Direct Instruction Lesson Plan Template

Teachers: Danielle Accetta Subject: High School Earth Science

Common Core State Standards:

S6C1 PO1: Identify ways materials are cycled within the Earth system.
S6C1 PO2: Demonstrate how dynamic processes such as weathering, erosion, sedimentation, metamorphism,
and orogenesis relate to redistribution of materials with the Earth system.
Objective (Explicit):
SWBAT identify and classify igneous rocks by physical characteristics and explain the processes of formation
that took place to have formed these features.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Evidence of mastery will be indicated by: completion of guided notes (minimum of 90% completed correctly),
correct response in class Q & A (teacher posed questions/game), and correct identification and classification of
igneous rocks (minimum of 80% correct identification/classification).

Question posed to the class: In what two settings do igneous rocks form and what are these two types of
igneous rocks called?
Exemplar student response: Igneous rocks can form beneath the surface or, following a volcanic eruption, at the
surface. When they crystallize below the surface they are called Intrusive or Plutonic rocks and when they
crystallize at the surface they are called Extrusive or Volcanic rocks.

Question posed to class: If I give you a light colored igneous rock that has visible crystals, what type of texture
does the rock have and what could you tell me about the environment the rock was formed in?
Exemplar student response: Based on the visible crystals I would identify the rock as having a Phaneritic
(coarse-grained) texture. The light color of the rock is an indication that the rock is felsic in composition and the
visible crystals indicate the rock cooled slowly. Since slow cooling is indicative of below surface formation, I would
identify this rock to be formed in an intrusive setting.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT identify and define key terms through following along with the lecture and completing the guided
notes.
SWBAT differentiate between the various characteristics of the rocks and the environment in which they form,
through completion of the guided notes and guided practice.
SWBAT explain how different textures and characteristics of the igneous rocks relate to the environment from
which they originate.
SWBAT classify the provided hand samples by composition and texture, identifying the rock.

Key vocabulary: Materials:

rock felsic (granitic) Igneous Rocks Presentation

uniformitarianism mafic (basaltic) Igneous Rocks Guided Notes WS
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igneous rocks phaneritic (coarse-grained) Igneous Rocks Guided Notes Key
magma aphanitic (fine-grained) Igneous Rock Classification Chart
lava porphyritic Igneous Rocks Hand Samples
crystallization glassy Candy Rewards
intrusive (plutonic) pyroclastic
extrusive (volcanic) texture
chemical composition

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

In opening instructor will refer to the written objective on the board and state aloud the goaled outcome for the
conclusion of class.

Ask students about their experiences in hiking or outdoor activities and what they notice about the landscapes
around them.
Elaborate on how in hiking the Superstition Mountains that a student would find many igneous rocks
because the area was in the past high in volcanic activity.

Ask students why someone might take interest in the rocks around us and what types of things they might tell us or
be useful for.
Elaborate on how people use rocks and minerals in everyday life (i.e. granite -a type of igneous rock-
countertops, minerals we need to have cell phones and televisions, etc)

Announce that today we will be learning about igneous rocks, their characteristics, and processes of formation and
that the student groups will be competing against one another to receive a candy prize and bragging rights.

Have students collaborate on a group name and look through the rock hand samples in front of them.
Ask the students to try and identify the rocks that they believe to be igneous, rocks that they believe originated
from a molten material or that appear to have been volcanic.

[instructor should walk around the groups to check on students current understanding of igneous rocks]
Instructional Input

Teacher Will: Student Will:

How will you model/explain/demonstrate all What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?
Prior to presentation of PowerPoint/lecture, Students will attain a copy of the Igneous Rocks
teacher will provide students with Igneous Rocks Guided Notes WS.
Guided Notes WS to aid students in following
along and better engage students with the content
being covered. At the conclusion of the class these
notes will be collected as a method to check on
student understanding.

To better aid visualization, the PowerPoint consists

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of written key concepts of lecture, charts, and a
variety of pictures and diagrams.

Instructor will also provide a copy of the Igneous Students will attain a copy of the Igneous Rock
Rock Classification Chart to aid students in Classification Chart.
identification of igneous rocks as both a tool for the
student and to assist students in the group
competition.

Teacher will explain how the worksheet is a guide Students will prepare a writing instrument and actively
to aid students in understanding of the material. listen to instruction.

Inform/model to students how they will fill in the Students will actively listen and ask questions as
blank sections as they proceed through the lecture. needed, by raising their hands.

Reiterate that there will be a group competition

based on information provided in the lecture and
that completion of the Igneous Rocks Guided
Notes WS along with lecture will help students to
correctly answer these questions.
Review the rules and expectations of the
competition: Students will ask questions, if any, on the rules and
Raise your hand to answer a question. If you expectations of the competition.
call-out the answer you will not receive points
for the answer and you will only be helping
your competition.
Be respectful to one another.
A different group member must answer a
question each time (all must participate). The
same person will not be called upon two-times
in a row. Group members may consult one
another for answers. Help each other out!
Be a good teammate and participate.
When a teammate answers a question
correctly, that teammate will receive a candy
and points for their group.
The group with the most points at the
conclusion of the lesson gets a special candy
prize.

Announce that following 3-4 slides, we will break to

ask questions from the Igneous Rocks Guided
Notes WS/lecture and that note taking will be
followed by another period of Q & A for the
competition.
Teacher will demonstrate and explain the reason Students will follow along with the lecture in the
for the study of rocks, igneous rock processes of Igneous Rocks Guided Notes WS, recording definitions
formation, and igneous rock characteristics and key concepts as they are presented through the
through presentation and explanation of a lecture.
PowerPoint on the content. Teacher will ensure
verbal communication of the written content, and
will provide examples and build connections

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throughout.

Slide: What is a rock?
Before moving on to the definition of a rock, pose
the question on the slide to the students.
What is a rock? (get response from 2-3
students before moving on)
Students will raise their hands to answer the posed
question: What is a rock?
Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions
and key concepts as they are presented through the
lecture.

Slide: Why do we care about rocks? Students will raise their hands to answer the posed
question: Why do we care about rocks?
Before moving on to the definition of a rock, pose
the question on the slide to the students.
Why do we care about rocks? (get
response from 2-3 students before moving
on)
Present the slide content, review content and then Students will follow along with the lecture in the
elaborate on the concepts behind Igneous Rocks Guided Notes WS, recording definitions
uniformitarianism. and key concepts as they are presented through the
Compare the processes that occurred lecture.
during times when the dinosaurs roamed
the Earth (i.e. rivers running, erosion
occurring, volcanoes erupting) and point
out how those same things happen today.
We can understand what happened in the
past by observing processes that are
occurring today.
Place emphasis on the present is the key
to the past.
Ask students if they can identify a geologic
structure that helps decode the past.
An example to provide: The Superstition Students will raise their hands to provide input on any
Mountains are abundant in granite, an geologic structures that help decode the past.
igneous rock, this tells us that this area
had a volcanic history.

Slide: Igneous Rocks Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions
Teacher will discuss the root word ignis = fire and key concepts as they are presented through the
(ignition, ignite) and will scaffold on how root words lecture.
assist in our understanding of a words underlying
meaning. Igneous rocks = fire rocks. Teacher will
continue through the definition of an igneous rock.

In continuing through the slide, the teacher will

display the definitions of lava and magma on the Students will use prior knowledge or the definitions on
slide and will ask the students to explain the the slide to differentiate between the environments in
differences between the them. which you would find lava and magma.

Instructor will pose questions to ensure Students will raise hand to answer the question for the
comprehension. class.

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 Would you see lava or magma if you were
to visit a volcanic park in Hawaii? Using information just reviewed, students will make
Which would you find under Yellowstone connections between lava and magma in a real-world
National Park? setting.

Place emphasis on what crystallization refers to Students will raise hand to answer the posed
when concluding the slide. questions.

[Break for Q & A, hold slides on the Rock Cycle
slide]
Instructor will let the students know that it is time to
prepare to answer questions for candy/group
points.
Teacher will ask the following questions based off
of the Igneous Rocks Guided Notes WS:
What are the 3 major groups, in which,
geologists divide rocks into?
What is the fundamental principle James
Hutton put forth, which is commonly stated
as the present is the key to the past
The term crystallization refers to what?
[Guided note check, sections I-III: students will raise
their hand and answer the question after being called
upon. Students will receive a candy for correct
answers.]
Students will actively participate, raising hands to be
called upon.
Students will identify the 3 major groups, in which
geologists divide rocks into as igneous, sedimentary,
and metamorphic.
Students will identify Uniformitarianism to be the
fundamental principle commonly stated as the present
is the key to the past.

Remind students that group members must take Students will define crystallization as the cooling and
turns in answering the questions and that the same solidification of molten material.
student cannot be called upon 2 times in a row.

As students answer correctly, the instructor will

pass out the candy and tally group points.
Slide: Rock Cycle Students will observe and actively listen.

Teacher will briefly review the part that igneous

rocks play within the rock cycle.

Physically pointing to the areas on the PowerPoint

slide the teacher will gesture and discuss the areas
of igneous rock formation.
Pointing to the magma chamber, When
magma cools underneath the surface it is
classified as an intrusive (also referred to
as a Plutonic) igneous rock.
Gesturing eruption onto the surface
through the volcano, when magma
reaches the surface, becoming lava, the
material that cools at the surface becomes
an extrusive (also known as a Volcanic)
igneous rock.
Slide: Processes of Formation Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions

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Instructor will explain that the previous slide just and key concepts as they are presented through the
demonstrated the 2 settings in which igneous lecture.
rocks crystallize.

Instructor will review the definitions and

characteristics that result from the 2 different
settings of crystallization. Emphasis will be placed
on the difference in crystal size when cooled under
the surface vs. at the surface (i.e. igneous rocks
that cool below the surface have large crystals
because they have more time to make them,
whereas igneous rocks cooled at the surface
cooled much faster and had less time to make
crystals leaving you with small, non-visible
crystals).
Relate the crystal size and cooling rate to
building sizes with a given time. (i.e. With
more time to build a building can be built
taller and more spectacular, but if only
given a small time frame, construction
workers cannot build structures as big and
beautiful.)

A quick knowledge check will be done in choral
response, pose questions to class:
If the rock cooled slowly, under the Earths
surface, will it have large or small
crystals?
If the rock cooled fast, after an eruption or
being spilled onto Earths surface, will it
have large or small crystals?
Slide: Chemical Composition
Teacher will review slide with emphasis on the
chemical compositions of the different magmas
and how their composition affects their color.
Students will respond to the posed questions aloud
with the class.
Students will identify the rock cooled slowly at depth to
be an intrusive or Plutonic igneous rock.
Students will identify the rock cooled fast at the surface
to be an extrusive or Volcanic igneous rock.
Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions
and key concepts as they are presented through the
lecture.

Provide connectable example: if in mixing paint

into a base of white you add a large amount of
green, how green will your paint be? What if you
add only a small amount of green?

Teacher will physically point to the rocks in

explanation: Students will actively listen and observe.
Pointing to the darkest color rock (the
Basalt), When you have an abundance of
dark materials in the melt, you end up with
a dark rock.
Pointing to the lightest color rock (the
Rhyolite), When you have less dark
materials and an abundance of light
colored materials, you end up with a light
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 colored rock.
Pointing to the medium color rock (the
Andesite), When you have a mixture in
the middle, you end up with a color in
between the two.

Slide: Texture
Clarify: texture is not referring to how the rock
feels. Teacher will review what texture describes
and the major factors that determine texture.
Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions
and key concepts as they are presented through the
lecture.

Point to the crystals in the picture providing a

Phaneritic example and explain that since we see Students will actively listen and observe.
the crystals with our eyes, we know that rock has
visible crystals and therefore has a Phaneritic (or
coarse-grained) texture.

Point to the picture that provides an Aphanitic

example and ask the students if any of them can Students will respond as to whether or not they
see any crystals. [allow brief time for response] observe crystals within the rock example.
Explain that the absence of visible crystals
indicates an Aphanitic texture.

Compare Aphanitic and Phaneritic, remind

students of the building example: Can you build a
taller building with more or less time to build?
A quick knowledge check will be done in choral
response, pose questions to class:
If a Phaneritic texture has visible crystals
where did it form?
What about the Aphanitic texture, non-
visible crystals tell us what about where it
formed?
Students will respond to the posed questions aloud
with the class.
Students will connect visible crystals to formation
under the surface.
Students will connect non-visible crystals to formation
at the surface.

Refer to the main things that determine texture.

Place emphasis on rate of cooling as the role of
focus.

A quick knowledge check will be done in choral
response, pose questions to class:
If a Phaneritic rock has visible crystals did
it cool slow or fast?
Point to the Porphyritic example and ask
How do you think this rock cooled to
create these large crystals within a matrix
of small crystals?
Students will respond to the posed questions aloud
with the class.
Students will connect visible crystals to slow cooling
and more time for formation.
Students will connect a Phaneritic property to an
Aphanitic property to determine that the rock cooled
both slowly and fast.

[Break for Q & A, hold slides on the Texture slide] [Guided note check, sections IV-VI: students will raise
their hand and answer the question after being called
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Instructor will let the students know that it is time to
prepare to answer questions for candy/group
points.
Teacher will ask the following questions based off
of the Igneous Rocks Guided Notes WS:
Intrusive (aka Plutonic) igneous rocks
cool slower because they crystallize
where?
Mafic magma has an abundance of
blank colored minerals
Rate of crystallization (how fast/slow the
rock cooled) helps determine what
characteristic of the rock?
upon. Students will receive a candy for correct
answers.]
Students will actively participate, raising hands to be
called upon.
Students will define the intrusive rock as a rock that
cools below Earths surface.
Students will identify a mafic magma as a magma
abundant in dark colored minerals.
Students will recognize that the rate of crystallization
helps determine the texture of an igneous rock.

Remind students that group members must take

turns in answering the questions and that the same
student cannot be called upon 2 times in a row.

As students answer correctly, the instructor will

pass out the candy and tally group points.
Slide: Identifying Igneous Rocks
Teacher will review the major components in
identification of igneous rocks and will demonstrate
how the table is read.
Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions
and key concepts as they are presented through the
lecture.

Instructor will ask students to view the Igneous

Rock Classification Chart provided at the start of Students will follow along on their Igneous Rock
class. Classification Chart.

Guide students in following the chart and

physically point to how identification is determined.
(i.e. if we think we have a granite, we can start by
asking ourselves is this rock light or dark in
color? with granite we can see it is light in color so
we know to look under the felsic column.)
After identifying the granite pose the question,
having students raise hands:
Is granite an extrusive or intrusive rock.
To the same student who answers (if
answered correctly), how could you tell?
Students will actively participate, raising hands to be
called upon.
Students will classify granite as an intrusive igneous
rock.
Students will explain the classification to be determined
by the visible crystals which occur in a setting of slow
cooling.

Slide: Identify Composition Students will follow along with the lecture in the
Igneous Rocks Guided Notes WS, recording definitions
Instructor will display all terms for student notes, and key concepts as they are presented through the
and focus lecture on the chart below. lecture.

Physically pointing to the chart and the information

it provides, the teacher will guide students in
interpreting the information.
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(i.e. Felsic aka Granitic composition has high in
silica content and low in ferromagnesian content
so we end up with a dark rock.)

Discuss how ferromagnesian minerals are dark

and how silicates are light in color. Students will actively listen and observe.
Build connections to the light color of
silicates in comparing them to the sand on
a beach or playground.
Discuss how ferro is the root word for iron
(Fe on the periodic table) and magnesian
refers to magnesium, explain that these
are dark minerals.

[Precursor explanation optional, if time permits]

Precursor to volcano unit: inform that the table

introduces the viscosity of the different types of
chemical compositions of melt:
Explain viscosity: a liquid/materials resistance to
flow.
Explain how the silica content affects the viscosity:
High silica content = high viscosity
Low silica content = low viscosity
Comparison Mafic is to water and Felsic is
to syrup.

A quick knowledge check will be done in choral
response, pose questions to class:
If a rock is high in ferromagnesian content
will it be light or dark in color?
Students will respond to the posed question aloud with
the class.
Students will connect the high ferromagnesian content
to the production of a dark colored rock.

Slide: Identify Texture [Guided note check, sections IV-VI: students will raise
their hand and answer the question after being called
Teacher will place all terms on the screen for upon. Students will receive a candy for correct
students to record. answers.]

(though stated in the notes) Remind students to
utilize the empty boxes to draw in a description of
each of the different textures.
Review the different textures, building connections
where possible:
Phaneritic, phan is the latin root for
visible. Phaneritic = visible crystals.
Aphanitic, a is the latin root for non. A +
phan = Non visible crystals.
Porphyritic, a mixture of the Phaneritic and
Aphanitic textures.
Glassy, can look like a glass or a pumice
(vesicles)
Students will actively participate, raising hands to be
called upon.
Students will define the intrusive rock as a rock that
cools below Earths surface.
Students will identify a mafic magma as a magma
abundant in dark colored minerals.
Students will recognize that the rate of crystallization
helps determine the texture of an igneous rock.
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 Pyroclastic, roots = fire broken. Occurs in
violent eruptions where the blast takes
other pieces of surrounding rocks with.

Compare porphyritic and pyroclastic to help

students to differentiate between them.
Porphyritic was formed through slow then
fast cooling, so the materials look similar
both the matrix material and the material
within.
Pyroclastic will mostly be a mixture of
various shaped, sized, and colors of
materials.
[Break for Q & A, hold slides on the Identify [Guided note check, sections VII-IX: students will raise
Texture slide] their hand and answer the question after being called
upon. Students will receive a candy for correct
Instructor will let the students know that it is time to answers.]
prepare to answer questions for candy/group
points. Students will actively participate, raising hands to be
called upon.
Teacher will ask the following questions based off
of the Igneous Rocks Guided Notes WS: Students will identify texture and composition to be the
What 2 things can help you identify an 2 things helpful in identification of an igneous rock.
igneous rock?
Felsic (aka Granitic) composition is high Students will recognize a felsic composition to be high
in what content? in silica content and that this composition results in a
The felsic composition results in what light colored rock.
color of rock? (light, dark, med)
Which texture is the result of slow cooling Students will identify slow cooling in an intrusive setting
in an intrusive setting? to be the processes of formation for a Phaneritic
Which texture is the result of slow cooling
texture.
followed by fast cooling?
Students will identify slow cooling followed by fast
Remind students that group members must take cooling to be the processes of formation for a
turns in answering the questions and that the same Porphyritic texture.
student cannot be called upon 2 times in a row.

As students answer correctly, the instructor will

pass out the candy and tally group points.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Co-teacher will be utilized to walk around the room to check on Igneous Rocks Guided Notes WS progress.
Co-teacher will assist individual students as needed.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Instruction will include both oral and visual lecture, as well as illustrations and demonstrations to appeal to
various learner types.
Instruction includes guided notes to assist in collection and retain of key terms and information.
Aspects of the content that are more difficult conceptually are repeated, reviewed, and connected to student
friendly comparisons.
Students who require preferential seating, to see the board or reduce stress, will be accommodated.
Students in need of an additional challenge will be encouraged to add on to their notes as they see fit.
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 Students in need of an additional challenge will be welcomed to ask more in-depth questions as they see fit (some
questions may need to be addressed concluding the lecture depending on the breadth.
Guided Practice
Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
Instructor will let the students know that the guided
note taking is now completed and it is time to
prepare to answer questions for candy/group
points.
Inform of the increase of point value: identifying the
composition and textures are worth 3 points.
Remind students to use their Igneous Rocks
Guided Notes WS and Igneous Rock Classification
Chart to assist them in answering the questions.
Remind that it is okay to collaborate with group
members on the answers.
Remind students that group members must take
turns in answering the questions and that the same
student cannot be called upon 2 times in a row.
Teacher will use PowerPoint presentation to help
guide practice through photographs of igneous
rocks that the teacher will guide the students in
identifying rock compositions and textures.
Quick Practice: Identify Composition Slides
Teacher will show examples of rocks and then ask
students to determine the composition (i.e. felsic,
mafic, intermediate).
As students answer correctly, the instructor will
pass out the candy and tally group points.
[showing the photo of the lightly colored granite]
Ask students to identify the composition of
the rock pictured.
Student Will:
How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?
Students will demonstrate 90% completion/accuracy of
Igneous Rocks Guided Notes WS.
Students will have ready the Igneous Rocks Guided
Notes WS and the Igneous Rock Classification Chart.
Students will work together in a group setting with the
goal of providing the most correct answers to win the
challenge as a group.
Students will raise their hands and wait to be called on
before providing an answer.
Students will follow along with the lecture/game using
the Igneous Rocks Guided Notes WS to assist in
identifying the composition of the rocks displayed.
Students will follow along with the lecture/game using
the Igneous Rocks Guided Notes WS to assist in
identifying the composition of the rocks displayed.
Students will raise their hands and wait to be called on
before providing an answer.
Students will classify the rock as felsic in composition
based on its light color.
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[showing the photo of the dark colored basalt]
Ask students to identify the composition of Students will classify the rock as mafic in composition
the rock pictured. based on its dark color.

[showing the photo of the medium colored andesite

porphyry] Students will differentiate between the previous two
Ask students to identify the composition of compositions and classify the medium colored rock as
the rock pictured. intermediate in composition.

[showing the photo of the lightly colored

Pyroclastic Rhyolite] Students will recognize the texture of rock does not
Ask students to identify the composition of determine its composition and classify the rock as
the rock pictured. felsic in composition based on its light color.

As necessary, address any misunderstandings and

further clarify.

Quick Practice: Identify Texture Slides Students will follow along with the lecture/game using
the Igneous Rocks Guided Notes WS to assist in
Teacher will show examples of rocks and ask identifying the composition of the rocks displayed.
students to identify the texture.

As students answer correctly, the instructor will Students will raise their hands and wait to be called on
pass out the candy and tally group points. before providing an answer.

[showing the photo of the rock with visible crystals]

Ask students to identify the texture of the Students will recognize the rock as having a Phaneritic,
rock pictured. or coarse-grained texture.

[showing the photo of the rock with large crystals

embedded in a fine matrix of crystals]
Ask students to identify the texture of the
rock pictured.
Students will classify the rock as having a Porphyritic
[showing the photo of the rock with non-visible texture.
crystals]
Ask students to identify the texture of the
rock pictured.
Students will recognize the rock to have an Aphanitic
texture.
[showing the photo of the rock with small vesicles]
Ask students to identify the texture of the
rock pictured. Students will use their charts and classify the rock to
have a frothy glassy texture.
[showing the photo of the piece of obsidian]
Ask students to identify the texture of the
rock pictured. Students will recognize the rock to have a glassy
texture.
[showing the photo of the Pyroclastic Rhyolite]
Ask students to identify the texture of the
rock pictured. Students will recognize the rock to have a pyroclastic
texture.

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As necessary, address any misunderstandings and
further clarify.

Quick Practice: Classify and Identify Igneous
Rocks
Teacher will show examples of rocks and ask
students to identify the name of the igneous rock.
Inform of the increase of point value: identifying the
rock type is worth 5 points.
Students will follow along with the lecture/game using
the Igneous Rocks Guided Notes WS to assist in
identifying the composition of the rocks displayed.
Students will raise their hands and wait to be called on
before providing an answer.

As students answer correctly, the instructor will

pass out the candy and tally group points.

[showing the photo of the granite-physically point Students will classify the rock as a granite through
to the photo under observation] observation of its light color and Phaneritic texture.
Ask students to identify the rock.

[showing the photo of the basalt-physically point to Students will classify the rock as basalt through
the photo under observation] observation of its dark color and Aphanitic texture.
Ask students to identify the rock.

[showing the photo of the rhyolite-physically point Students will classify the rock as rhyolite through
to the photo under observation] observation of its light color and Aphanitic texture.
Ask students to identify the rock.
Students will use their charts and classify the rock to
[showing the photo of the Volcanic Breccia- be Volcanic Breccia based on its Pyroclastic texture
physically point to the photo under observation] and the clasts within being greater than 2 mm in size.
Hint to the students: the measurement is
important in identifying the rock.
Ask students to identify the rock.

As necessary, address any misunderstandings and

further clarify.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Co-teacher will be utilized to walk around the room to assist students in utilizing their guided notes and Igneous
Rock Classification Chart.
Co-teacher can pass around a physical example of the rock displayed on the photograph.
Co-teacher will assist individual students as needed.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Instruction will include both oral and visual lecture, as well as illustrations and demonstrations to appeal to
various learner types.
Activity organized as class discussion where students will have their guided notes and group members available
to assist them in participation.
Aspects of the content that are more difficult conceptually are repeated, reviewed, and connected to student
friendly comparisons.
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 Students who require preferential seating, to see the board or reduce stress, will be accommodated.
Students in need of an additional challenge will have the opportunity to address questions of higher difficulty
level.
Independent Practice

Teacher Will: Student Will:

How will you plan to coach and correct during this
practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?
Instructor will put out the final method of achieving
points for the group through the classification of
the hand samples provided to each group.
How will students independently practice the knowledge and
skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?
Students will actively listen to instruction.

Inform 10 points are awarded to each group who
can successfully find the rock of the set that is not
igneous and classify which rocks form in an
intrusive setting and which form in an extrusive
setting from the hand samples provided.
Remind the students that the Igneous Rocks
Guided Notes WS and the Igneous Rock
Classification Chart will be helpful in completing
this task.
Students will work together in a group setting and
individually to differentiate between the physical
characteristics of the rocks to classify the hand
samples provided.
Students will discuss and explain the processes of
formation of the various textures of the igneous rocks.
Students will discuss and explain how the chemical
composition of the melt relates to the color of the rock.

Challenge students to explain to one another the

processes under which the different types of
textures occur and how the chemical composition
of the melt relates to the color of the rock.

Instructor will walk around the room to check on

student understanding and to clarify any
misconceptions.

Instructor will finalize points and award the winning

group, ensuring to praise the whole class in their
wonderful efforts.
Students will turn in their Igneous Rocks Guided Notes
Students will be asked to turn in their Igneous WS.
Rocks Guided Notes WS for a candy reward
(notes will be returned after having been checked
for understanding)

[If additional time remains challenge the groups to

do the following classifications]

Classify the igneous rocks by texture.

Classify the igneous rocks by texture and
differentiate between the compositions.
Through the classification techniques
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 learned, identify the igneous rocks.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Co-teacher will be utilized to walk around the room to check on student progress on the guided notes.
Co-teacher will assist individual students as needed.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Instruction will include both oral and visual lecture, as well as hands-on materials to appeal to various learner
types.
Activity organized where students will have supportive materials (guided notes and classification chart) and their
group members available to assist them in participation.
Students who require preferential seating, to see the board or reduce stress, will be accommodated.
Students in need of an additional challenge will have the opportunity to address classifications of higher difficulty
level.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Student groups will share their findings with the class and in a closing discussion students will discuss why
we care about rocks.
Students will demonstrate understandings in what igneous rocks tell us about Earths processes and past,
through explanation the different places of formation and the various textures of igneous rocks.
Students will be challenged to identify igneous rocks when spotted in everyday life or an outdoor activity;
and will be asked to bring an example/story with them about this discovery to the next class meeting.

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