Unitplanfinal

Rocks & Air
Kindergarten Unit
SCES 313
Rachel Polikaitis & Amanda Asfour
Kathleen Fuller & Jessica Cramer
Summary of unit and its appropriateness:

This unit is a mini-unit studying rocks and air. This mini-unit makes up a small part of a
larger unit on Earth Materials for Kindergarten students. The science content standards
in the GLCES for Kindergarten Earth Science specify that students should develop an
understanding of the properties of earth materials and how they are useful. Standard
E.SE.E.1 specifies earth materials such as rocks, minerals, soils, water, and gasses.
Standard E.SE.00.11 states that students will be able to Identify earth materials that
occur in nature. Based on this set of Earth Science standards for Kindergarten, this unit
is age appropriate for the Kindergarten classes that we taught.
Content Objectives:
Students will be able to recognize characteristics of rocks.
Students will be able to describe rocks based on these characteristics.
Students will be able to recognize rocks as an earth material.
Students will be able to sort and compare rocks based on these characteristics.
Students will be able to name some of the materials that rocks are made of.
Students will be able to name some of the characteristics of rocks.
Identify ways that rocks were useful in the past, present, and future.
Draw a picture of an everyday object that is made out of rocks.
Create a new rock that has a special purpose for the future.
Students will be able to recognize that air exists.
Students will be able to find evidence that air exists.
You can feel air blowing
Air takes up space (balloon)
Air can move things
Students will recognize that air is necessary for living things.
Process Skill Objectives:
Students will be able to observe and record observations of the characteristics of
rocks.
Students will make predictions about the results of their experiments.
Vocabulary:
Size: Big and small
Colors: Black, white, brown, grey
Texture: rough and smooth
Shape
Unit Outline:
1. Introduction to Rocks
2. Sorting Rocks by their Characteristics
3. What are rocks made of?
4. How do we use rocks?
5. Air is all Around
6. Evidence of Air
Lesson 1
Content Objectives
Process Objectives
Standards
Students will be able to recognize

characteristics of rocks.
Students will be able to

observe and record
observations of the
E.SE.00.11 Identify earth

materials that occur in nature.
Students will be able to

observe and record

Students will be able to describe rocks based

on these characteristics.
Students will be able to recognize rocks as an

earth material.
Lesson 2
Students will be able to sort and compare

rocks based on these characteristics.
K.P.2.1 Classify objects by

observable physical
properties (including size,
color, shape, texture, weight
and flexibility).

observable physical
and flexibility).
Lesson 3
Lesson 4
Students will be able to name some of the

materials that rocks are made of.

Students will be able to name some of the


observable physical
and flexibility).
Identify ways that rocks were useful in the

past, present, and future.

observable physical
and flexibility).
Draw a picture of an everyday object that is

made out of rocks.
Create a new rock that has a special purpose
for the future.
Lesson 5
Students will be able to recognize that air

exists.
Students will be able to find evidence that air

exists.

Air takes up space
(balloon)
Air can move things
Students will recognize that air is necessary
Students will make

predictions about the results
of their experiments.

for living things.
Lesson 6
Students will be able to recognize that air

exists.
Students will be able to find evidence that air

exists.

Air takes up space
(balloon)
Air can move things

Students will recognize that air is necessary
for living things.
Materials used from Calvin:

Sand
Two boxes of rocks
Pebbles
Two plastic tubs
Two plastic cups
Two balloons
Air is All Around Us book
Tape
Students will make

predictions about the results
of their experiments.

Lesson 1 Introduction to Rocks

Teacher Kat, Rachel, Amanda, Jessica
Date: April 28, 2016
Subject/ Topic/ Theme: Introduction to Rocks
Grade: Kindergarten
I. Objectives
How does this lesson connect to the unit plan?
This lesson introduces different types of rocks and properties we can use to classify them.
It will give students a basic understanding before diving in further to the concept.
Learners will be able to:
(content & skill objectives)
cognitiveR U Ap An E
C*
physical
development
socioemotional
Students will be able to recognize characteristics of rocks.

Students will be able to observe and record observations
of the characteristics of rocks.
Students will be able to describe rocks based on these
characteristics.
Students will be able to recognize rocks as an earth
material.
Common Core, GLCEs, or NEXT Gen standards addressed:

E.SE.00.11 Identify earth materials that occur in nature.
K.P.2.1 Classify objects by observable physical properties (including size, color, shape,
texture, weight and flexibility).
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
Add drawings or other visual displays to descriptions as desired to provide additional
detail.
Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).
Ask and answer questions in order to seek help, get information, or clarify something that
is not understood.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state
standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment activities

(applicable to this lesson)
Knowledge of colors, size, and shapes.
Pre-assessment (for learning):

Ask student what they know about rocks.
Formative (for learning):

Student responses to rock discussion, student participation in the rock
movement activity.
Formative (as learning):

Students participate in a movement activity, moving to different sides of the
room based on the characteristics of their rock. They also fill out the rock
worksheet by circling the characteristics of their rocks.
Summative (of learning):

Rock worksheet circling the characteristics of their rocks.
What barriers might this

lesson present?
What will it take

neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple
Means of
Representation
Provide Multiple
Means of Action
and Expression
Provide Multiple
Means of
Engagement
Provide options for

perception- making
information
perceptible
Provide options
for physical
action- increase
options for
interaction
Provide options for

recruiting interestchoice, relevance,
value, authenticity,
minimize threats
Provide options for

language,
mathematical
expressions, and
symbols- clarify &
connect language
Provide options
for expression
and
communicationincrease medium
of expression
Provide options for

sustaining effort and
persistence- optimize
challenge,
collaboration,
mastery-oriented
feedback
Provide options for

comprehensionactivate, apply &
highlight
Provide options
for executive
functionscoordinate short &
long term goals,
monitor progress,
and modify
strategies
Provide options for

self-regulationexpectations,
personal skills and
strategies, selfassessment &
reflection
Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?
Rocks, poster, video reading, rock worksheet, blank paper

( pieces), coloring materials
How will your classroom be

set up for this lesson?
Children will start at their desks, move to the carpet with the
teachers, and then move throughout the classroom for the
movement activity
III. The Plan
Time
5
Compon
ents
Teacher Does:
Motivation
(opening/
introduction/
engagement)
Teacher asks the class, What

do you know about rocks?
Play I Love Rocks video
reading.
https://www.youtube.com/watc
h?v=NxDoapHOmvA
Talk about the content in the
video: what did you see in the
video? What types of rocks did
you learn about? Where did
the characters find the rocks?
Development
(the largest
component or main
body of the lesson)
Exploration:
Give each student a rock,
magnifying glass and a blank
sheet of paper.
10
Describe teacher activities

AND
student activities
for each component of the lesson. Include important
higher order thinking questions and/or prompts.
Students Do:
Students will share what
they know about rocks.
Students will attentively
watch the video reading.
Students leave their rocks

and materials on their desks
while they listen attentively
20
10-15
Once students receive their

rock, ask them to observe their
rock by looking at it, touching
it, smelling it. (Do not taste
rock).
Have students draw a picture
of their rock on the blank sheet
of paper based on their
observations.
Have students turn to their
elbow partner and describe
their rock for 30 seconds each.
Walk around the classroom to
make sure students are on
task and ask questions about
what they notice about their
rock.
Bring the class back together
and have the students come
up to the front of the
classroom to show their rock.
Explanation:
The teacher will make a list of
the properties (size, color,
texture, shape **teacher
already has these four
categories on the board**)
students shared on the board.
Ask leading questions if
students are having difficulty
describing their rock. For
example, is this rock big or
small?
Have students raise their rock
if it is big? Raise their rock if it
is small? (continue with other
properties).
Handout the classifying rock
worksheet.
Review the vocabulary. (Big,
small, brown, black, grey,
smooth, rough, round,
square).
Have students complete the
worksheet based on the
properties of their rock.
Gather students to the middle
to the directions the teacher

gives.
Students investigate rock
and draw a picture of their
rock on the paper provided.
Students ask questions and

continue investigating their
rocks.
Students will participate in
describing their rocks.
Students will sit quietly while
their peers talk and
contribute as asked.
Students listen and
contribute as necessary
Students answer questions

as needed.
Students will circle the

properties that describe their
rock.
Students review vocabulary
words that they contributed
to.
Students gather with their

rock.
Students move to
designated sides of the room
5-10
Closure
(conclusion,
culmination, wrapup)
of the classroom and have

them hold their rock.
Ask students to decide, Is
your rock big or small? Tell
students if their rock is big, to
move to the right side of the
classroom. If their rock is small
move to the left side of the
classroom. Ask a few students
why they chose to be on that
side.
Continue this activity, having
students move based on size,
color, texture, and shape.
Have students return to their
seats.
Analysis:
Ask students to draw a picture
of where they could have
found their rock.
Have a couple of students
come to the front and share
their picture.
Emphasize that rocks can be
found in many different places.
based on characteristics of
their rocks.
Review vocab and properties

of rocks.
Ask students to bring one rock
from home to the next class on
Tuesday.
Students will answer any

questions the teacher has
about the properties of rocks
Students will draw a picture

of their rock
A few students will share
their rock while other
students listen attentively
Your reflection about the lesson, including evidence(s) of student learning and engagement, as
well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a
chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)
(Yes, this is important and does need to be completed.) emailed to me within 24 hours of
teaching the lesson
Reflection: (Amanda and Rachel)

Planning for this first lesson on teaching rocks to kindergarteners proved
to be a lot more challenging than we imagined. We wanted to provide a time for
exploration and developing concepts. Therefore, we created activities where
students could explore the rocks they were given and based on that come up
with some characteristics about rocks. Since we knew that we were going to be
teaching kindergarteners, we assumed that it would take a long time to go
through the activities and transition between activities. However, when we began
lesson, we soon realized that we were going through the activities a lot faster
than expected. The exploration only took about 15 minutes and the students
were doing well transitioning between activities. The students were excited to
have their own rocks and to be able to share them with their classmates. We did
not want to drag on activities just because we didn't expect them to do it so fast.
Instead, we transitioned to the next part of the lesson when we knew that
students understood the concepts and seemed to get restless or bored. Overall,
the students seemed to understand properties of rocks and how to classify them.
After 45 minutes we had completed all the activities we had planned in our
lesson and still had 30 minutes of teaching time left.
Both of us did not expect for this to happen and had to think on our feet for
other activities we could do that would not be just to waste time, but to further
concepts or apply their learning. Therefore, we decided to do an activity where
the students shared where rocks can be found. After that, the students had to
draw a picture of where they found their rock and shared it with the class. Since
we still had about 30 minutes left, we decided to do an activity where we gave a
group of four students five rocks and they had to sort them based on different
categories (size, color, texture, and shape). We first demonstrated how to sort 5
rocks based on a given category (I do). With the next category we sorted five
rocks as a class (We do). Finally we let the groups sort their five rocks based on
a category we gave them (They do). Both of us asked questions as to why they
sorted them a certain way and had them share it to the class. Some of the
students struggled working in groups and coming to a decision. Therefore, at the
end we emphasized how it can be difficult to sort these rocks because people
have different opinions and ideas of how to sort them, but it is good to work as a
group. While, we didn't know what to do right away when we were running out of
activities, it was a good learning experience and we think that we were able to
recover well. We now know our class better and can plan our next lesson to fit
our students. We will also make sure to include activities we can do if we still
have time left.
SCES 313
Lesson 1 Reflection
It was a great learning experience to teach in Mrs. Boomsas kindergarten class.
Our goal was to teach students about rocks and have them classify them based
on size, shape, color, and feels. The students did very well at coming up with
words to describe their rock and they enjoyed coming up to the front and telling
the class about their rock. The students enjoyed coloring pictures of their rock
and they were very precise with drawing freckles and the texture of their rock.
The students were also very engaged during the video reading, and they enjoyed
learning about more properties of rocks. For the most part, the students listened
well and they were excited about the lesson. There were some students that had
some trouble listening, but with some reminders they were able to get back on
task.
If I had to do this lesson over I would have prepared some activities to do if we
find ourselves with extra time. The students finished early we didnt have enough
prepared for them. We could have filled up a bucket with water and asked the
students if they think their rock will sink or float. It would have also been cool to
bring in pumice to show that some rocks do float. Overall, I think this lesson went
well and I now I am glad I know the structure of this class and how it flows. I look
forward to teaching next week now that we have a basic understanding of how
this class works together.
Name___________________________________________________
Draw a picture of your rock.
Color:
Size:
Feel:
BIG
small
Rough
Smooth
Lesson 2 Sorting Rocks by their Characteristics

Lesson Planning Form for Accessible Instruction Calvin College Education
Program
Teacher Jessica, Rachel, Kat, Amanda
Date:
Subject/ Topic/ Theme: Sorting Rocks by their Characteristics
Grade: Kindergarten
I. Objectives
This lesson reviews the different types of rocks and the characteristics used to
sort them. Students will use the concept of physical properties of rocks and create
their own rock.
objectives)
(content & skill
C*
physical
development
socioemotional
Students will be able to sort and compare rocks based on

these characteristics.
Students will be able to observe and record characteristics
of rocks.

detail.

is not understood.


Knowledge of categories of rocks and vocabulary all taught

during the previous lesson.
Pre-assessment (for learning): Review vocabulary for rocks
Formative (for learning): +

Students sorting the rocks they receive into groups based on the
vocabulary they know
Formative (as learning): +

Students making their own rocks
Summative (of learning): +

Students answering questions such as what are rocks made of?

lesson present?
What will it take

this lesson?
Provide Multiple
Means of
Representation
Provide Multiple
Means of Action
and Expression
Provide Multiple
Means of
Engagement
Provide options for

perception- making
information
perceptible
Provide options
for physical
action- increase
options for
interaction
Provide options for

minimize threats
Provide options for

language,
mathematical
expressions, and
symbols- clarify &
connect language
Provide options
for expression and
of expression
Provide options for

challenge,
collaboration,
mastery-oriented
feedback
Provide options for

highlight
Provide options
for executive
Provide options for

personal skills and
long term goals,

monitor progress,
and modify
strategies
they ready to use?


reflection
Rocks,
Marker/white board
Sand
Small plastic cups
Gravel
glue
+
In table groups
III. The Plan
Tim
e
5-10
Compon
ents
Motivation
(opening/
introduction/
engagement)

AND
student activities
Sing rock hunt song to the

class with motions (Rocks in
my pockets, big and small,
round little rocks, found them
all). Have students join in.
-Students will listen and then

participate in the rock hunt
song.
-students sing along to the
rock hunt song.
Write and review vocabulary

with the class
-Students create their own

motions to the rock hunt
song.
Development
(the largest
component or main
body of the lesson)
10-12
-Pass out 5 rocks to each

table group.
Exploration:
-Students will sort out rocks

into categories based on
properties mentioned in
class.
-In their table groups, have the

students sort 5 rocks by size.
Have one student from each
group come to the board to
report their results. Record
these on the board.Then, have
students sort rocks by texture,
shape, and color, following the
same procedure to report the
results.. Have students come
up with their own categories of
how they can sort their rocks.
-Collect the rocks.
Explanations // Analysis:
25-30
-Explain to the class that today

we are going to make our own
rocks. Tell them that it is very
important that they follow the
directions and are good
listeners during this activity,
otherwise it will not go well
and they will not be able to
participate.
1. Pass out a few pieces
of newspaper to each
table group to keep
the table clean.
2. Pass out one clear
plastic cup to each
student.
3. Have each student
write his or her name
on the tape attached
to the cup.
4. Pass out bottles of
glue to every few
students.
5. Instruct the students
to squeeze some glue
into the bottom of their
cup, first
-Students place newspaper

on their desks.
-Students write their names

on their cups.
-Students add glue to their

cups.
demonstrating in your
own cup.
6. Call students one
table group at a time
to come to the front of
the room with their
cup to put a spoonful
of sand in.
7. When students go
back to their tables
after adding sand,
have them add more
glue to the cup.
8. Call students one
table group at a time
to come to the front of
the room with their
cup to put in a
spoonful of gravel.
9. When the students
have added the
gravel, have them go
back to their desks
and add more glue.
10. After the students
have added the last
portion of glue,
dismiss the students
by table group to
place their rock cups
on the back table.
-Have students come sit on
the rug when theyve put away
their rock cup.
Explanation:
5-10
-Ask students, How do you

think rocks are made? What
are they made up of? Explain
that rocks are made up of
many different things. What
makes a bumpy rock so
bumpy and a smooth rock so
smooth?
-Students come one table

group at a time to add sand
to their cups.
-Students add glue.
-Students add glue to their

cups.
-Students come one table

group at a time to add sand
to their cups.
-Students add glue.
-Students come sit on the

rug.
-Students answer questions:

Rocks are made up of little
sand pieces and smaller
rocks...they are made up of a
lot of stuff! Our rocks were
bumpy from the gravel and
smooth where there was just
sand.
5-7
Closure
(conclusion,
culmination, wrap-up)
Ask students, what they

learned today. Sing the rock
song to close.
Students share what they

have learned and sing the
rock song
teaching the lesson
Lesson 2 Reflection
This day was very exciting! I can tell that Kat and I walked into the classroom feeling a lot more
confident and relaxed. We started by reviewing what we discussed last week and the students
seemed to remember what we discussed. They then filled out a worksheet that had them draw a
picture of their rock and asked them to circle if the rock was big, small, rough or smooth, and
brown, grey, black, or white. This was originally our application piece for the lesson. We wanted
the students to review these concepts with a different context (the rocks they brought in from
home). However, when Kat and I were planning for this lesson we wanted to also incorporate
something more hands-on for the application piece. I think this is a better application piece
because it discusses the same concepts in a situation where the students have to practice higher
order thinking. This is why we decided to have the students create their own rocks! I came across
this article and thought that it was very interactive and hands-on. Before we did the activity, I
discussed with the students that they can make the rock how they want according to the different
categories we discussed. They can make it bumpy or smooth, they can add different colored
pebbles to make it different colors. The students thought about these things as they made their
rock.
It was awesome to hear them say things like I want different pebbles so my rock is all different
colors and I added more sand so my rock is a smooth rock! However, I think I could have
reinforced the idea that the students were making their rock according to these properties by
having them follow a checklist. Then, they could have checked off each category as they made
their rock. This is something I would have done if I taught the lesson over again. I do think we can
incorporate an activity like this into the lesson on Thursday. I look forward to seeing how the
rocks turn out on Thursday!
Lesson 3 What are rocks made of?

Program
Teacher
Date:
Subject/ Topic/ Theme: How Rocks are Made
Grade: Kindergarten
I. Objectives
This lesson is about how rocks are made. The students will be using earth materials like sand and pebbles,
which they have already talked about, to make their own rocks. Overall the unit plan is about what rocks are like
and about air.

objectives)
(content & skill
C*
physical
development
socioemotional
Students will be able to name some of the materials that rocks are
made of.
Students will be able to name some of the characteristics of rocks.

detail.
is not understood.

Knowledge of categories of rocks and vocabulary all taught

during the previous lesson.

Pre-assessment (for learning): Ask students what we learned last week and to review vocabulary words.

Students fill out rock report for the rock they brought into class.

Students answer teacher questions during book reading

Students share // identify what the rock they made is like and why.

lesson present?
What will it take

this lesson?
Provide Multiple
Means of
Representation
Provide Multiple
Means of Action
and Expression
Provide Multiple
Means of
Engagement
Provide options for

perception- making
information
perceptible
Provide options
for physical
action- increase
options for
interaction
Provide options for

minimize threats
Provide options for

language,
mathematical
expressions, and
symbols- clarify &
connect language
Provide options
for expression and
of expression
Provide options for

challenge,
collaboration,
mastery-oriented
feedback
Provide options for

highlight
Provide options
for executive
long term goals,
monitor progress,
and modify
strategies
Provide options for

personal skills and
reflection
they ready to use?

Rock Report worksheet

If You Find a Rock book
Types of rocks described in the book (wishing rock, worry,
rock, fossil rock etc)
Scissor to get the rock out of the cup
Each students homemade rock
+
Students will be on the rug and at their tables
III. The Plan
Tim
e
5-7
10-12
Compon
ents

AND
student activities
Motivation
(opening/
introduction/
engagement)
Ask the class what we learned

about last week.
Development
(the largest
component or main
body of the lesson)
Exploration:
Hand out rock report
worksheet to each student.
Explain to students that they
Students will talk about what

they learned in the last
lesson.
Write and review vocabulary

with the class
Students will complete the

rock worksheet and share
their rock with their elbow
partner.
will fill out their rock report

worksheets with the rock they
brought from home, using the
vocabulary that we have
learned. Students will turn to
elbow partner and tell them
the shape of their rock.
15
10-12
Choose a few students to

come up in front of the class to
show their rock and explain
what they wrote in their rock
report.
Have each student tape their
rock report on the whiteboard
to create a rock gallery. Let
table groups come up one by
one to look at the different
rock reports.
Students will come to the

class and explain their rock
report.
Explanation:
Teacher will take students to
the rug. Teacher will read the
book If You Find a Rock and
pass around the rocks the
book describes. Ask students
to talk about the time they
have seen these kinds of
rocks before.
Students will listen and talk

about their past experiences
with rocks.
10
10
Analysis:
Now that the rocks are dry,
have every student retrieve
the rock they made. Have
them observe their rock inside
the cup. Ask, how do you think
your rock will look when it is
out of the cup. Have a few
students answer this question.
Have the students take their
rock out of their cup. Have
students compare their rock to
how they predicted. Then
have students turn to their
elbow partner and compare
Students will look at their

rock and make observations.
their rock with them.

5-10
Closure
(conclusion,
Review with the class what

rocks are made up of.
Hold up a rock and have
students in groups come up
with the properties of that
rock. Have them share with
the class and write the
properties on the board.
Students tell teacher what

rocks are made of and some
students share while others
listen attentively.
teaching the lesson
Reflection: (Rachel and Amanda)

After some difficulty in our last lesson in regards to timing, I was pleased
to find that our timing was much more accurate today. To start our lesson we
began by reviewing what the students remembered from last weeks lesson
about rocks. The children remembered that we learned some ways to talk about
what rocks are like, color, shape, texture, size...etc. Though we did this preassessment through a conversation and we cannot be sure that individual
answers reflect the entire class, the students that did respond seemed to have a
good understanding of the characteristics to define rocks. To secure this concept
and to introduce and motivate our students for the rest of the lesson, we sang a
rock song (pun not intended, but pointed out in the observation!). The students
seemed to enjoy singing this song as was evidenced through smiling faces and
many singing children.
During the previous lesson we introduced the idea of sorting based on
different characteristics. Because many of the children had trouble working
together in groups and the teacher mentioned the benefit of this group activity,
we decided to do the same activity again. The teacher also mentioned the
importance of recording our findings as scientists, we practiced this by having the
students write the number of rocks in each category during the sorting activity on
the board. This went well, students enjoyed coming to the board to write their
findings down and we were able to make conclusions such as, There are more
big rocks than small rocks. In addition, by doing this activity a second time, the
students had an easier time sharing and collaboratively sorting the rocks.
As an exploration of how rocks are made, we had the students to the rock
in a cup activity. We were worried about how this activity would go when working
with 20 kindergarteners, but overall things went smoothly. We had students add
glue to their cups at their desks, but come to the back of the room to add sand
and gravel. This way students didnt make a mess and each had similar amounts
in their cups. The problem with doing the activity this way was that the students
became a little restless in between getting sand and gravel. If I were to do this
lesson again, I would either prepare for more of a mess and allow students to do
the entire thing at their desks, or would find something else for students to do in
between steps.
After the exploration, we concluded the lesson with a conversation about
how rocks are made (concept development). We talked about how rocks can be
made of many different things that are stuck together in different ways (heat,
compression, sticky things like mud). The application portion of this concept will
be implemented by the teacher in another lesson.
Name___________________________________________________
Draw a picture of your rock.
Color:
Size:
BIG
small
Feel:
Rough
Smooth
Lesson 4 How do we use rocks?

Program
Teacher: Kat, Rachel, Amanda, Jessica
Date: 5-5-16
Subject/ Topic/ Theme: Why rocks are useful
Grade: Kindergarten
I. Objectives
Students will learn about rocks and how they are useful in our everyday lives. Students
will understand how rocks were useful in the past, present, and some ways they may be
useful in the future.
objectives)
(content & skill
Identify ways that rocks were useful in the past, present, and future.
Draw a picture of an everyday object that is made out of rocks.
Create a new rock that has a special purpose for the future.
C*
physical
development
socioemotional

detail.
S.IA.00.12 Share ideas about science through purposeful conversation.
S.IA.00.13 Communicate and present findings of observations.
S.IA.00.14 Develop strategies for information gathering (ask an expert, use a book, make
observations, conduct simple investigations, and watch a video).


Students will know how to sort rocks based on their

physical properties. They will also know about sand and
pebbles.
Pre-assessment (for learning): - The teacher will ask the students
how rocks are useful in everyday life.
Formative (for learning): + The students will draw a picture of a
useful purpose for rocks.
Formative (as learning): + Students will ask questions and create
a venn diagram to sort way that rocks were useful in the past and
how they are useful today.
Summative (of learning): + The students will create a rock
that has a special purpose for the future. They will draw a
picture of this and write a sentence about it.
lesson present?
What will it take

this lesson?
Provide Multiple
Means of
Representation
Provide Multiple
Means of Action
and Expression
Provide Multiple
Means of
Engagement
Provide options for

perception- making
information
perceptible
Provide options
for physical
action- increase
options for
interaction
Provide options for

minimize threats
Provide options for

language,
mathematical
expressions, and
symbols- clarify &
connect language
Provide options
for expression and
of expression
Provide options for

challenge,
collaboration,
mastery-oriented
feedback
Provide options for

highlight
Provide options
for executive
long term goals,
monitor progress,
and modify
strategies
Provide options for

personal skills and
reflection
they ready to use?

The book, Lets Go Collecting Rocks by Roma

Gans.
Pencils, paper, coloring utensils.
A white board and a dry erase marker.
+
The students will sit at the carpet for the story and then
come to their seats to create the venn diagram, draw
pictures for ways rocks are useful, and to create their rock
for the future.
III. The Plan
Tim
e
10-15
10-12
Compon
ents

AND
student activities
Motivation
(opening/
introduction/
engagement)
The teacher will read Lets Go

Collecting Rocks by Roma
Gans.
Development
(the largest
Exploration:
The teacher will ask students
The students will actively

listen to the book.
The students will brainstorm
component or main
body of the lesson)
10-15
10-12
ways that rocks are useful in

everyday life. The teacher will
draw a venn diagram on the
board labeled past, present
and then the middle will be
both. The teacher will call on
students to share ideas and
will then write them into the
venn diagram. If the students
run out of ideas, the teacher
will add roads, weapons,
jewelry, weapons, and tools to
the list. The teacher will
discuss these words with the
students and what they mean.
The teacher will have the
students draw one way that
rocks are useful. The students
will share these their drawings
with their elbow partner, and
then with the whole class.
Analysis:
The students will create a rock
that is beneficial for the future.
This rock will somehow make
life easier in the future. The
teacher will instruct students
to draw a picture and then
write a sentence about how
the rock is useful.The teacher
will instruct the students to use
their imagination.
ways that rocks were useful

in the past and how they are
useful in the present based
off of their previous
knowledge and the book that
they just read.
The students will draw

pictures of ways that rocks
are useful.
The students will create a

rock that has a special
purpose for the future. They
will draw a picture and write
a sentence about it.
10
The teacher will call on
students to the front of the
classroom to share their new
rock invention and talk about
why it is useful.
http://209.7.198.36/geologyonl
ine/lessons/0.4/lesson.pdf
Students will share their rock

inventions and talk about
how they are useful.
10
Closure
(conclusion,
Hand out rock assessment for

students to complete.
Tell students that they are
going to create a rock based
on the characteristics they
circle. Then, in their picture
have students draw their rock
and how it is important and
used in the real world. The
students will complete a
checklist as a rubric to make
sure they include the
necessary parts. They will
circle the smiley face if they
include it, and the frowny face
if they forgot to include that
part. The teacher will use this
checklist to assess each
student and make sure they
understand the objectives of
the previous lessons. The
teacher will review what the
checklist says with the class
before they work individually.
Then, have the students share
their rock report with their
elbow partner.
Students will complete the

rock assessment.
teaching the lesson
Rock Checklist
I have included...
1.) The size of my rock (big or small).

2.) The feeling of my rock (rough or smooth).

3.) The shape of my rock (square, circle, or oval).

4.) The color of my rock.
5.) A way rocks are useful everyday.

Name: __________
My Rock is:
Big
Small
Color:
Rough
Smooth
Square
Circle
Picture:
Oval
Lesson 5 Air is all Around

Program
Teacher: Jessica, Rachel, Kat, Amanda
Date: 5/5/16
Subject/ Topic/ Theme : Air
Grade: Kindergarten
I. Objectives
Students will recognize that air is an earth material and necessary for all living things. Students will find evidence
of air.

objectives)
(content & skill
C*
physical
development
socioemotional

Air can move things
Students will recognize that air is necessary for living
things.
Students will make predictions about the results of their
experiments.

detail.

is not understood.

They do not have prerequisite knowledge and skills about
air.
Pre-assessment (for learning): -
What do you know about air? Can you see air? How do we
know that air is there? What do we need air for?
Formative (for learning): + Student answers to discussion
questions throughout the lesson.
Formative (as learning): + Students sort different objects that air

can move and not move.
Drawing a picture of a time that they feel air.

lesson present?
What will it take

this lesson?
Provide Multiple
Means of
Representation
Provide Multiple
Means of Action
and Expression
Provide Multiple
Means of
Engagement
Provide options for

perception- making
information
perceptible
Provide options
for physical
action- increase
options for
interaction
Provide options for

minimize threats
Provide options for

language,
mathematical
expressions, and
Provide options
for expression and
Provide options for

challenge,
they ready to use?

symbols- clarify &

connect language
of expression
collaboration,
mastery-oriented
feedback
Provide options for

highlight
Provide options
for executive
long term goals,
monitor progress,
and modify
strategies
Provide options for

personal skills and
reflection
The book Air is All Around You.

Plastic meijer bags
Balloons
Plastic cup, paper towel, and container with water
List of small objects for the air movement activity
White paper and coloring utensils
Students will be at their seat in groups, during part of the

lesson. The other part of the lesson the students will be
sitting on the carpet in front of the teacher.
III. The Plan
Tim
e
3 min
Compon
ents
Motivation
(opening/
introduction/
engagement)

AND
student activities
What do you know about air?

Can you see air? How do we
know that air is there? What
do we need air for?
Students will answer the

questions and share what
they know about air.
Blow up a balloon. Ask

students what is inside the
balloon?
Development
(the largest
component or main
body of the lesson)
Read the book Air is All Around

You by Franklyn M. Branley. Stop
at the paper towel cup activity.
Demonstrate the activity with the

Cup and the paper towel into the
bowl of water. Ask, why is the
paper towel dry? What is stopping
it from getting wet?
Finish Air is All Around.
Exploration:
15 min
5 min
2 min
In our experiment we saw that air

took up space in the cup and
protected the napkin from getting
wet. So, one way that we can tell
that air exists is because it takes
up space.
Students will listen

attentively to the book.
Students will predict what
they think will happen during
the paper towel activity.
Students will attentively

watch the activity and
brainstorm reasons about
why the paper towel doesn't
get wet. Students will draw a
picture of the paper towel
activity. They will draw what
they observed during the
activity.
Students will participate in
each experiment.
Pass around a plastic meijer bag

to the students. Tell the students
to find a way to catch air. Review
with the students appropriate
ways to handle the bags (not
putting them on your head). After
students explore, explain the
concepts of air. Did the bags fill
up with anything? If time allows,
have students draw a picture on
their air catcher.
What are some other ways that
you can tell that air is around us?
Can you feel it in any way?
Hopefully kids will notice that if
they blow on their hand they can
feel air. If not, remind them.
Air is really important to me and
to you. Why is that? Ask them to
take a deep breathe in to
emphasize the answer. Show the
Students will verbalize

answers to the questions.
Students will breathe to

demonstrate that they have
following video
7 min
air inside of them
Explanation:
https://www.youtube.com/watch?v
=zU78wcABtPE
Ask students to explain what they

saw in the video and what they
learned.
Students watch video and

explain what happened in
the video
5min
3 min
5 min
3 min
Closure
(conclusion,
Come back together as a

class to review what has been
learned. What was inside the
cup? the baggie? How do you
know?
5 min
teaching the lesson
Reflection: Amanda and Rachel During the introduction of our lesson, I was
surprised about how much our students knew about airsuch as: You cant see
air, its invisible! Air has Carbon Dioxide in it. Sometimes I see the wind blowing
leaves in the fall, thats air!
During the lesson we developed the idea that air is a substance by
identifying some of the evidences that we have that air exists such as, air takes
up space, air can move things, and that you can feel air when it blows. When
walking around and talking to students during the air in the bag activity, students
made comments like, when I closed the bag I could tell that there was air in it
because it was blown up. We also touched on the fact that if there was a hole in
our bag, and we captured the air inside of it, some air would escape through the
hole.
During the next activity focusing on how air can move things, the students
made predictions about whether or not they would be able to move the object in
front of them by blowing on it. Many students predicted that they would not be
able to and were surprised that they could! We also practiced recording our
findings by taping objects into one of two columns, Moved and Couldnt move.
For our summative assessment, we had the students draw a picture of
themselves and how they experience air. During this activity, Rachel and I
walked around and talked to many students about what they where drawing and
how they knew that there was air in this picture. All of the students that I spoke to
referred to evidences that were parts of the objectives in this lesson. For
example, some students said, I know there is air in the fall because the wind
blows the leaves; I drew a fan because I can feel air when it blows; and I drew a
bag because I could feel the air inside of the bag.
One place I felt we could have improved our lesson was in some of the
timing and explanation at the end of the activities, especially after the experiment
with the water and the cup and after the plastic bag activity. Though in both
activities we gave the students a good explanation, I am not confident that every
student understood. It is difficult to do strong assessments with kindergarten
students because they cannot write and with twenty students there is not enough
time to hear from every single student.
Reflection: Jessica and Kat
The students were very excited to look at their rocks when we walked into the
classroom. However, the rocks were not completely dry and so we left them in the
plastic cups. Todays lesson we focused on air. At first, it was difficult for the students to
transition from rocks to air. The students already knew a lot about air and what it is made
out of. We used plastic bags to have the students catch air to reinforce the concept that
they cant see air, but they can feel it. The students were a little rowdy during this
activity, but they were excited to show off their examples of air. If I taught this lesson
again, I would have the students do this activity outside. That way if it was a windy day,
they could feel the wind. I think this would reinforce the concept that they cant see air,
but they can feel it.
Students also explored that air can move things. We brought items in for the
students to sort, but if I taught this lesson again I would also have the students
brainstorm items they could move by blowing with their mouths and items they couldnt
move. This way they could come up with some of their own items. The students also
became restless halfway through so I think it is important to establish some sort of brain
break for the students, such as some time for them to stand up and move. I would
incorporate this if I retaught the lesson. The students were able to articulate that we
need air for survival and we know its there because it makes a big puff ball. The
students did very well with this abstract concept. I had a wonderful time planning lessons
and working with Mrs. Boomsmas very active kindergarten class.
Lesson 6 Evidence of Air

Program
Teacher Rachel, Amanda, Kat, Jessica
Date
Subject/ Topic/ Theme
Evidence of Air
Grade K
I. Objectives
Required

objectives)
(content & skill
C*
physical
development
socioemotional

Air can move things
Students will recognize that air is necessary for living
things.

detail.

is not understood.

Knowledge from the previous lesson: knowledge that air exists and a few
pieces of evidence about its existence.

Pre-assessment (for learning): Students will recall what they did in the last lesson in preparation for
application in this lesson.

Students will blow on different knick knacks and identify whether or not it
moved.

Students will make windmills and test them out on the playground.

Students will participate in the summative assessment of rocks as a whole
for the summative assessment of this lesson as well.

lesson present?
What will it take

this lesson?
Provide Multiple
Means of
Representation
Provide Multiple
Means of Action
and Expression
Provide Multiple
Means of
Engagement
Provide options for

perception- making
information
perceptible
Provide options
for physical
action- increase
options for
interaction
Provide options for

minimize threats
Provide options for

language,
mathematical
expressions, and
symbols- clarify &
connect language
Provide options
for expression and
of expression
Provide options for

challenge,
collaboration,
mastery-oriented
feedback
Provide options for

Provide options
for executive
functions-
Provide options for

highlight
they ready to use?

coordinate short &

long term goals,
monitor progress,
and modify
strategies
personal skills and

reflection
Various small objects for students to blow such as: paper

clip, pencil, note card...etc
Windmill project: 5x5 pieces of colored paper, rulers,
markers or pencils, glue, wooden pencils, brads
Air drawing paper and checklist
At desks, on carpet
III. The Plan
Tim
e
Compon
ents

AND
student activities
5-7
Motivation
(opening/
introduction/
engagement)
Ask students what we learned

about air in our last lesson?
How do we know air exists?
10
Development
Exploration:
Students will give answers

about what they learned
about air and how they know
it exists.
(the largest
component or main
body of the lesson)
Pass out small objects to every

student. Explain to the students
that they will be trying to blow
their objects. Ask students to
make a prediction like scientists
do, raise your hand if you think
that you can move your object by
blowing on it? Have the students
try it. (Make sure the students
have their hands behind their
backs and that they dont touch
the objects.
Students will try to blow their

object and then put it into the
move and didnt move
category.
10-12
Ask a student to come up in front
of the class and tell them whether
or not they were able to move
their object. Have a few students
come up and test it by trying to
blow on that object. Ask a few
more students (those who were
able to move it and those who
were not able to) to come up to
do this activity.
Students will draw pictures of

air they have felt in their life.
10-15
Dismiss students by table to
come place their object on the
board in the correct columns:
moved, didnt move. (use tape to
keep the objects in place). Ask
students what factors/things make
some objects move and others
not to move? Weight and size.
Ask, if this small sponge was the
size of a desk, would you still be
able to make it move? What could
a tornado move?
15-20
Ask students to raise their hand if

their prediction was correct. Now
raise your hand if your prediction
was wrong. Ask, what did you
learn about air in this activity?
What can air do? Air can move
some things.
Create a windmill with the class:
Hand out a 5 by 5 piece
of colored paper to each
student.
Play the youtube video
which shows how to
create a windmill.
Pause the video after
every step to walk
around the classroom
and have students
complete that step.
Students will create a

windmill with the step-bystep directions.
Students will make their

windmill using their mouths
and the air outside.
Continue to play the

video after all of the
students have completed
that step.
https://www.youtube.com/watch?v
=hRPKRIeddbY
Once students have finished
making their windmills, ask them
to make it move without using
their hands. Ask how they were
able to make it move by blowing?
What is causing it to move? AIR
5-7
Have the students line up and go

outside with their windmills. Have
the students hold it high in the air
and see if the air/wind is able to
make their windmills move. Come
back into the classroom after this
activity.
Now that we know all about air,

draw a picture of somewhere in
your life where you have felt air.
Pair share their pictures. Choose

a few students to come up and
share their pictures with the class.
Students will describe

examples of where they see
air and draw a picture of it.
Students will share their
pictures with the class.
10
Closure
(conclusion,
Hand out air assessment. The

teacher will hand out a
worksheet and a checklist.
The worksheet will have a
picture with three boxes. In the
first box, students will draw a
picture of air inside. In the
second box, the student will
draw a picture of air outside.
In the third box, the student
will draw a picture of how air is
inside their bodies. The
students will use the checklist
to make sure they included the
necessary components to
show that air exists. Students
will circle a smiley face if they

included that piece in their
drawings. They will use this for
each box. If they didnt include
that piece in their drawing,
they will circle the frowny face.
The teacher will then use this
smiley face checklist to make
sure students included the
correct components in their
summative assessment. The
teacher will review what the
checklist says with the
students before having them
work individually.
teaching the lesson
WE KNOW ABOUT AIR!
Air Checklist
I have included...
1.) A picture of air inside.

2.) A picture of air outside.

3.) A picture of how my body uses air.

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Rocks & Air

Summary of unit and its appropriateness:

Students will be able to recognize

Students will be able to

E.SE.00.11 Identify earth

Students will be able to

E.SE.00.11 Identify earth

Students will be able to describe rocks based

Students will be able to recognize rocks as an

Students will be able to sort and compare

K.P.2.1 Classify objects by

K.P.2.1 Classify objects by

Students will be able to name some of the

E.SE.00.11 Identify earth

Students will be able to name some of the

K.P.2.1 Classify objects by

Identify ways that rocks were useful in the

E.SE.00.11 Identify earth

Draw a picture of an everyday object that is

Students will be able to recognize that air

Students will be able to find evidence that air

You can feel air blowing

Students will recognize that air is necessary

Students will make

E.SE.00.11 Identify earth

for living things.

Students will be able to recognize that air

Students will be able to find evidence that air

You can feel air blowing

Air can move things

Materials used from Calvin:

Students will make

E.SE.00.11 Identify earth

Lesson 1 Introduction to Rocks

Date: April 28, 2016

Subject/ Topic/ Theme: Introduction to Rocks

Learners will be able to:

(content & skill objectives)

Students will be able to recognize characteristics of rocks.

Common Core, GLCEs, or NEXT Gen standards addressed:

*remember, understand, apply, analyze, evaluate, create

II. Before you start

Outline assessment activities

Knowledge of colors, size, and shapes.

Pre-assessment (for learning):

Formative (for learning):

Formative (as learning):

Summative (of learning):

What barriers might this

What will it take

Provide options for

Provide options for

Provide options for

Provide options for

Provide options for

Provide options for

Rocks, poster, video reading, rock worksheet, blank paper

How will your classroom be

III. The Plan

Teacher asks the class, What

Describe teacher activities

Students leave their rocks