Name: Blair Pack

Class: Reedy Creek, 1st Grade.

Date: 3-19-18.

Rock Walk.
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Central Focus/Big Idea: Learning about different types of rocks.

Subject of this lesson: Learning about the physical properties of different rocks and how they
are useful.

Grade Level: This lesson is designed for 1st grade.

NC Essential Standard(s): 1.E.2.1 Summarize the physical properties of

Earth Materials, including rocks, minerals, soils and water that make them useful in different
ways.

21st Century Skills:

Critical thinking and problem solving: Students construct their own scientific understanding and
develop their scientific process skills by asking scientific questions, designing and conducting
investigations, constructing explanations from their observations, and discussing their
explanations with others. I picked this skill for my lesson because students will be conducting
their own experiment by asking scientific questions about the rocks they will be looking at. They
will be discussing with others in the group what they have discovered about the rocks.

Communication: Students prepare and interpret a variety of methods for demonstrating

understanding and explaining the results of investigations including charts and graphs, diagrams
and illustrations, photographic images, and informational and procedural text. I picked this skill
for the lesson because students will demonstrate understanding how rocks are useful in the
environment by using technology, photographs, and illustrations.

Academic Language Demand

 Summarize: Students will be able to summarize the physical properties of different rocks.

Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

 Scientific Vocabulary:
- Properties, Rocks, Sandstone, Basalt, Limestone, Pebbles/Stones, Obsidian, and Mica
schist.
Instructional Objective: Students will be able to describe different types of rocks and their
physical properties by observing, looking, and feeling. Students are expected to learn the
different physical properties of rocks and how they help the earth. Students will be able to fill out
a “Rock Walk” worksheet where they will write down the rocks and their properties.

Prior Knowledge (student): Students should know and understand physical properties of
objects.

Content Knowledge (teacher): The teacher needs to know and understand what physical
properties are. The teacher should also know the different types of rocks that are going to be
introduced in the lesson and how they are useful to the earth.

Accommodations for special needs: Students with special needs will have to draw and color the
rocks that they observe.

Materials and Technology requirements:

- 1 bag of sandstone rocks.
- 1 bag of basalt rocks.
- 1 bag of limestone rocks.
- 1 bag of pebbles/stones.
- 1 bag of obsidian rocks.
- 1 bag of mica schist rocks.
- 21 small magnifying glasses.
- 21 Rock Walk worksheets.
- 6 large tin foil serving trays.
- Discovery Education, Rocks the solid earth material, video. (Available on YouTube.)
- The book, Rocks by Brenda Parkes.
- Smartboard.
- Paper.
- Pencil.

Total Estimated Time: 40 minutes.

Source of lesson: Clinical Teacher.

Safety considerations: Teacher will be walking around observing making sure students are
behaving. Teacher should make sure students are not throwing, eating, or doing any other
inappropriate activities with the rocks.
 Content and Strategies (Procedure).

Engage: I will start out by asking the students what they know about rocks. “Can anybody tell
me what you know about rocks?” “Do you know the correct names for certain rocks?” “Does
anybody know how rocks are useful to the earth?” These questions will tell me how much prior
knowledge they have about rocks. I will then play them the video from Discovery Education,
Rocks the solid earth material. (If the video does not work, then just reading the Rocks book by
Brenda Parkes, will be fine.) As the video plays I will stop it periodically and ask students
questions regarding to the video. “How did the scientist describe the limestone rock?” “What
words did he use to describe the texture?”

Explore: I will then read the book, Rocks by Brenda Parkes, to the class. After the reading
students will return to their tables. When at their tables I will tell them to write down five facts
they learned from the reading. They will also have to list different adjectives they learned in the
book on how to describe rocks. (In the book the students will learn that the earth is composed of
different types of solid materials and different sizes and shapes. The book recognizes rocks and
sorts them into groups based on physical properties.) While the groups are writing down their
facts the teacher should be walking around and listening/engaging in conversation. I will ask
questions such as “How did the book categorize the rocks into different groups?”, “What are
some adjectives you can use to describe the texture, what about how it looks?”

Explanation: While still at their table the students will come up with the fact they found most
interesting. Each table will share their fact to the whole class.

Elaborate: I will then describe to the class they will be going on a rock walk. I will describe the
different types of rocks they will observing. These rocks include sandstone, basalt, limestone,
pebbles/stones, obsidian, and mica schist. We will go over as a class what each rock is made up
of and how they help the earth. I will then hand out the rock walk worksheet. (At this time each
table of students will have a different tray of rocks at their table. They will also be given
magnifying glasses.) The students will have 5 minutes at each rock station to write their
observation of the rocks and draw a picture of the different types of rocks. The students will
complete this until they have described the physical properties of the 6 rocks given.

Evaluate: The summative assessment will be observing the students’ progress toward the stated
objective by looking at their rock walk worksheet. On this worksheet I will assess how they
described the physical properties of each rock and see if each rock was completed and if a
picture was drawn. The formative assessment will be when I ask questions throughout the lesson
to see the students understanding and their advancement. Also, by walking around listening and
engaging in the group discussion.

CT signature/confirmation: Blair Pack Date: 3/19/18.