Dawngruber-5e Lesson

EDUC 513: Elementary Methods of Teaching Science
5E Lesson Design
Your Name
Grade Level
Subject/Topic of the
Lesson
State Academic
Standards
(Specify State)
Lesson Objectives
(Key Knowledge)
Lesson Objectives
(Key Skills)
Blooms Taxonomy
Cognitive Domain*
(Required)
Blooms Taxonomy
Affective Domain*
(Optional)
MJG 2013
Dawn Gruber
4th
Rocks & Minerals
State: PA
3.2.4.A Inquiry and Design
Identify and use the nature of scientific and technological
knowledge.
Provide clear explanations that account for observations and results
3.2.4.B Inquiry and Design
Describe objects in the world using the five senses.
Recognize observational descriptors from each of the five senses
(e.g., see-black, feel-rough).
Use observations to develop a descriptive vocabulary
3.5.4.A Earth Sciences
Know basic landforms and earth history.
Describe earth processes
Identify various earth structures
3.5.4.B Earth Sciences
Identify and sort earth materials according to a classification key
(e.g., rock type)
At the end of this lesson, the students will know about the
difference between rocks and minerals, as well as understand the
steps in the rock cycle.
After this lesson, students will be able to:
List the three types of rocks.
Compare and contrast rocks and minerals using a Venn
diagram.
Write the steps of the rock cycle.
List: Comprehension Level of Cognitive Domain
Compare & Contrast: Analysis Level of Cognitive Domain
Write: Synthesis Level of Cognitive Domain
Responding to phenomena: Active participation on the part of the
learners.
Receiving phenomena: Awareness, willingness to hear, selected
attention.
EDUC 513
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5E Lesson Design
Content Summary
Lesson Activities
(Engage)
Lesson Activities
(Explore)
Lesson Activities
(Explain)
Lesson Activities
(Elaborate)
MJG 2013
Properties of minerals
Properties of rocks
The four processes of the rock cycle (sedimentation,
lithification, metamorphism, and melting/crystallization)
The rock products of the rock cycle (sediments,
sedimentary bedrock, metamorphic bedrock, and
igneous bedrock)
To get class excited about rocks, bring a rock collection to class.
Show them the wide variety of specimens, pointing out the
differences in color, shape, and texture. Pass out different kinds
of rocks for each student to study closer. The students will be
able to hold and touch the different samples of rocks in order to
use their senses to see the differences.
Ask the class if they can think of places to find rocks. They
might say in the park or in their driveway. Talk about how
mountains are made of rock and so are volcanoes. Ask my
students to raise their hands and say the name of a place that
contains rocks. Some more examples that may be received are a
cave, tunnel, or beach. Explain that there are many different
kinds of rocks. The rock in the ring on my finger is definitely
not the same as the rock that can be found in the backyard or
on the playground. Next, have each student draw a picture of a
rock and describe where the rock came from. Then explain that
they will be learning more about how rocks are made next.
Show the Rock Cycle chart, using a PowerPoint presentation or
bring the page up on a Smart board/White board. After reading
each step on the chart, ask for a volunteer. Tell the volunteer
that they are going to go on a tour of the Rock Cycle! Have the
volunteer hold up his or her drawing of a rock. What kind of
rock did they choose? Start the Rock Cycle tour off at one of
three types of rock; metamorphic, sedimentary, or igneous and
that will depend on which rock the student drew a picture of.
Go through the tour, traveling until the rock has changed forms
twice. Show samples from the rock collection as you talk about
the tour, to give students more visuals.
What is the difference between rocks and minerals? Have
students choose one variety of rock (quartz, slate, marble, coal,
EDUC 513
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5E Lesson Design
sandstone, etc.) and make a poster about the variety they chose.
They must include the following information:
1. The name of the rock or mineral
2. The category the rock falls into on the rock cycle
3. Where it is found
4. If it's common or rare.
Encourage students to research their rock using field guides, or
an internet source. When the display is finished, invite your
students to read each of the posters and find which ones are
rocks and which are minerals. Draw a Venn diagram on the
Smart Board/White board. Label one side 'Minerals' and the
other side 'Rocks.' Have students come up and write details
about rocks and minerals. To contrast, they can write in the
parts of the circles that don't overlap. To compare, they can
write something in the part of the circles that overlaps.
Lesson Activities
(Evaluate)
MJG 2013
Remind students what they learned about the rock cycle and
how each of the three types of rock can be changed into another
type. Show the Rock Cycle chart again, and let students take a
final look at it. Hand out the rock cycle worksheets and take
down the chart, so students will have to rely on memory. Have
each student work individually on filling in the rock cycle
worksheet and turn in the completed assignment for you to
check their work. The rock cycle worksheet will be used to
assess whether there is need to go over the rock cycle again or
not. Were the majority of students confused, or could they
successfully fill in the blanks to complete the worksheet?
EDUC 513
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5E Lesson Design
*Images from www.bing.com/images
MJG 2013
EDUC 513
Page 4 of 5

5E Lesson Design
*Images from www.bing.com/images
MJG 2013
EDUC 513
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EDUC 513: Elementary Methods of Teaching Science

EDUC 513: Elementary Methods of Teaching Science

EDUC 513: Elementary Methods of Teaching Science

EDUC 513: Elementary Methods of Teaching Science

*Images from www.bing.com/images

EDUC 513: Elementary Methods of Teaching Science

*Images from www.bing.com/images

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