Daily Lesson Plan, Unit 3: Earths Materials

Teacher: Andrea Tyson

Overall lesson topic/title: Sorting Rocks

Process and content GLCEs or NGSS for this lesson:
S.IP.01.11: Make purposeful observation of the natural world using the appropriate senses.
S.IA.01.13: Communicate and present findings of observations.
P.PM.01.11: Demonstrate the ability to sort objects according to observable attributes such as color,
shape, size, sinking or floating.

Rationale: This is important for students to learn because the ability to sort and classify is one of the most important skill in
science and mathematics curriculum. Students use sorting by similarities and differences in all subject areas, so it is significant
that begin to become proficient with these. Students regularly describe different activities or scenarios. This will help them
become clear communicators and to develop their language skills. This is especially important for my ELL students.
Additionally, my students see rocks everyday on the playground and at home. They will be able to explore rocks outside of
school too.

Materials & supplies needed: Rocks, trays, Guess My Rock worksheet, About Our Earth, Rock
Traits Anchor Chart


Procedures and approximate time allocated for each event

Introduction to the lesson (5 minutes)
-Show picture of a rock on the projection screen and ask students to write
on their whiteboards as many rock traits as they can think of.
Students will flash their board to the class and share with the
shoulder partner.
-Review the anchor chart from Day 2 to get students thinking about rock
properties
-Yesterday, we practiced describing rock traits and we sorted the words
you used into scientific and nonscientific rock traits. Today we are going
to add on (gesture) and sort rocks into by their defining traits.

OUTLINE of activities during the lesson (40 minutes)

Instruction: (10 minutes)
This book, About Our Earth, will help us focus in on (gesture) things
that help make different rock traits. You should be noticing
different rock traits.
o Begin Read-Aloud
o Stop & Question students about traits they are noticing
o I anticipate they will notice the following rock traits:
Size
Texture
How is this lesson differentiated
based on information gained from
formative assessments given in
previous lessons?
The types of rocks students are
given will be different. Students
that received a check plus will get a
rock tray that has all the same size
rocks, so they will have to choose a
more difficult topic. These students
will have some outlier rocks too.
The check minus students will be
given rocks that could easily be
sorted by size (which I also showed
them how to do). These students
either do not know how to sort yet
or do not understand rock traits.
The remaining students will receive
a mix of rocks that will easily fall
under either the texture or luster
category. These students got a
check mark on the formative
assessment from the previous day.

Furthermore, the check minus
Shape
Color
o Guide advanced students to be begin thinking about how
rocks traits change based on how they are formed.
How is a igneous rock, or a rock made from
lava, different from a sedimentary rock?
Students that are advanced received a check
plus on the formative assessment for the
previous lesson
o End Reading
Active Engagement: (15 minutes)
Now I want you to be thinking about the different rules for
rocks that the book talks about because youll never believe it.
Youre going to sort your own rocks using these rules!
First, lets get in a circle and practice sorting rocks together!
(Reference Anchor chart) Remember to sort means to put into
similar or alike groups. I am going to sort these rocks by size.
How am I going to sort these rocks by size?
o Draw stick for student response
I am going to put them in groups of small rocks, medium-
sized rocks, and big rocks. Can you help me?
o All rocks are displayed on the tray
o Students will determine if the rock should be placed in
the small, medium, or big category
o After they are all sorted I will ask the class if everyone
agrees we sorted it correctly by putting their hand on
their heart (class gesture).
You are ready to go investigate! You and your partner will get
your materials from the red table. Remember, you are going to
sort your rocks using ONE rule for rocks. How many rock traits
are you going to sort by?
o Call on 3 students
Independent Practice (15 minutes)
Students will work in pairs as they practice sorting rocks
Students will explain how they sorted their rock to me or my
MT, and write it on a sticky note
o If students are unable to explain how they sorted their
rock, we will prompt them with question such as:
How are these all alike?
How are these different?
What do you notice about Rock A and Rock
B?

Closure for the lesson (10 minutes)
Gallery Walk
o It is time for our Gallery Walk! Let me tell you how
this is going to work and then we may begin.. You
are going to walk around clockwise (this way) and
look at how other groups sorted their rocks. The sticky
note tells you how they sorted their rocks. You should
be thinking about the rock traits.
students will be working closer to
the anchor chart and class example.
The remaining students will be
working in the desk area.
o I am going to start the countdown timer for 5
minutes. When it beeps, you should come to the living
room using marshmellow feet and voices.
Students come to the living room when timer is up
Give me a thumbs up if you observed a new kind of rock trait
today. What did you notice as you were walking around to
look at other peoples rocks?
o Students reply
o If necessary I will prompt with similarities and
differences questions.
Add any terms to Anchor Chart where we sort the sticky notes
into similar groups (size, color, texture, shape, other)
Today we learned how to sort rocks by their rock traits,
tomorrow we will be experimenting with rocks to help us dig a
little deeper into types of rock traits.



Formative assessment

Guess My Rock worksheet
o Students will be able to describe the size, texture, and
color. There will also be a bonus clue.
o Students will receive either a -, , +
-: student described 1 or fewer traits
Student demonstrates a limited
understanding of the concepts
: student described 2 traits
Student demonstrates a partial
understanding of the concepts
+: student described 3 - 4 traits
Student demonstrates understanding of
the concepts
o This will help me determine experiment groups
I want to make groups of 4 ideally with 1 high
(+), 1 low(-), and 2 middle() learners.
Differentiation during assessment

-Copy of the Anchor Chart (for
students who need additional
assistance and speech/language
impaired students)
Other students will be
provided the opportunity
to get a copy from the red
materials table.
My MT and I will be
walking around giving
verbal reminders to these
students too.
-Must complete size, color, and
texture
-Extension: Bonus clue - Write Guess
My rock sentence.