1
Shelby Matsko
Step 1: Graphic Organizer
Unit Lesson Planning Template
Earth and Earths Materials
Objectives
1 After completing interactive notebook on
the physical characteristics of
metamorphic, igneous, and sedimentary
rocks, students will create a diagram to
show the steps and connections between
these rocks in the rock cycle.
2 Students will create a representation of the
Earths layers through the use of different
food materials in order to demonstrate an
understanding of the different layers
characteristics.
ECD 526
Integrated Unit Assignment
August 2, 2016
Activities/Assessment
1. Literature focus unit on The Rock
Cycle by Sally Morgan
2. Throughout the lesson, students will
communicate their understanding
through using their whiteboard to
show their answers. This will vary
from independent to table work and
responses. Students will also
demonstrate understanding through
raising their hand and giving verbal
responses to questions from the
teacher.
3. Completion of their diagram
4. Demonstration of understanding will
be shown when students are given a
diagram with missing pieces and they
are able to fill in the missing elements.
The teacher will draw and present
three different scenarios for the
students to correctly complete the
diagram with the appropriate term.
1. Understanding will be demonstrated
through communication, labeling, and
active participation. This will take
place in students initial conversations
about their digging discoveries, notes
taken during the movie, and table talk
about the presented diagram.
2. Correct labeling of their food diagram
3. On a blank piece of paper, students
will use colored pencils in order to
draw a diagram of their edible layers.
They will then label each layer and
write two facts about each layers
attributes.
4. Completing the word sort will
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demonstrate understanding of key

characteristics of each layer.

3 Students will choose one profession that 1. At the end of the researching period,
involves Earths materials to research and students will turn in their findings.
create a brochure to provide to their Teacher will then go through their
classmates. Mastery will be demonstrated research in order to make sure students
when a student includes three pictures, are on the right track to finding the
one paragraph on the professions duties, required information.
one paragraph on the Earth material used, 2. Students will be given time to
and one paragraph on the most interesting collaborate on their research
piece of information they found on their information through literature circles.
profession. 3. Writing workshop
4. Based on the professions and
information presented in brochures,
the teacher will create a multi-choice
quiz with one question from each
student about their Earth materials
profession. Students will complete the
quiz independently.
Day 1
Standard Learning Activity T S
Strand 6: Concept 1: PO 2. Students will listen to The Rock Cycle rap on the X
Describe the different types following YouTube clip:
of rocks and how they are https://www.youtube.com/watch?v=pxSQbdmMkU4
formed: metamorphic, Students will write down vocabulary terms and what
igneous, sedimentary any facts they remember from the song on their group
whiteboard

Teacher will place blank model of continuous rock X

cycle on the board. At each corner of the triangle, she
will place the names of the three rocks. As a whole
group, class will discuss what two actions or items
are needed to take place in order for a rock to go
from one form to another.

Teacher will then ask higher level thinking questions

in order for students to see that the cycle does not
always travel in a triangle, but rather can go in any
direction. Teacher will then add arrows and
action/items to model.

Teacher will provide students with a cut out and X

mixed up puzzle including the three rock types as
well as the actions/items needed to change rock
forms.
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Students will work to create their own diagram of the X

rock cycle. They may use whatever art materials they
choose to represent the three different types of rocks.
Some materials available will be foam, glitter, foil,
paper, marker, etc. Students will need to create as
well as label each item they place on their diagram.

HW Students will complete worksheet with vocabulary X

terms in order to demonstrate understanding.
Day 2
Standard Learning Activity T S
Strand 6: Concept Students will go outside to the garden in groups of five. Each X
1: PO 1. Identify group will pick a different place to dig a hole. Two students
the layers of the will be the diggers, two will be observers, and one will be
Earth: crust, mantle, the recorder. Students will work together to document what
core (inner and they observe as they dig in their area of the garden. Students
outer) will come back to the class to discuss what they observed
paying special attention to what happened to the Earth
materials as they dug further into the ground.
Students will watch video which gives a brief introduction to X
Earths layers. They will take notes on their diagrams about
specific details for each layer.
https://www.youtube.com/watch?v=N9ncfAsmiSg
Teacher will show how each food material is a representation X
of the Earths layer based on the details described by the
class and in the movie.
Teacher will then demonstrate how to use those materials to
create a replica of the Earths layers. Teacher will pass out
food materials to students. Students will then manipulate the
materials in order to show representation of the Earths
layers attributes.

Crust: Crushed cookie portion of Oreos

Mantle: Dry vanilla cake batter
Inner Core: Crushed regular Cheetos
Outer Core: Crushed hot Cheetos

Students will take each separate layer and appropriately pour X

them in a clear cup to show the way in which the Earths
layers are organized.
Students will then use a Sharpie marker to divide and label
each layer on the outside of their cups.
On a blank piece of paper, students will use colored pencils
in order to draw a diagram of their edible layers. They will
then label each layer and write two facts about each layers
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attributes.
HW Students will work with their table mates in order to cut, X
color, and paste the word sort under the appropriate column
for Earths layers.

Day 3
Standard Learning Activity T S
Strand 6: Concept The teacher will set up different stations for students to self- X
1: PO 6. Describe explore
ways humans use 1. Archeologist: fossils and rocks with bones in
Earth materials them will be available for students to explore
2. Soil Scientist: Large tub of soil with different items
will be available for students to explore
3. Meteorologist: soda bottle tornado, hail (ice), and
fake snow will be available for students to explore
Students will record questions they have as they explore.
They will also write down any aha moments they have about
Earth materials or the selected professions.
Teacher will pass around different brochures to show X
students what type of information they provide as well as the
basic layout. Teacher will also discuss previous research
tools and techniques used in previous lessons/activities

Teacher will provide students will possible websites to use

for research. Teacher will also provide paper for students to
take notes on while conducting research. Teacher will
provide students with template outlines as well as the
opportunity to print any pictures they would like to include
on their brochures.
Students will complete their brochures by drawing or X
printing pictures and writing their paragraphs based on their
research.
Students will have a day to walk around and pass out their X
brochures to their classmates. Students will then be allowed
time to go around and ask the author/creator of the brochure
any questions they may have about the profession they
researched.
HW Based on the professions and information presented in X X
brochures, the teacher will create a multi-choice quiz with
one question from each student about their Earth materials
profession. Students will complete the quiz independently.
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Step 2: Narrative Overview

Targeted Grade Level: Third Grade

Selected Theme/Subject/Skill: The theme for this unit has main emphasis in science, but also
incorporates reading, writing, art, and technology. As noted on the graphic organizer, the unit
theme is Earth and Earths materials.

Rationale:
This unit is designed to get students thinking about what makes up our Earth. Students
will not only get first hand experience with identifying physical characteristics, but they will be
able to see the connections from the smallest pebble all the way to entire make up of our planet.
They will learn about the three basic rock types and how each one is formed. Using that
knowledge, students will examine Earths layers both inside and out! Finally, students will use all
knowledge gained in the unit to identify how rock contributes to everyday life needs, wants, and
functions.
I chose this unit because there is a certain wonder that comes from learning about our
Earth that the vast majority of third graders tend to have. Additionally, it is a topic that provides
for cross content learning to easily take place as well as various modalities to be introduced to
students. Through the main unit topic of Earths materials, it is easy to spiral learning to more
specific mini-lessons based on the direction the students want to go. This highly engaging topic
gets students excited to explore not only Earth, but other planets, galaxies, and topics far, far,
away!

Unit Focus:
Students will gain the beginning understand of what makes up the Earth. They will learn
about Earths different layers as well as what each layer consists of. Additionally, students will
take a more in-depth look at the three types of rocks to determine how they are different, but also
similar in their physical characteristics. Through this, they will be able to identify a rock based
on the characteristics. Lastly, students will learn about how rocks are formed through the rock
cycle and how humans use them in everyday life.
In addition to learning about rocks, students will incorporate language art skills through
the use of literature focus units, literature circles, and writing workshops in order to enhance
their learning. Art and technology will also be integrated into the unit. Students will begin to
understand through first hand experience how all learning is intertwined. They will use their
decoding and comprehension, writing, collaboration, technology, and art skills in order to assist
them in better understanding all about our Earths materials.

Content Area Integration:

While creating a diagram of the rock cycle, the third grade students will:
Subject Arizona Standard(s)
Social Studies Concept 2: Strand 4: PO 2. Describe how physical and
human characteristics of places change
Art Anchor Standard 2: Individually or collaboratively
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construct representations, diagrams, or maps of places that

are part of everyday life
Language Arts Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 3
topics or subject area. (3.RI.4)

Determine the main ideas and supporting details of a text

read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
(3.SL.2)
Technology Concept 2: PO 2. Identify and describe how aspects of a
situation change using models or simulations.

While creating a representation of Earths layers, the third grade students will:
Subject Arizona Standard(s)
Social Studies Concept 1: Strand 4: PO 5. Construct charts and graphs to
display geographic information.
Art Anchor Standard 2: Individually or collaboratively construct
representations, diagrams, or maps of places that are part of
everyday life
Language Arts Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 3
topics or subject area. (3.RI.4)

Determine the main ideas and supporting details of a text

read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
(3.SL.2)

While researching and creating a brochure on an Earths materials profession, the third
grade students will:
Subject Arizona Standard(s)
Social Studies Concept 1: Strand 5: PO 6. Discuss how producers use
natural, human, and capital resources to create goods and
services.

Concept 3: Strand 4: PO 6. Discuss the major economic

activities and land use

Concept 2: Strand 5: PO 1. Discuss different ways

individuals can earn money.
Language Arts Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 3
topics or subject area. (3.RI.4)

Use text features and search tools (e.g., key words, sidebars,
 7

hyperlinks) to locate information relevant to a given topic

efficiently. (3.RI.5)

Compare and contrast the most important points and key

details presented in two texts on the same topic. (3.RI.9)

Write informative/explanatory texts to examine a topic and

convey ideas and information clearly (3.W.2)

Conduct short research projects that build knowledge about a

topic. (3.W.7)
Technology Strand 1: Concept 1: PO 1. Evaluate information to generate
ideas and processes.

Strand 3: Concept 1: PO 1. Determine key words for use in

information searches.

Strand 3: Concept 2: PO 1: Conduct a search using keywords

to narrow or broaden a search. PO2: Select and use primary
and/or secondary sources

Step 3: Unit Overview Table

I was unable to incorporate all of my information into the table. I followed the format it
provided, but took away the confinement that the boxes added.

1. Activity: Create a diagram of the rock cycle

After completing interactive notebook on the physical characteristics of metamorphic, igneous,
and sedimentary rocks, students will create a diagram to show the steps and connections between
these rocks in the rock cycle.
1. Students will listen to The Rocky Cycle rap on the following YouTube clip:
https://www.youtube.com/watch?v=pxSQbdmMkU4
Students will write down questions they still have about the rock cycle they have from
the song on their group whiteboard. Students will discuss questions with table mates.
After song is finished, teacher will conduct whole group reading of The Rock Cycle by
Sally Morgan.
2. Teacher will place blank model of continuous rock cycle on the board. At each corner of
the triangle, she will place the names of the three rocks. As a whole group, class will
discuss what two actions or items are needed to take place in order for a rock to go from
one form to another.
Teacher will then ask higher level thinking questions based on The Rock Cycle in order
for students to see that the cycle does not always travel in a triangle, but rather can go in
any direction. Teacher will then add arrows and action/items to model.
3. Teacher will provide students with a cut out and mixed up puzzle including the three rock
types as well as the actions/items needed to change rock forms. Students will work
 8

together as a table group to properly place the rock types and actions/items in a logical
order.
4. Students will complete worksheet with vocabulary terms
5. Students will work to create their own diagram of the rock cycle. They may use whatever
art materials they choose to represent the three different types of rocks. Some materials
available will be foam, glitter, foil, paper, marker, etc. Students will need to create as well
as label each item they place on their diagram.

Standards:
Science: Strand 6: Concept 1: PO 2. Describe the different types of rocks and how they are
formed: metamorphic, igneous, and sedimentary
Social Studies: Concept 2: Strand 4: PO 2. Describe how physical and human characteristics of
places change
Art: Anchor Standard 2: Individually or collaboratively construct representations, diagrams, or
maps of places that are part of everyday life
Language Arts: Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topics or subject area. (3.RI.4)
Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally. (3.SL.2)
Concept 2: PO 2. Identify and describe how aspects of a situation change using models or
simulations.
Materials:
You Tube video: https://www.youtube.com/watch?v=pxSQbdmMkU4
The Rock Cycle by Sally Morgan
White board, dry erase marker, completed rock cycle diagram, rock cycle puzzle
Art materials for diagram creation, markers, glue, pencils, scissors
Comprehension Strategies and Instructional Procedures:
Drawing inferences: Students quickwrite about an inference theyve made (notes during the read
loud)
Monitoring: Students think aloud to demonstrate how they monitor reading (during and after
read aloud)
Questioning: Students brainstorm a list of questions before reading (creating questions after
hearing the rock cycle rap, but before the read aloud)
Questioning: Students will ask questions during grand conversations and other conversations
Summarizing: Students create visual summaries on charts using words, diagrams, and pictures
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Assessment:
Using academic vocabulary found in The Rock Cycle in order to complete their diagrams
Diagrams complete and in compliance with rubric expectations

2. Activity: Earths edible layers

Students will create a representation of the Earths layers through the use of different food
materials in order to demonstrate an understanding of the different layers characteristics.
1. Students will go outside to the garden in groups of five. Each group will pick a
different place to dig a hole. Two students will be the diggers, two will be observers,
and one will be the recorder. Students will work together to document what they
observe as they dig in their area of the garden. Students will come back to the class to
discuss what they observed paying special attention to what happened to the Earth
materials as they dug further into the ground.
2. Teacher will provide students with a completed diagram of the Earths layers
including the crust, mantel, and core to discuss with table mates. Students will be
given a variety of books to choose from in order to complete literature circle. The
books will be informational texts in a variety of formats in order for students to
choose which best suits them. They will take notes on their diagrams about specific
details for each layer based on information found during their literature circle.
3. Teacher will show how each food material is a representation of the Earths layer
based on the details described by the class and in the movie. Teacher will then
demonstrate how to use those materials to create a replica of the Earths layers.
4. Students will work with their table mates in order to cut, color, and paste the word
sort under the appropriate column for Earths layers. Completing this word sort will
demonstrate understanding of key characteristics of each layer.
5. Teacher will pass out food materials to students. Students will then manipulate the
materials in order to show representation of the Earths layers attributes. Students will
take each separate layer and appropriately pour them in a clear cup to show the way
in which the Earths layers are organized. Students will then use a Sharpie marker to
divide and label each layer on the outside of their cups.
6. On a blank piece of paper, students will use colored pencils in order to draw a
diagram of their edible layers. They will then label each layer and write two facts
about each layers attributes.
Standards:
Science: PO 1. Identify the layers of the Earth: crust, mantle, core (inner and outer)
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Social Studies: Concept 1: Strand 4: PO 5. Construct charts and graphs to display geographic
information.
Art: Anchor Standard 2: Individually or collaboratively construct representations, diagrams, or
maps of places that are part of everyday life
Language Arts: Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topics or subject area. (3.RI.4)
Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally. (3.SL.2)
Materials:
YouTube video: https://www.youtube.com/watch?v=N9ncfAsmiSg
Crust: Crushed cookie portion of Oreos
Mantle: Dry vanilla cake batter
Inner Core: Crushed regular Cheetos
Outer Core: Crushed hot Cheetos
Clear cups, Sharpies, shovels, paper, pencils, white boards, dry erase markers, diagram of Earths
layers, completed food model of Earths layers, scissors, colored pencils, markers, crayons, glue,
Earths layers word sort
Comprehension strategies and instructional procedures:
Activating background knowledge: Students will connect knowledge from the rock cycle (i.e.
types of rocks) to where they are and how they help form Earths layers
Visualizing: Students draw pictures from a book theyre reading
Summarizing: Students create visual summaries on charts using words, diagrams and pictures
Assessment:
Proper use of academic vocabulary
Completion of word sort
Appropriate use of edible materials to create representation of Earths layers with correct
labeling
3. Activity: Research an Earth materials profession to create a brochure
Students will choose one profession that involves Earths materials to research and create a
brochure as a group to provide to their classmates. Mastery will be demonstrated when students
includes three pictures, one paragraph on the professions duties, one paragraph on the Earth
material used, and one paragraph on the most interesting piece of information they found on their
profession.
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1. The teacher will set up different stations for students to self-explore

a. Archeologist: fossils and rocks with bones in them will be available for students
to explore
b. Soil Scientist: Large tub of soil with different items will be available for students to
explore
c. Meteorologist: soda bottle tornado, hail (ice), and fake snow will be available for
students to explore
Students will record questions they have as they explore. They will also write down any aha
moments they have about Earth materials or the selected professions. Students will choose one
question to focus on.
2. Teacher will pass around different brochures to show students what type of information
they provide as well as the basic layout. Teacher will also discuss previous research tools
and techniques used in previous lessons/activities.
3. Teacher will provide students with books and possible websites to use for research.
Teacher will also provide paper for students to take notes on while conducting research.
Teacher will also present a completed example of Earth materials profession to give
students an idea of expectations. Students will then begin research on Earths material
profession.
4. Students will be given time to collaborate on their research information with other
classmates to check for understanding. Students will give feedback on if information is
sufficient enough. Teacher will provide students with template outlines for their
brochures.
5. Teacher will conduct a writing workshop with students throughout their research in order
to assist with proper writing techniques and developments.
6. Students will complete their brochures by drawing or printing pictures and writing their
paragraphs based on their research. Students will have a day to walk around and pass out
their brochures to their classmates. Students will then be allowed time to go around and
ask the author/creator of the brochure any questions they may have about the profession
they researched.
7. Based on the professions and information presented in brochures, the teacher will create a
multi-choice quiz with one question from each student about their Earth materials
profession. Students will complete the quiz independently.
Standards:
Science: PO 6. Describe ways humans use Earth materials
Social Studies: Concept 1: Strand 5: PO 6. Discuss how producers use natural, human, and
capital resources to create goods and services.
 12

Concept 3: Strand 4: PO 6. Discuss the major economic activities and land use
Concept 2: Strand 5: PO 1. Discuss different ways individuals can earn money.
Language Arts: Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topics or subject area. (3.RI.4)
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently. (3.RI.5)
Compare and contrast the most important points and key details presented in two texts on the
same topic. (3.RI.9)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
(3.W.2)
Conduct short research projects that build knowledge about a topic. (3.W.7)
Technology: Strand 1: Concept 1: PO 1. Evaluate information to generate ideas and processes.
Strand 3: Concept 1: PO 1. Determine key words for use in information searches.
Strand 3: Concept 2: PO 1: Conduct a search using keywords to narrow or broaden a search.
PO2: Select and use primary and/or secondary sources
Materials:
Archeologist, soil scientist, and meteorologist stations, pencil, science journal, various brochures,
research tool sites, research recording paper, completed Earths material profession brochure,
Earths materials profession quiz
Comprehension strategies and instructional procedures:
Questioning: Students brainstorm a list of questions before reading about what they want and
need to know about their profession
Setting a purpose: Students identify their purpose for research in a discussion with their group
members before beginning to read
Determining Importance: Students create graphic organizers to organize the information found in
their research
Monitoring: Students think aloud to demonstrate how they monitor their reading during their
research
Visualizing: Students draw pictures of what they read in their research to complete their
brochures
Assessment:
Checking for understanding in research gathered as well as in conversation during literature
circles and group work
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Completion of brochure will be assessed in line with rubric

Completing quiz on professions presented by student brochures
Approaches to Instruction for entire Unit:
Literature Circle:
a. Creating a brochure: Groups choosing their Earth materials profession book to study
and learn from as well as conduct research using multiple research tools/websites to
obtain information on their profession
b. Edible Earth layers: students will choose from a variety of Earth layer books in order
to gather information about each layer. Books will vary in ability, format, and style in
order for students to choose based on what they like.
Writing Workshop:
a. Writing workshops will take place during research time of the creating a brochure
activity in order to use the writing process and refine their work before making the
final brochure product. The workshop will focus on combing information gathered in
a group to create the best collective brochure on their chosen profession.
Literature Focus Unit:
a. The Rock Cycle by Sally Morgan will be the literature focus for the create a rock
cycle diagram and will continue to be referenced throughout the unit for reference as
well as proper academic vocabulary
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References
Morgan, S. (2011). Nature's Cycles: The Rock Cycle. Library Binding.
Tompkins, G. E. (2013). Literacy for the 21st Century: A Balanced Approach (6th ed.). Pearson.