to categorize the rocks according to their characteristics. The

students are also expected to explain the different characteristics they observe within each
group of rock.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: metaphoric, sedimentary, igneous, erosion, weathering, heat and pressure,
magma, texture, layering

Instructional Objective: What specific learning objective are you going to use? What are the students
going to be expected to learn? How will you know? Does your instructional objective include:
conditions, performance, and criteria?
Students will be able to distinguish between metamorphic, sedimentary, and igneous rocks. They are
expected to be able to describe the process that each rock must go through to be formed. Students will
independently be given a 3 question assessment that will ask them to describe how a metamorphic,
sedimentary and igneous rock is formed.

Prior Knowledge (student): Students should understand characteristics of rocks and have somewhat of an
understanding on the 3 rock types
Content Knowledge (teacher): The teacher should have watched the video that will be played at the
beginning of the lesson. The teacher should also have an understanding on each rock. The teacher should
understand how they are formed and how to distinguish between each type. The teacher should also be
prepared to ask the students questions during and after the lesson so they can develop a deeper
understanding of the topic.
Accommodations for special needs (individual and/or small group): I will be sure that all students with
physical disabilities are close to the front of the room so they can see/hear the video. I would also be sure
to pay close attention to these students during each lesson and activity to make sure they have an
understanding. If students need more detailed instruction, I will spend time with these students after the
whole class instruction.
Materials and Technology requirements: What materials do you (as teacher) and students need? What
resources will be used? If materials are exotic, where can they be found? You need to be specific with
the amount of stuff you will need.

SmartBoard
Video clip- https://www.youtube.com/watch?v=pm6cCg_Do6k
Rock collection (provided by classroom teacher)
3 paper plates for rocks to be placed on
Youre a Geologist chart worksheet
The Rock Cycle worksheet
Paper and pencil

Total Estimated Time: This lesson should take about 45 minutes

Source of lesson:

Websites
o : http://www.education.com/lesson-plan/the-three-types-of-rocks/
o http://www.thudscave.com/petroglyphs/pdf/rockcycle.pdf

Safety considerations: I will keep students safe by explaining to them that the rocks are to be kept on the
table or in your hand while sitting with your group. I will also explain that the rocks are not to be thrown
to anyone. The rocks must be in your hand or on the table at all times.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed
enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe
your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan.
Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for
each section. This needs to include higher-order questions.

Engage: Before I play the video, I will discuss with the students what they learned last week. Can
anyone remind me what the three types of rocks are? Then, I will play the video that discusses the
differences between rocks and introduces the rock cycle.
https://www.youtube.com/watch?v=pm6cCg_Do6k
While the students are watching the video, I will stop it in between each rock description to be sure that
they understand the information that was presented to them. Which rock is being described here?
What is different between this metaphoric rock and the sedimentary rock we saw earlier? What do you
notice about this rock?
If there is a technical issue, the class will be read information on the types of rock and they will vote on
whether the statement is true or false.
Statements to be read:
o

Igneous rock is formed when magma cools and hardens (true)

Igneous rock may form above or below the Earth's surface (true)

o
o
o
o

Sedimentary rocks are formed by weathering and erosion (true)

Sedimentary rocks do not form layers (false)
Metamorphic rocks are formed from the magma of volcanoes (false)
Metamorphic rocks are formed by heat and pressure (true)

Explore: Students will be broken into 3 groups. One of the groups will be placed with the sedimentary
rocks (table A), another group will be placed with the metamorphic rocks (table B) and the last two will
be placed with the igneous rocks (table C). The students task will be to determine which rock type they
are observing. Each group has been given either a metamorphic, sedimentary, or igneous rock. Your job
as a geologist is to first fill out the chart that lists the characteristics of the rocks and then you will
determine the type of rock based on those characteristics. The groups will rotate every 5 minutes
between rocks until each group has observed and determined all three rocks. As the students are working
with their groups, I will rotate around the classroom to answer any questions the students might have
concerning the rocks. I will also offer the students questions to help them understand the difference more
in depth. Can you describe to me the rock particles that make up this rock? What type of layers do you
see? Does this rock feel heavy or light and brittle? Why do you think that is?
Explanation: Students will return back to their seats. I will ask a few students to share their thoughts and
conclusions on the rocks they observed. Who knows which type of rock was at station A? How about
station B? How do you determine which rock it was? What makes the rocks at station A different from
station B and C? How do you think those rocks were formed? How does a sedimentary rock become a
metamorphic rock? What is erosion? Which rock is formed through heat and pressure? We will have a
discussion on each type of rock and explain what causes them to form.

Elaborate: The students will be asked to complete the rock cycle worksheet. This worksheet explains the
different steps of the rock cycle and the formation from one rock to another. They will complete this
assignment independently, but I will rotate around the room to help any students who may be need it. I
will also be sure to propose several questions to keep the students interested and on task while they
complete the activity. What process does an igneous rock have to go through in order to form a
metamorphic rock? How is this different from a sedimentary rock? Which rock is formed through heat
and pressure?
Evaluate: How will you assess each students progress toward the stated objective(s)? What evidence
will be collected? What type of assessment will be used (formal, informal, formative, summative)?
Summative assessment: 3 questions will be asked about the rocks. The students will write their answers
on a blank sheet of paper.
How is a metamorphic rock formed?
How is a sedimentary rock formed?
How is an igneous rock formed?
Formative assessment: The questions I asked throughout the lesson and during the activities.
To be complete after the lesson is taught as appropriate
Assessment Results of all objectives/skills: There were 23 students who were present during the lesson.
20 of the students earned the full credit on the assessment. The remaining 3 students lost points for either
leaving an answer blank or mixing up the formation of metamorphic and sedimentary rock.
CT signature/confirmation: Stephanie Rolow Date: 3/21/2016