Teacher Candidate: Shakema Smith Subject/Grade: Science/3rd

Lesson # ___1___ Date and Time of Lesson: October 9, 2013 at 1:00

Learning Objective: The students will be able to classify metamorphic and igneous rocks based on the basis of their properties with 90% accuracy. Alignment with Standards: Standard 3-3.1: Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. EEDA - Section 59-29-135: Character education SSCA Description of student behavior.
VA2-2.3 Select and use various elements and principles of design to communicate his or her ideas, feelings, and stories through works of visual art.

Developmental Appropriateness:
The learning objective is developmental appropriate because students are able to work together as partners to complete this lesson, which is something they enjoy doing. It is developmental appropriate because the students are able to observe the rocks properties, write about it, and draw a picture example. The learning objective is developmental appropriate for the students emotional need by the students being able to receive constructive criticism.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) The students will complete a pre-assessment that contains the property definitions for sedimentary, metamorphic, and igneous rock. The postassessment will be the identical. Use of Formative Assessment I will use the assessment to show me what the students know about sedimentary, metamorphic, and igneous rocks. I will also use it to plan out my lessons. I will use the post-assessment to show me if the student understood the lesson or not. If the majority of the class did not understand the lesson then I will have to re-teach the lesson.

The students will be able to classify metamorphic and igneous rocks based on the basis of their properties and draw an example of each with 90% accuracy.

Accommodations:
I will partner the higher students with the lower students for they can focus and help each other out. The early finishers will glue their note taking sheet in their science notebooks. The slower learners will receive help from an early finisher or me.

Materials: Examples of metamorphic and igneous rocks, plates, rock note taking sheet, Starburst, science notebook, and color pencils. Procedures:
1. We will be starting a new unit in science today, which are rocks and minerals. We will be going to the science lab to learn our lesson. 2. Before we go to the lab, we need to discuss what type of behavior should be showed in the science lab. You should act respectful, responsible, and attentive at all times. (EEDA) Hands, feet, and bad comments will be kept to yourselves. There will be no name calling and playing. We will respect each other. (SSCA) 3. Assign partners. Have students get their science notebooks, a pencil, and line up and walk to the lab. 4. When entering the lab, students will sit quietly in their seats with their partners. Students will be given a note taking sheet from the teacher. We will go over the property definitions for a metamorphic and igneous rock. Students will fill in the blanks on their note taking sheet as I read through the definitions. 5. When note taking is over, I will have one partner to get a plate with all of the rocks on it and take it back to their seats. 6. The students will begin observing the rocks. The students will be asked to sort out the rocks based on anything they see similar or different. (What properties did you use to sort the rocks?) Allow a couple of groups to share their observations. 7. The students will now discuss with their partners the following questions: a. How does each rock feel? b. How does each rock look? c. Which rocks are heavy? d. Which rocks are light? e. How are they all alike? How are they different? Ask a couple of groups to share their answers for at least two of the questions above. 8. Ask students which rocks do they think are metamorphic or igneous. Tell students what type of rocks they are after seeing what they think. Have students draw a quick picture of one example of each rock on their note taking sheet. 9. Now we will do a quick activity to represent a metamorphic rock. Each of you will be given two Starburst. (Give students two Starburst) Then you will open them and press both of them together to show how heat and pressure forms a metamorphic rock. Students may eat starburst after the activity is over. 10. Students will place the trays back on the counter and sit back in their seats quietly. 11. Closing: What did we learn today? What were the two types of rocks we discussed today? Describe a metamorphic rock. Describe an igneous rock. What is one example of each?

Activity Analysis: The two activities the students will be doing are sorting out the rocks and the starburst. This supports the lesson objective by the students being able to classify the rocks based on their properties. The students are hands-on-learners so these activities will help them understand more because they are hands-on activities. There will be no usage for technology because the students are observing actual rocks.

References: Rocks and Minerals STC Kit