Lesson+Plan

** Resources ** ** Graphic Organizer ** ** Rubric 3.3 ** ** Rubric 4.2 ** Scenario and Collaboration Student Rubric Evaluation
 * Brainstorming **

REVISED LESSON PLAN: **__Comprehensive Collaborative Lesson Plan Page __**

**Collaborators: ** Stacy Lambert and Christina Painter

**Planning: **

**Reading ** **Comprehension Strategy: ** Making Predictions and Inferences

**Reading Development Level: ** Emerging, 1st grade

**Instructional Strategies: ** Identifying similarities and differences Cooperative learning Advanced organizers

**Lesson Length: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">45 minutes

**<span style="color: black; font-family: 'Arial','sans-serif';">Purpose: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">The purpose of this lesson is to build the knowledge and skills to identify different types of rocks and distinguish between Igneous, Metamorphic, and Sedimentary rock types.

**<span style="color: black; font-family: 'Arial','sans-serif';">Objectives: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Classify objects <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Sequence and categorize information

**<span style="color: black; font-family: 'Arial','sans-serif';">Resources, Materials, and Equipment: **

**<span style="color: black; font-family: 'Arial','sans-serif';">Children’s Literature: ** //<span style="color: red; font-family: 'Arial','sans-serif';">Granite and Other Igneous Rocks //<span style="color: red; font-family: 'Arial','sans-serif';"> by Chris & Helen Pellant //<span style="color: red; font-family: 'Arial','sans-serif';">Marble and other Metamorphic Rocks //<span style="color: red; font-family: 'Arial','sans-serif';"> by Chris and Helen Pellant //<span style="color: red; font-family: 'Arial','sans-serif';">Sandstone and Other Sedimentary Rocks //<span style="color: red; font-family: 'Arial','sans-serif';"> by Chris & Helen Pellant //<span style="color: red; font-family: 'Arial','sans-serif';">Everybody Needs a Rock //<span style="color: red; font-family: 'Arial','sans-serif';"> by Peter Parnall

**<span style="color: black; font-family: 'Arial','sans-serif';">Websites: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">United Streaming--"What Are Rocks?" and "Why Are Rocks Different"

**<span style="color: black; font-family: 'Arial','sans-serif';">Graphic Organizers: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">KLWQ chart for both groups, Flowchart from Cacoo.com []

//<span style="color: black; font-family: 'Arial','sans-serif';">Student Rubric Evaluation (link): http://lambertgotlib.wikispaces.com/Student+Rubric+Evaluation //

**<span style="color: black; font-family: 'Arial','sans-serif';">Materials: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Pet Rocks <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Hand Lens <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Paper & Pencils <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Pond Rock <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Glue <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Google Eyes

**<span style="color: black; font-family: 'Arial','sans-serif';">Equipment: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Computer <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Projector <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">PowerPoint

**<span style="color: black; font-family: 'Arial','sans-serif';">Collaboration: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Teacher and Librarian will meet to discuss the design of the lesson and materials needed. Because of the duration and the materials needed to conduct the lesson it will be of benefit to instruct students from the general classroom. The teacher will introduce this lesson describing general vocabulary terms related to rocks, and will present the video "What Are Rocks," as well as display rocks for student viewing with hand lens. The librarian will activate the KWLQ chart and will enter the information on the chart as the teacher asks questions for students to answer accordingly. The librarian will showcase and demonstrate the Cacoo flow chart for students to view in the classroom for the lesson segment of the lesson. Working alongside the classroom teacher, the librarian will introduce the next video to the students, “Why Rocks are Different," then assist to pass out paper/pencil. The students will be divided between the teacher and librarian to begin the lesson segment. Students will receive a resource material, flow chart and box of rock samples. Students will then work in partnership to categorize rocks using the flow chart from Cacoo (which is also posed from the projector and live in the presentation). Working in the partnership, students will use their knowledge of rocks to predict and decide which rock belongs to each group. The librarian and teachers will oversee and assist their small groups to ensure understanding or directions and procedures. At this point, students will assess, and decide for themselves through inferences, where rocks should be classified. Students will regroup into their small groups and the teacher and librarian will review the corrected classification of the rocks. Then the entire group will work as a whole to identify rocks presented by the teacher with the librarian showing the flow chart to determine the steps with the live Cacoo. As a final component to the lesson, students will receive a pond rock and will tell the teacher or librarian what classification their new rock fall under, then place "google eyes" on to make a Pet Rock for completion.

**<span style="color: black; font-family: 'Arial','sans-serif';">Assessment: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Students will demonstrate their ability to use the flow chart to identify <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">different types of rocks. Students will use a rubric for self-assessment.

**<span style="color: black; font-family: 'Arial','sans-serif';">Standards: **

**//<span style="color: black; font-family: 'Arial','sans-serif';">Reading //**//<span style="color: black; font-family: 'Arial','sans-serif';">**<span style="font-family: 'Arial','sans-serif';">and/or writing: ** // //<span style="color: red; font-family: 'Arial','sans-serif';">AASL Standard 1: //<span style="color: red; font-family: 'Arial','sans-serif';"> Inquire, think critically, and gain knowledge. //<span style="color: red; font-family: 'Arial','sans-serif';">Skill: //<span style="color: red; font-family: 'Arial','sans-serif';"> 1.1.6: Read, view, and listen for information presented in any format <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">(i.e. textual, visual, media, digital) in order to make inferences and gather <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">meaning. //<span style="color: red; font-family: 'Arial','sans-serif';">Skill: //<span style="color: red; font-family: 'Arial','sans-serif';">1.2.1: Display initiative and engagement by posing questions and <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">investigating the answers beyond the collections of superficial facts.

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">TEKS: 110.12. English Language Arts and Reading, Grade 1. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(A) follow written multi-step directions with picture cues to assist with understanding; and <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(B) explain the meaning of specific signs and symbols (e.g., map features).

**//<span style="color: black; font-family: 'Arial','sans-serif';">Listening and speaking //****<span style="color: black; font-family: 'Arial','sans-serif';">: ** //<span style="color: red; font-family: 'Arial','sans-serif';">AASL Standard 3: //<span style="color: red; font-family: 'Arial','sans-serif';"> Share knowledge and participate ethically and productively as members of our democratic society. **//<span style="color: red; font-family: 'Arial','sans-serif'; font-weight: normal;">Skill: //****<span style="color: red; font-family: 'Arial','sans-serif'; font-weight: normal;"> 3.1.2: Participate and collaborate as members of a social and intellectual network of learners. ** **//<span style="color: red; font-family: 'Arial','sans-serif'; font-weight: normal;">Skill: //****<span style="color: red; font-family: 'Arial','sans-serif'; font-weight: normal;">3.2.3: Demonstrating teamwork by working productively with others. **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">TEKS: 110.27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(A) listen attentively to speakers and ask relevant questions to clarify information; and <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(B) follow, restate, and give oral instructions that involve a short related sequence of actions. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">﻿ <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">TEKS: 110. (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

**<span style="color: black; font-family: 'Arial','sans-serif';">Other content areas: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">TEKS: 112.12. Science, Grade 1. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(b) Knowledge and skills <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(7) Earth and space. The student knows that the natural world includes rocks that can be identified in through patterns and systems. The student is expected to: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(A) observe, compare, describe, and sort components of rocks

**<span style="color: black; font-family: 'Arial','sans-serif';">Information literacy: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">TEKS: 110.12. English Language Arts and Reading, Grade 1. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

//<span style="color: red; font-family: 'Arial','sans-serif';">AASL Standard 2: //<span style="color: red; font-family: 'Arial','sans-serif';"> Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">**//<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">Skill: //****<span style="font-family: 'Arial','sans-serif'; font-weight: normal;">2.1.1: Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. ** **//<span style="color: red; font-family: 'Arial','sans-serif'; font-weight: normal;">Skill: //****<span style="color: red; font-family: 'Arial','sans-serif'; font-weight: normal;">2.2.3: Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. **

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">**<span style="font-family: 'Arial','sans-serif';">Educational technology: ** <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

//<span style="color: red; font-family: 'Arial','sans-serif';">TEKS: //<span style="color: red; font-family: 'Arial','sans-serif';"> 126.2. Technology Applications, Kindergarten-Grade 2. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(A) use software programs with audio, video, and graphics to enhance learning experiences; and <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(A) use communication tools to participate in group projects; and <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">//AASL Standard// 3: Share knowledge and participate ethically and productively as members of our democratic society. <span style="color: red; font-family: 'Arial','sans-serif';">//Skills:// 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess

**<span style="color: black; font-family: 'Arial','sans-serif';">Implementation Process: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Upon entering the the subject lesson, the teacher and librarian will set-up <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">the projector and present a power point presentation slide show which <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">shows rocks in various land formations from mountains, sandstones, <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">volcanoes, and ocean bottom.

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">**<span style="font-family: 'Arial','sans-serif';">Student-friendly Objectives: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">1. Use background knowledge and the flow chart to classify rocks. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">2. Use vocabulary words to describe rocks. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">3. Explain where rocks can be found in landforms and how students will look at a small piece of these rocks in their samples. **<span style="color: black; font-family: 'Arial','sans-serif';">Presentation: **

<span style="color: red; font-family: 'Arial','sans-serif';">Teacher will begin lesson by passing around soil and sand samples to students in class. The teacher will activate students' prior knowledge of rocks asking students to identify the characteristics of different rocks they have seen. The teacher will write the characteristics that students name on the boards. The teacher will then read Chris and Helen Pellant's books: //<span style="font-family: 'Arial','sans-serif';">Granite and Other Igneous Rocks, Marble and Other Metamorphic Rocks // and //<span style="font-family: 'Arial','sans-serif';">Sandstone and Other Sedimentary Rocks //, which the librarian will pass out in multiple copies to student groups. Students will view "What Are Rocks?" and "Why Are Rocks Different?" The librarian will discuss the procedures and objectives in the lesson. Students will work in partner sets and will divide between the librarian and the teachers, one group learning with the teacher and the other group learning with the librarian. The teacher and librarian will model using the cacoo.com flow chart on their set of sample rocks. The partner sets will use the flow chart to determine which type of rock each has, which at the conclusion of the lesson students will demonstrate mastery of chart when given a pond rock to determine the classification of this rock.

**<span style="color: black; font-family: 'Arial','sans-serif';">Student Participation Procedures: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Students will: <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Think, pair, share in partnerships to classify rocks <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Demonstrate listening skills through the identification of rocks using a flowchart and communicate opinions based upon the properties of the sample rocks <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Organize rocks according to their descriptive properties

**<span style="color: black; font-family: 'Arial','sans-serif';">Guided Practice: **

<span style="color: red; font-family: 'Arial','sans-serif';">The teacher and librarian will work with smaller groups directing and guiding students as they work classifying rocks using a flow chart. Educators will listen for appropriate vocabulary terms about rocks to determine if students are completing the task appropriately as well as sharing additional background knowledge as they classify the rocks. Feedback will be given as needed through observation, and redirection of materials for verbal assessment, as needed. **<span style="color: black; font-family: 'Arial','sans-serif';">Closure: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Students will receive a pond rock to identify and classify their rock from the knowledge and skills they just completed with the sample rocks. They will then place "google eyes" on the rock and take their Pet Rock home as a reminder of the rock lesson. **<span style="color: black; font-family: 'Arial','sans-serif';">Reflection: **

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Rocks are a part of our everyday environment, and helping students to learn how to identify/classify rocks and the (initial) formation of rocks are integral to the purpose and uses of rocks in our lives. <span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">Questions and Comments to consider in the reflection: <span style="color: black; font-family: 'Arial','sans-serif';">1. <span style="color: red; font-family: 'Arial','sans-serif';">Where have you noticed rocks used in everyday life? This may include in the home, or around the house, parks, and roads. <span style="color: black; font-family: 'Arial','sans-serif';">2. <span style="color: red; font-family: 'Arial','sans-serif';">Are rocks strong or can they be broken down over time? How did we come to use the small rocks in our samples? <span style="color: black; font-family: 'Arial','sans-serif';">3. <span style="color: red; font-family: 'Arial','sans-serif';">Your Pet Rock is a small sample of the types or rocks that exist, how does having a Pet Rock to take home remind you of these types of rocks?

**<span style="color: black; font-family: 'Arial','sans-serif';">Extensions **<span style="color: black; font-family: 'Arial','sans-serif';"> (Moreillon 15):

<span style="color: red; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;">The following lesson can be a collaborative lesson on how rocks breakdown to form sand, dirt/soil, beaches, and pebbles in rivers through the erosion or large rocks from the previous lesson.

<span style="color: black; font-family: 'Arial','sans-serif';">Moreillon, J. //<span style="font-family: 'Arial','sans-serif';">Collaborative strategies for teaching reading comprehension: Maximizing your impact //. Chicago: ALA Editions, 2007