UWP Lesson Plan Template

Teacher Name: Alex Wooten

Grade Level: 6th

Target Content/Lesson Topic: Science, The Rock Cycle, Comprehension

Date: 04/23/2023

This lesson is for a(n) __X__ whole class __X___ small group _____ individual

Planning
Essential Question How do rocks determine the geologic history of a common area?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing This lesson is for the beginning of the unit. Students have just finished their mineral unit and will begin
- How does this lesson fit into the learning about the types of rocks and eventually compare how rocks and minerals have an influence on Earth’s
larger unit of study? history. Because this lesson is for the beginning of the unit, students will take notes by creating a t-chart,
- Focus on a logical/hierarchical focusing specifically on vocabulary key definitions from their textbook. By obtaining new knowledge of
sequencing of skills (e.g., main ideas vocabulary definitions, students create their background knowledge for the rest of the unit.
before details, similarities before
differences).
State Learning Standards SCI.ESS2.B.m: Plate tectonics is the unifying theory that explains the movements of rocks at Earth’s surface
List the complete, relevant and geological history. Maps are used to display evidence of plate movement.
grade-level standard(s).
R.6.5: In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and how it contributes to the development of a theme or central ideas.(RI)

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 Learning Target(s) and Learning LT: I can define key vocabulary words that support the different processes of the rock cycle
Objective(s)
- Choose your learning target(s) and LO: Students will be able to define key vocabulary words that support the different processes of the rock cycle
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping This lesson is made for the whole class and small group work, that will be chosen randomly. At the beginning
Describe how and why students are of the lesson, the class will work as a whole to read the text and complete their t-chart in their own science
grouped based on notebooks as the teacher demonstrates in front of the class. After students complete their notes, they will
- homogeneous, heterogeneous, further their comprehension and work in small groups on a project by matching definitions to the vocabulary
randomized word and gluing them on a piece of paper.
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy N/A
Does this lesson involve
co-teaching? If not, state N/A. If
yes, identify the co-teaching model
and what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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 Differentiation Content: students can take notes online or in their books
Describe how you will meet
individual students’ needs by
adjusting the content, process, Process: students can have an extra sheet to glue the definitions in their science notebook
product, and environment based on
their readiness, interests, and learning
preferences. Product: the teacher can create a class poster t-chart to keep in the room

Environment: students can work around the classroom to create their final project

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

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Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with
the lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
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Assessment
Throughout the lesson, the teacher is able to monitor student comprehension in multiple ways.
- Teacher model t-chart: students will also create a t-chart, this will help the teacher monitor if students
are understanding how to use the comprehension strategy (11.14, Know the Word, Use the Word)
- Comprehension as sense-making: after the students complete their t-chart, they will work in groups to
further their comprehension about the overall topic. By creating their poster, the teacher will be able to
monitor if they are understanding key vocabulary words from the unit
The teacher will collect each group's poster to monitor if they are on the right track. When students are
completing their projects, the teacher will walk around and monitor each group to make sure all students are
participating.
Students will be working with these vocabulary words throughout the unit. Because of this, the importance of
this lesson is significant because it will allow students to build their background knowledge to support them
throughout the entire unit. At the end of the unit, students will be completing a choice of a slideshow or a
digital brochure where they can demonstrate their thinking on the similarities between rocks and mineral and
their influence on Earth’s history.
A rubric will be used to monitor student comprehension of the overall unit topic (weathering and erosion) as
well as use text features to build their vocabulary knowledge.
Procedures
- Go over the agenda and what students will be doing
- “Now that we have finished our mineral unit, we will begin our rock cycle process and compare how
rocks and minerals not only affect each other but Earth’s history ”
-
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 ● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do,
we do, you do”), inquiry, guided or
independent practice, or other
learning methods. Please write what
you are looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be
suggesting or modeling specific
strategies and helping students
choose which strategy makes sense
September 2021
- Ask students if anyone knows anything about the rock cycle process
- Activate thinking through rock types, and steps in the cycle
- “Because we are starting a new unit, it can be difficult to understand what we are learning without
knowing what any words mean. With that being said, we are going to be taking notes on our reading in
a different way”
- The teacher will introduce the comprehension/note-taking strategy, Know the Word, Use the Word
- “Learning these words is about doing more than just figuring out a word and moving on in your
reading. when you want to learn a word, you'll need to read it understand it, and then use it. When you
first see the word, you might Kind of know what it means. then, if you work to give a definition, you
understand it even more. but when you use it in writing or talking, then it becomes part of your
scientific vocabulary”
- “Because of this, we will be creating a t-chart when we come across an important vocabulary word or a
word we may not know”
- The teacher will model how to create the t-chart and show how students will complete their own
t-chart in their science notebooks
- The teacher will stop at specific words, already chosen by the teacher. After each page is read in the
book, the teacher will also ask the students if there are any unknown words they students do not know
- Prompts the teacher can use:
- Reread The definition. Remind yourself what the word means.
- Try to use it in a sentence.
- What word fits with the topic of what you're trying to say?
- Think about how it was used in the textbook, how could you use it when you write or talk?
- Students will complete their own t-chart in their science notebooks
- After, the teacher will discuss how this strategy helped build their knowledge on the new topic they are
learning.
- Ask what students liked and didn’t like about the strategy
- What they could do differently
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 to them. However, you must make
sure ideas come from students.
Closing: Wrap-Up and Extension - In order to further student comprehension of the rock cycle process, the students will be randomly put
End the lesson with a final review of in groups to create a project
key ideas and knowledge. This is - The teacher will model the project:
where you have students talk about - There will be cut-up definitions of vocabulary words and the vocabulary word names. The
their thinking and share strategies students will work together to match the definition and the word and glue them on their poster
with the whole class. It’s important picture. By doing this, they are reviewing the definitions again and furthering their
to name strategies and use academic comprehension by practicing what these words actually mean
vocabulary here, extending the - During this time, the teacher will walk around the class and monitor student participation and make
lesson to broader ideas. sure every student is understanding the definitions. Further explanation of these definitions can be
● Promote a community of given as the teacher walks around.
learners. - As students finish their project they will turn it in to the teacher to monitor
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional - Textbook
Resources or Materials https://docs.google.com/document/d/1grTy7MeXZ-3p0J72jggWzfIXupaBQVTlSbcTS7j0xPU/edit
- List and provide a brief rationale - Modeled t-chart
for all necessary lesson resources and - Cut out definitions and vocabulary words
materials. If not original, cite the https://docs.google.com/document/d/1JNz_wgpbCzZj4GYjyJUN-HGo0hNvWzD76UJqp-OhgMs/edit
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.

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 Supplies, Equipment and - Student science notebook
Technology
- List all other supplies that need to
be available.

Terms Definitions

Mineral A naturally occurring and usually inorganic solid

Igneous rocks Cooling magma below ground and cooling lava above ground form

Sedimentary rocks When sediments are compacted or are cemented together by new
minerals

Metamorphic rock When large chances of temperature, pressure, or both cause the
texture and mineral content of existing rock to change over millions of
years

Magma Molten rock inside the earth

lava Molten rock on the earth's surface

Crystal A solid with its atoms or molecules arranged in a repeating pattern

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Alex Wooten

EDU 443

Dr. Prince

04/23/2023

For this assignment, I connected the overall idea of comprehension to my placement in a sixth-grade science unit. Students are learning about

the rock cycle process and its influence on our Earth’s history. The text chosen for this assignment, was a non-fiction text, the class textbook, that

allowed students to identify key vocabulary terms. I chose a non-fiction text based on the student literacy survey given to my students. While it was

simple to choose the class textbook for their own learning and this assignment, almost all students are interested in reading non-fiction text over

fiction text. Because this lesson is for the beginning of the unit, the students are learning brand-new vocabulary. With that being said, I chose a

strategy from our class textbook that allowed students to identify specific vocabulary words. This strategy is called, Know the Word, Use the Word.

This strategy allows students to create a visual representation that identifies the key vocabulary terms and the definitions that match them. When

teaching this lesson to the class, students were engaged the entire time because they were able to communicate their ideas out loud and in small

groups at the end of the lesson. Student participation was monitored as I gave time for students to fill out their own t-chart in their science notebooks.

In the future, I would like to incorporate students' interests more by using what they like to do in their free time. Because Students like to play games

and their free time, I would like to use a game in order to monitor their comprehension of the unit. This game can be completed in their small groups

by competing against each other. In order to further student comprehension of the topic of the rock cycle, students were broken up into small groups

to match key definitions to specific vocabulary terms. I created a chart that had seven vocabulary terms and their matching definitions that will be cut

up for students. Students will match these cut-up vocabulary terms and glue them onto a poster for the teacher to monitor. By using the t-chart and
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having students complete a group project, they are able to learn a word more than just figuring out what the word means and moving on in their

reading. When the students want to learn a word, they'll need to read it, understand it, and then use it, whether it is in their writing or when they talk.

When they first see the word they might know what it means. Then if they work to find a definition of it, they'll understand the word even more. But

when they use it in their writing and talking it becomes a part of their scientific vocabulary. In order to improve this lesson, I will activate student

background knowledge more in order for them to connect their thinking from the previous unit to this unit. By activating background knowledge I am

also able to see where students' thinking is already at in order to prepare for their future learning.

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