L1+Christensen,+Melaine

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

__**Topic:**__ The rock cycle
 * __ Teacher’s Name __**** : ** Mel Christensen **__Lesson #:__** 1 **__Facet:__** Explain
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2-3


 * __ PART I: __**

Student will understand that a variety of natural cycles and processes control Earth's environment. Student will know what minerals are, how they form, and how they are compacted together to form each of the three main rock types. Student will be able to describe the rock cycle and how it forms and transforms rocks.
 * __ Objectives __**

Product: Creative blog entry

Maine Learning Results Content Area: Science and Technology Standard Label: D - The Physical Setting Standard: D2 - The Earth Grade: 6-8 - Earth Systems Students will understand Earth Systems and their impact on natural resource supplies. Performance Indicators: b,d
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

This lesson will focus on understanding the rock cycle. This lesson meets the standard because the rock cycle is a physical process that is integral to the structure and appearance of the Earth.
 * Rationale: **


 * __ Assessments __**

Students will take an academic pre-assessment electronic survey over the rock cycle, minerals, and natural resources and will also be asked to rate their familiarity with blogs, Prezi, Google Docs, Wordles, digital collages, and graphic organizers. Each student will also fill out a personal survey about themselves, their learning, and their goals to help the teacher get to know them.
 * __ Pre-Assessment: (Lesson 1 only) __**

Students will play flyswatter with a diagram of the rock cycle on the board. Two students will come up at a time and be given a prompt that should lead them to one aspect of the cycle; the first one to hit that part with the flyswatter wins the round.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess themselves using a checklist to ensure that they covered all necessary aspects of the rock cycle in their blog entry. Students will be assessed by the teacher on the same elements as well as creativity, spelling, and grammar using a rubric.
 * Section II – timely feedback for products (self, peer, teacher) **


 * __ Summative (Assessment of Learning): Blog: __**Write a creative blog post that tells the story of the rock cycle. Students must include all necessary aspects from their checklist (which will be created by the students). The blog may be written as a narrative, rap, song, or poem. This assignment will be completed by teams of three.


 * __ Integration __**
 * Technology: **The students will each create a blog page that will be used throughout the year. This will be their introduction to blogging in the class. Blogs are a 2.0 tool because they allow a student to "publish" their work to a wider audience.


 * Content Areas: English: **This assignment integrates English in many ways. Students will act, story tell, and write to understand the material.
 * Music:** Students may also integrate music into their product if they would like to write their blog as a rap or song.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: **Students will take notes on the rock cycle in a flowchart during class "story telling." Students will review together and work collaboratively to create the checklist of rock cycle components that students will use to self assess their blog entries.


 * Section II – Groups and Roles for Product: **Students will read two other blog posts, assess their classmates based on the checklist, and give positive specific feedback over the total product.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** The rock cycle will be discussed in a narrative format.
 * Logical:** Students will use skills such as sequencing and logical process of elimination.
 * Visual:** A picture of the rock cycle will be shown and students will have to identify parts of it during flyswatter. Students will be given the opportunity to create their own visuals of the rock cycle for their blog.
 * Kinesthetic:** Students will have the opportunity to role play and act out the rock cycle.
 * Musical:** Student will have the option to write a song or rap for their blog.
 * Intrapersonal:** Students will complete a survey about themselves, their learning, and their goals.
 * Interpersonal:** Students will interact during the role playing of the rock cycle and during flyswatter.
 * Naturalist:** Students will get to discuss natural processes and look at samples of rocks and minerals.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students who are absent should check the wiki and talk to their classmates for notes and assignments that were missed. Each student will need to make sure they set up their own blog, instructions can be found on the wiki or received from another student. Students should refer to their classmates' blogs to get an overview of the content from from class. Students must complete a blog entry of their own individually within a time frame agreed upon by the teacher and student.
 * Plan for accommodating absent students: **


 * __ Extensions: __** Can be arranged when appropriate at the request of the student.


 * Type II technology: **The students will each create a blog page that will be used throughout the year. This will be their introduction to blogging in the class. Blogs are a 2.0 tool because they allow a student to "publish" their work to a wider audience.

**Gifted Students:** Scientist challenges are intended to provide an opportunity for gifted students to push each assignment further. Scientist challenges are not required of any students but are open to any student who would like to try them. For the rock cycle lesson, students can complete the scientist challenge by incorporating pictures or diagrams and/or by including physical descriptions of each rock type (igneous, metamorphic, and sedimentary) that might help someone recognize them in their blog post.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Role/ learning style cards
 * Simulation Script - posted on wiki
 * Rock cycle dice, floor labels
 * Graphic organizers
 * Fly swatters
 * Large drawing of the rock cycle
 * Google Doc for self-assessment checklist
 * Sample Blog
 * Blog Rubric
 * Rock Samples
 * Laptops

// List all URL and describe. //
 * __ Source for Lesson Plan and Research __**

Google Doc: [] This is the link to Google Drive where the class will create their self assessment checklist to use for their blog posts.

Blogger: [] This is the link to the homepage of blogger that students will follow to set up their blogs.

Graphic Organizer: [| http://www.teachervision.fen.com/page/57784.html] Students will fill out this graphic organizer at the end of class. The large boxes may be filled in so that students can focus on the changes and transitions and not be confused by the layout.

Content:

Interactives Rock Cycle: [] This site provides descriptions of the stages of the rock cycle with a step by step animation. This would be a good resource for students who miss class or need an extra review of the material.

Rock cycle overview and vocabulary: [] This site provides a brief description of the rock cycle and the three rock types. There is also a vocabulary list at the bottom of the page that may be a useful reference for students.

Rock cycle simulation dice: [|sciencespot.net/Media/rockcycdice.pdf] This is the template for the rock cycle dice students will use to determine their path through the rock cycle.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1 (80 minutes):
 * Pre-assessment and personal MI and interest survey; turn in and pick up role card (Attendance) (10 minutes)
 * Rock cycle simulation (35 minutes)
 * Rock vs. Mineral discussion and Keynote (15 minutes)
 * Graphic Organizer (15 minutes)
 * Hand out syllabus, review, questions (5 minutes)

Day 2 (80 minutes):
 * Flyswatter review (10 minutes)
 * Answer questions, assign partners, explain blog assignment (10 minutes)
 * Create Google Doc assessment checklist (10 minutes)
 * Create blogger accounts, set up blogs, post links on the class wiki (20 minutes)
 * Work on blog assignment (30 minutes)

Day 3 (80 minutes):
 * Finish blog assignment, prepare to present, self-assess (20 minutes)
 * Present blog posts and give peer feedback (40 minutes)
 * Reflective discussion on the project and Multiple Intelligences (20 minutes)

For this lesson the classroom will be arranged with desks around the perimeter so there will be plenty of room for the rock cycle simulation. This will also allow students to have some space to focus when they work on their pre-assessment, survey, and graphic organizer. After students set up their blogs on day two they can rearrange the desks. The U-shape around the perimeter will be set up again for presentations on the third day. **Day 1:** Students will understand that a variety of natural cycles and processes control Earth's environment and will //understand Earth Systems and their impact on natural resource supplies//. They need to understand what minerals are and where they come from in order to understand the importance of mineral resources to their lives. A pre-assessment and a personal survey of student interests and MIs will open the lesson. When students complete these they will pick up a role card. Students will be given a role in the rock cycle simulation based on a card they choose labelled with an intelligence. The teacher will talk the students through the rock cycle and students will move around the room to stations on the floor acting out their role in the rock cycle. Movements through the rock cycle will be based on the [|rock cycle dice].
 * Where, Why, What, Hook Tailors:** Kinesthetic, logical, interpersonal, verbal, intrapersonal, naturalist

Students will know what minerals are, how they form, and how they are compacted together to form each of the three main rock types in the rock cycle (see content notes). The rock cycle will be introduced in terms of a simulation that students will act out and then discuss to ensure questions or unclear points are covered. After the simulation we will discuss the three rock types and the difference between a rock and a mineral. Key information and pictures will be shown in a Keynote and students will get to see samples of rocks and minerals. Key questions that will be answered are: Students will use the [|rock cycle graphic organizer] to track the stages of the rock cycle and make note of the various cyclical pathways that are possible within the cycle. Completing the graphic organizer enables students to reflect on and review the simulation and ask questions. Students who may need more review of the rock cycle can work through the graphic organizer while looking at [|Interactives Rock Cycle].
 * What is a rock?
 * What is a mineral?
 * How do minerals form rocks?
 * How are minerals moved through the rock cycle and changed?
 * Equip, Rethink, Tailors:** Visual, intrapersonal, verbal, naturalist

On day 2, students will be able to describe the rock cycle and how it forms and transforms rocks. The class will review the material from last class by playing flyswatter with a diagram of the rock cycle that will be drawn on the board before class. This will indicate the level of student understanding of the topic and refresh their memories. After the game, the teacher will clarify any confusion brought up during the game and address questions. The teacher will introduce the students to the blog assignment and assign partners (teams of 3). As a class we will compile the self-assessment checklist on a Google Doc that will be used by students to ensure they have all the components of the rock cycle in their blog post. Key terms and ideas that should be included are: igneous, metamorphic, sedimentary, rock, mineral, weathering, erosion, heat, pressure, magma/lava, cooling, and sediment. Students will rearrange the desks so that they are sitting with their partners and the class will set up [|blogger account] together. A student volunteer will connect their computer to the projector so students can see the process if they have difficulty during the set-up process. Partners should help each other set up their blogs. Once blogs are set up and links have been posted on the class wiki students can begin working on their assignment. Students be asked to retell the story of the rock cycle in a creative blog post that can take the form of a narrative, rap, song, or poem and must include all aspects of the rock cycle listed on the checklist compiled in class. T he scientist challenge for this assignment is to add to the blog post by incorporating pictures or diagrams and/or including physical descriptions of each rock type (igneous, metamorphic, and sedimentary) that might help someone recognize them. If images or resources from the internet are used a URL or citation should be included. During work time the teacher will float around to each group to answer and ask questions and monitor progress. Students will have 20 minutes next class to f inish blog assignment, prepare to present, and self-assess. If more time is needed students should make arrangements to do work outside of class in order to be prepared to present next class.
 * Explore, Rethink, Tailors:** Visual, interpersonal, verbal, naturalist, musical

On day 3 the blog posts will be shared with the class. Twenty minutes of work time will be reserved for the beginning of class. Every student should have their team's project posted on their blog. Desks will be moved back to the U-shape around the perimeter for presentations. Each group will read or perform their "story" from the blog post. As they present their classmates will give specific, positive, and constructive feedback based on the checklist by commenting on the blog posts. The teacher will assign each section of the room to a team member whose blog they will post feedback on. This way each team member will have feedback on their blog. Giving peer feedback through blog comments is an opportunity for students to discuss and practice digital citizenship and presenting a positive digital presence. The teacher will assess each blog post using a rubric and return feedback to each team next class. Students may make edits to the blog post individually after receiving feedback. Lesson 2 will focus in more depth on minerals, what they are, and how they form rocks. Students will need to carry over their knowledge of the rock cycle and the three rock types. The rock cycle is basic knowledge students will need to understand mineral resources in context throughout the unit.
 * Explore, Rethink, Revise, Tailors:** Visual, interpersonal, verbal, naturalist, musical

Students will know….. // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**
 * rock cycle, igneous, metamorphic, sedimentary, rock, mineral

The **rock cycle** is the process though which rocks are formed and transformed. This cycle closely related to tectonic cycles and surficial processes. The rock cycle can be approached from any angle. Say you pick up a very lightweight rock on a beach in Hawaii with lots of holes in it; this rock was most likely formed from lava that was extruded from a volcano. This rock is an **igneous rock** because it was formed by lava. More specifically the rock is an extrusive igneous rock because it cooled and formed on the surface. If the magma had cooled and formed the rock in the Earth's crust it would be an intrusive igneous rock. The rock that is now in your had will be subjected to weathering if left outside at the surface. The rock can be weathered physically by water (rain, rivers, ocean tides, etc), wind, or ice. It could also be weathered chemically or biologically by plant roots or lichens. When pieces of the rock break off from the original piece those pieces have been eroded and can now be transported by wind, water, ice, or living things to a new place. The pieces are now referred to as sediment, and will eventually be deposited often on the bottom of the ocean. Sediment builds up in layers and eventually becomes compacted and turned into a rock, or lithified. This type of rock is a **sedimentary rock**, depending on the size of the sediments it could be a sandstone, siltstone, mudstone, conglomerate, or breccia. Sedimentary rocks can then be weathered and eroded into sediments again, or move on to the next major stage of the rock cycle. If sedimentary rocks are subducted, or pulled back into the Earth's crust where tectonic plates meet, they will be subjected to high heat and pressure which will deform the rock. This process is classed metamorphosis. During metamorphosis the rock is often bent, folded, broken, compacted, and melted slightly. **Metamorphic rocks** are generally classified by the degree of metamorphosis and the type of rock they were before they were deformed (protolith); metamorphic rocks that form from sedimentary rocks are slate, schist, shale, and phyllite. Metamorphic rocks can either be brought back to the surface and weathered into sediment or completely melted into magma (molten rock). Magma deep inside the Earth can from intrusive igneous rock in the mantle or crust such as granite, diorite, or gabbro. Magma that is extruded through volcanoes or spreading zones forms extrusive igneous rocks like rhyolite, andesite, basalt or pumice like the rock in your hand.

Rocks are made up or minerals. **Minerals** are naturally occurring inorganic homogeneous solids which have a fixed chemical composition and structure within defined limits. Minerals crystallize out of magma in the mantle and are also sometimes reformed during metamorphosis.

// List the items that need to be printed out for the lesson. //
 * __ Handouts __**
 * Graphic Organizer
 * Blog Rubric
 * Rock Cycle Dice, Floor Labels


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** Students will have access to detailed content notes and instructions as well as organizational tools such as graphic organizers.


 * // Microscope: //** Microscope students will have many opportunities to ask questions throughout the lesson and will be engaged in the content with all of their intelligences.

**Puppy:** This lesson includes collaborative work in small groups and between the whole class. Students will have the opportunity to get to know each other and work with different people.

//**Beach Ball:**// In this lessons students will work with the content in several different ways and will have the chance to work collaboratively and discuss ideas with their classmates.


 * Rationale: **This lesson incorporates a variety of instructional and cooperative learning strategies to meet the learning needs of all students.


 * Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.**


 * Formative: Flyswatter, blog self-assessment checklist, peer feedback, frequent opportunities for questions **


 * Summative: Blog post and performance **


 * Rationale: Students will be asked to demonstrate that they know the material for the summative assessment throughout the lesson and will be asked to compile the list of key stages and aspects of the rock cycle that will be included in the summative assessment. **


 * Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.**


 * Content Knowledge: ** See content notes.

Maine Learning Results Content Area: Science and Technology Standard Label: D - The Physical Setting Standard: D2 - The Earth Grade: 6-8 - Earth Systems Students will understand Earth Systems and their impact on natural resource supplies. Performance Indicators: b,d
 * MLR or CCSS: **


 * Facet: ** Explain: Students will need to be able to explain and describe in detail the process through which rocks are formed and transformed. This is the basis for more detailed investigations in geology later in the course.


 * Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.**


 * MI Strategies: **
 * Verbal:** The rock cycle will be discussed in a narrative format.
 * Logical:** Students will use skills such as sequencing and logical process of elimination.
 * Visual:** A picture of the rock cycle will be shown and students will have to identify parts of it during flyswatter. Students will be given the opportunity to create their own visuals of the rock cycle for their blog.
 * Kinesthetic:** Students will have the opportunity to role play and act out the rock cycle.
 * Musical:** Student will have the option to write a song or rap for their blog.
 * Intrapersonal:** Students will work individually on a creative blog post which will give them the opportunity to reflect on the class.
 * Interpersonal:** Students will interact during the role playing of the rock cycle and during flyswatter.
 * Naturalist:** Students will get to discuss natural processes and look at samples of rocks and minerals.

Type II Technology: Blog post


 * Rationale: ** Students will write their explanation of the rock cycle in a creative format and will "publish" it by posting it on their blogs for a wider audience.

__**NETS STANDARDS FOR TEACHERS**__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * Rationale:** In their summative assessment students will work collaboratively on a creative writing project which demonstrates their knowledge. They will share these with their classmates in class and receive feedback from the class online.

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * Rationale**: Rather than just have students turn in their assignments, they will be using digital tools to share their work with their classmates and other. ||  ||   ||
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