Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Emma Gontjes __________

Date:__04/08/2020 ____________ Subject/ Topic/ Theme:__Rock Cycle_________________Grade:___ 4th grade_

I. Objectives
How does this lesson connect to the unit plan?
This lesson talks specifically about the order of the rock cycle.
cognitive- physical socio-
Learners will be able to: R U Ap An E development emotional
C*
 Recognize and know the rock cycle pattern R
 Design a rock cycle through making a diagram on paper X
 Distinguish between the three different types of rock formation U

Common Core standards (or GLCEs if not available in Common Core) addressed:

4-ESS1-1 Identify evidence from patterns in rock formations and fossils

(Speaking and Listening Common Core #2 may be used in reading the book. SL2- Paraphrase portions of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively, and orally. )

(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 Students will have already known shapes, common vocabulary, and the three different categories
and skills. of rocks.

Pre-assessment (for learning)(if applicable):

Asking if they remember the three different formations of rocks that we learned last class period.
Outline assessment activities Formative (for learning):
(applicable to this lesson) Comprehension questions throughout the reading.
Formative (as learning):
Drawing out a rock cycle on paper.
What barriers might this lesson Provide Multiple Means of Provide Multiple Means of Provide Multiple Means
present? Engagement Representation of Action and
Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for
expectations, personal skills and activate, apply & highlight executive functions-
What will it take –
strategies, self-assessment & - Highlighting questions coordinate short & long-
neurodevelopmentally, reflection term goals, monitor
from previous lesson to
experientially, emotionally, etc., - They will be making rock progress, and modify
assure they all have the
for your students to do this cycle charts and be able to strategies
same background
lesson? check with the teachers at - They can check
the front to make sure it
knowledge at the their rock cycle
matches the order. beginning of the book. drawing to
monitor if they
are doing it
right.

Materials-what materials (books,
handouts, etc) do you need for
this lesson and are they ready to
use?
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
- They will be answering
questions in groups first
and then as a whole class.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Students will be creating
their own cycle and open to
adding their own creative
touches on the drawings.
Students will need paper and any art supplies, like markers, crayons, and colored pencils, to make
a diagram.
Provide options for language, Provide options for
mathematical expressions, and expression and
symbols- clarify & connect language communication- increase
- Teacher asks vocabulary medium of expression
questions throughout book - Using a book
and ask questions about on the internet.
pictures to relate to text. The book could
be projected on
the screen.
Provide options for perception- making Provide options for
information perceptible physical action- increase
- Different form of options for interaction
visualization through - They will be
drawing out a rock cycle creating rock
cycle and also
moving
learning
environments
form floor to
desks.

At first the room will be set up for the students to be seated on the ground. Students are going to
sit on the ground and listen to the story. After the story, they will have to go back to their desks to
How will your classroom be set use their materials.
up for this lesson?

III. The Plan

Componen Describe teacher activities AND student activities
Time ts for each component of the lesson. Include important higher order thinking questions and/or prompts.
0:00 Motivation I want you guys to show me with your hands, what a circle looks Students follow teacher’s instruction and
(opening/ like. Give them time to do so. engage in conversation and questions.
introductio “What is unique about a circle compared to other shapes?”
n/ “A circle is never ending. It goes in one loop and can repeat itself.
0:04 engagemen Another word for this continual repetition is call a cycle. A cycle is
t) a series of events that are regularly repeated in the same order. Now
do you remember last class period when we sorted rocks, what
three categories did we sort them?”
“Sedimentary, metamorphic, and igneous. Those three categories
were different points in a rock cycle.”

0:05 https://www.storyjumper.com/book/read/12947832/The-Rock-
Developme Cycle#page/16
nt Use the book off of this website.
(the largest
0:06 component We are going to be reading a book about the rock cycle and try to
or main understand the order that the rock cycle goes in. Since we know the
body of the three points in a rock cycle, sedimentary metamorphic and igneous,
lesson) I want you all to be able to answer the following question after we
read this book. What order does the rock cycle go in?”
 (Throughout the reading designate a student to write the answers to
0:07 the questions the teacher has throughout the reading on the board) One student gets to write on the board
Open to the first page and ask students, “What do you see in this the answers for students to look back at
picture? What do you notice about the rock that is telling the story? after reading. Other students are going to
 Read first page spread. sit in a circle on the floor while being
“Do you know what the word erosion means? read the book.
“Erosions is the process by which the surface of the earth is worn
away by the action of water, glaciers, winds, waves, etc. Rocks
change because of these different natural factors.”
Read page 2 Gives guesses to what erosion means.
“What kind of rock is found on the earth’s surface?”
Read page 3 (Chose one student to read?) Students will follow along in book and
“What makes a sedimentary rock turn into a metamorphic rock? answer questions for understanding
Read Page 4 (Chose one student to read?) throughout the book.
“Cooled magma, is what kind of rock formation?”
Read Pages 5 and 6
“How do sediments move?”
Finished the book (Chose students to read?)
0:12
“Okay now that we have finished the book, I want to go back to the
0:13 questions I asked before we read. Fourth Graders, do you remember
what I asked? What order does the rock cycle go in?” Give students
time to think and get answers from many different students to check
for understanding.

“In the book we read, it started with sedimentary then moved to Respond to questions. Students first
metamorphic then to igneous. Now since this is a cycle, what kind answer question with partner, then talk
0:14 of shape did we say it was?” as a whole group.
“We do not know the actual starting point, but we know it goes in
that order.”

I want us to look at a photo of a real rock cycle now.

0:15 https://www.google.com/url?sa=i&url=https%3A%2F%2
Fwww.kids-earth-science.com%2Frock-cycle.html&psig=
AOvVaw0hjgXr4S2XbsjE0Hl5XYMw&ust=1586545182
674000&source=images&cd=vfe&ved=0CAIQjRxqFwoTC
LjOwcSD3OgCFQAAAAAdAAAAABAD

This is a good example. Have students discuss what they see and
how each rock is sedimentary, metamorphic, and igneous.

“Now for our activity after this book, I want us to make our own
diagrams showing and rock cycle. There are many different ways
this can look, but I have a few ideas and criteria to get you started.
The first thing you have to make sure, is that your diagram is a
circle. A circle is a good way to represent a cycle, and what does a
0:19 cycle mean again?”
After listening to instructions, students
“Make a circle using arrows, and have those arrows point to the will go back to their desks. They will get
next step in a rock cycle. Today we learned that the order is paper and other coloring materials to
sedimentary, metamorphic, then igneous. Draw those three kinds of make their own rock cycle diagrams.
rocks with the word by them. Be creative and colorful too. If you
are forgetting the spelling of the words or what they look like, I am
going to put my example on the board for you to get an idea from.”
(The teachers on the board is to serve as an example and form of
self-assessment for the students to check their own work)
0:20 Once it looks like some of the kids are wrapping up, gather Students will stop working and clean up.
Closure student’s attention to wrap up the lesson. Teacher will choose some Once everything is cleaned up, they will
(conclusion people to present their rock cycles for the class. listen to closing. Some students will
, present their rock cycles to the class.
culminatio “What is one thing you learned that you did not know before
n, wrap-up) reading this book? What are the three points in a rock cycle, and Students respond with answers
what order do they come in?”

“For homework, you all are going to take home your rock cycles
and explain them to a family member. You will be the presenter of Students will be presenting diagrams to
your diagram.” family members as homework.
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.) (SCROLL DOWN)

I thought this lesson went a lot better than my last lesson. I was a little more prepared and my lesson was simpler.

Overall, I thought I did a really good job of incorporating questions and checking for understanding throughout my lesson. I

noticed that I could work on having a clearer set up for the activity after the reading. This would be much easier in a room

where I can write on a board or project something onto a screen. Teaching to my peers over Teams is very different than

being in a classroom with 25 students.

My peers offered me a lot of good advice too. I think a lot of the advice would help in a classroom, but not really

online. The advice I received was to ask questions during the reading, write down important information during the reading

for discussion, have steps written out for the drawing for self-assessment, and show a picture of a real rock cycle. I did

change my lesson based on one or two of these suggestions but not the others. I think I have enough questions throughout

my reading. I have a question after every page, and I think that is enough considering there is not a lot of information per

page. I went back and forth about the next piece of advice. I changed my lesson so I would write things on the board

throughout the book, but I feel as though it takes away from the learning circle. I changed my lesson based on it but have

not fully decided if I would do that while teaching or not. The next piece of advice was to write down the information or

show an example of a rock cycle drawing so the students can assess themselves while creating their rock cycles. I did

mention to my peers that that was my plan as I had made a sample before. That was already covered in my lesson.  The

final piece of advice was to show a photo of a real rock cycle. I thought this was a good idea as the book and my personal

rock cycle were illustrations. I added this to my lesson plan as well.

Overall, I thought this lesson went well. I got some good advice from my peers to make my lesson better, and they also

solidified good ideas that I already had in my lesson.