KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM LESSON PLAN FORMAT

Teacher Candidate: Caroline Bruder_________________________________ Cooperating Teacher: _________________________________________________ Group Size: 24_________________ Allotted Time: 45 minutes Subject or Topic: Rock Cycle Date: September 23rd, 2014 Coop. Initials: ________________ Grade Level: 3rd Section: _____________________

STANDARD:
A. 3.2.3.A3. Demonstrate how heating and cooling may cause changes in the properties of materials including phase changes. B. 3.2.3.A4. Use basic reactions to demonstrate observable changes in properties of matter (e.g., burning, cooking). C. 3.3.1.A1 Describe basic landforms. Identify the layers of the earth. Recognize that the surface of the earth changes due to slow processes and rapid processes.

I. Performance Objectives A. The third grade students will be able to demonstrate how heating and cooling can change properties by completing the Rock Cycle Lab. B. The third grade students will be able to describe how the three different rock forms are created by completing the Rock Cycle Lab. C. The third grade students will be able to determine how the three rock forms are different based on their properties by completing the Rock Cycle Lab Packet.

II. Instructional Materials A. B. C. D. E. F. G. H. I. J. K. Three crayons of different colors without the paper wrapping (13 bundles of 3 crayons) A coin or plastic knife (13) A piece of paper towel (13) Aluminum foil shaped like a small box (a bottom with four sides) (13) Forceps or a wooden clothes pin (1) Table (for igneous rock station) Heat source (1) Ice water (1) Rock Cycle Lab Packet Smart board/white board/something to write on or with Weathering, Erosion, and Depositing PowerPoint

III. Subject Matter/ Content A. Prerequisite Skills 1. Familiar with the rock cycle (from lesson 1) 2. Changes in properties of matter 3. Rock: made up of minerals that have formed as part of the earth's surface 4. Mineral: a solid that occurs naturally from non-living things 5. Rock cycle: the way in which rocks are formed 6. Igneous rocks: rock that forms from cooled magma 7. Magma: rock that has melted inside the earth

8. 9.

Lava: magma that reaches the earth's surface Sedimentary rock: rock that forms when layers of sediment build up and get cemented together over time 10. Metamorphic rock: rock that has been changed into a new rock by heat and pressure B. Key Vocabulary: 1. Weathering: process where rock Larry is dissolved, worn away or broken down into smaller and smaller pieces. 2. Erosion: when rocks and soil are carried away by water, wind, ice, or other natural forces 3. Deposit: a natural layer of rock or other material 4. Depositing: to put something in a new place or location C. Big Idea 1. The Rock Cycle

D. Content IV. Implementation A. Introduction 1. Hand back the Rock Cycle Concept Map from the previous day. Answer any questions the students might have. 2. Using the smart board (whiteboard), write all of the vocabulary words on the board. 3. Group the students into pairs (the same pairs they'll use for the Rock Cycle Lab). 4. One student has their back to the board, and the other is facing the board. 5. The student facing the board has to describe the vocabulary words to the student who has their back to it. 6. To engage the students even more, the teacher could have a reward to the students who guess all the words correctly first. B. Development 1. Open the Weathering, Erosion, and Depositing PowerPoint. 2. SLIDE 1: "Take out your Rock Cycle Handout from yesterday." 3. SLIDE 2: "With a partner, quiz each other on how the different rocks are formed. Use some vocabulary words we talked about from yesterday." (Have the list of vocabulary words from the introduction review on the smart board). 4. SLIDE 3: The teacher will ask the students the first question and randomly select a student to answer. Do this for the other questions. 5. SLIDE 4: Look at the new vocabulary words the students will be learning and ask them if they have ever heard of these words. Don't share/discuss for more than a few minutes. This is just to get an idea of their background knowledge on weathering, erosion, and depositing. 6. SLIDE 5: The teacher will read the slide then ask the question: "What types of weather could break down rock into smaller pieces?" (Any weather answer is correct - wind, air, rain, etc.). 7. SLIDE 6: The teacher will read the first bullet and ask the question: "How are weathering and erosion related?" "What do both of them create?" (They both are caused by natural forces, weather and erosion both create small pieces of rock - sediment). 8. SLIDE 7: The teacher will read the slide and ask "After weathering and erosion occur, where could the sediment be deposited?" (In the ocean, land/dirt, rivers, etc.). 9. SLIDE 8: The teacher will read the slide and monitor the students discussions. Based on what the teacher hears, he/she will ask a few students what them and their partner came up with. (Looking for key words: sediment, sedimentary rock, pressure, form). 10. SLIDE 9: The teacher will ask the students "What have you seen in your neighborhood or around your house that has been weathered or eroded?" 11. The teacher will introduce the Rock Cycle Lab by handing out the Rock Cycle Lab Packet. 12. The teacher will divide the students into pairs and have one of them be the "getter". 13. The teacher will read the list of materials and have the "getter" go and get the following: 3 crayons of different colors, a coin/plastic knife, and a piece of paper towel. 14. The teacher will go through each part and describe the directions (see attachment). 15. Stress that during the Igneous rock creation, the student is to STOP after step 9 (see attachment).

16. The students should go through each part with their partner. 17. The students should answer the questions as they complete each part. However, make sure they write the answers in pencil because after the students are done the inquiry, the teacher will go over the questions with the students (see attachment). 18. During steps 1-9, walk around, monitor and observe the students (see attachment). 19. A table with a heat source, ice water, forceps, and the aluminum foil boats should be set up. 20. When the students approach step 10, they can take turns coming over to the station to compete steps 10 and 11 (see attachment). 21. The teacher should be monitoring or running this table so that the students aren't put into any danger. 22. The students should be observing and watching and helping as much as they can, not just waiting for the igneous rock to be formed. 23. For example, as the teacher is heating the crayon rock in the aluminum boat, he/she should ask the students, "What does the crayon liquefying represent?" "What does the metamorphic rock represent in the process of making the igneous rock?" 24. When all the students are done steps 1-11 and answering all the questions, have the students return the materials, clean up, and group back together as a class. 25. The teacher will ask the students what examples they came up with for weathering (see attachment). 26. Have the students share their answers. For correct answers, see answer key attachment. 27. The teacher will ask the students how the fragments changed into sedimentary rocks. 28. For correct answers, see answer key attachment. 29. The teacher will go through all the questions, referring to the answer key attachment for the answers. 30. When all the questions have been reviewed, answer any questions the students might have about the inquiry. 31. Have the students remove the reflection sheet from the back of the packet. 32. Have the students take out their science notebooks and write a focus question: "How can we demonstrate the formation of igneous, sedimentary, and metamorphic rocks?" 33. Fold the Rock Cycle Lab packet in half and glue or tape it into their journals. 34. Students should write 1-2 sentences about something new they learned from the inquiry. C. Closure 1. The teacher will pass a piece of blank paper to each student (or have the students pull out a piece of scrap paper) 2. The students will write one question down that they have about the lesson. 3. The students will crumble up the piece of paper into a "snowball" and, when the teacher says so, the students can LIGHTLY throw the paper around. 4. When the teacher says stop, the students pick up a piece of paper, open it, and try to answer the question. 5. If a student can't answer the question, they can ask the teacher. 6. If time allows, the process can be repeated. When finished, collect the crumbled up papers to see what questions the students asked and what responses they got. 7. Have the students start on the reflection portion of the Rock Cycle Lab packet. Anything they dont finish will be for homework. 8. Also for homework, ask students to bring in a rock that they find around their home. 9. "Tomorrow we're going to be experimenting with mock rocks. What is a mock rock? You'll find out tomorrow. Some things we're going to be learning about are how you can classify rocks based on their properties!" 10. Send the parent permission form home for parents to sign. D. Accommodations / Differentiation 1. Jane Doe has autism. 2. During the lab, the door and windows will be closed to reduce outside noise. 3. All directions are written and given verbally clearly with no figurative language so that everything is direct and understandable. 4. The lesson was taught using a variety of methods to reach many types of learners: visual, kinesthetic, and auditory. E. Assessment/Evaluation plan

1. Formative a. Rock Cycle Lab Packet b. Science journal 2. Summative a. Snowball review game V. Reflective Response A. Report of Students Performance in Terms of States Objectives B. Personal Reflection 1. Were the directions clear enough so that the students understood the process of the "rock cycle"? 2. Did the questions throughout the packet and at the end really show the student's learning? 3. How could this lesson be improved? VI. Resources